Harvard Educational Review, Volume 38Howard Eugene Wilson Harvard University, 1968 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 68
... cent in the working - status schools aimed for college . Differential college aspirations are not the only outcomes ... cent in the upper - status schools wanted to be professionals and 50 per cent preferred the Republican Party compared ...
... cent in the working - status schools aimed for college . Differential college aspirations are not the only outcomes ... cent in the upper - status schools wanted to be professionals and 50 per cent preferred the Republican Party compared ...
Page 152
... cent of Negro students achieve in the lower third in the predominantly Negro schools with compensatory education , only 33.4 per cent in the hill schools , and 43.3 per cent in the foothill schools are in this lowest category . In the ...
... cent of Negro students achieve in the lower third in the predominantly Negro schools with compensatory education , only 33.4 per cent in the hill schools , and 43.3 per cent in the foothill schools are in this lowest category . In the ...
Page 179
... cent nonwhite in 1950 to almost 20 per cent today , which has increasing poverty ( in 1966 , 35 per cent of nonwhite families in the New York ghettos had incomes below the poverty level compared with 28 per cent in 1960 ) , and which is ...
... cent nonwhite in 1950 to almost 20 per cent today , which has increasing poverty ( in 1966 , 35 per cent of nonwhite families in the New York ghettos had incomes below the poverty level compared with 28 per cent in 1960 ) , and which is ...
Contents
Educational | 3 |
RESEARCH ISSUES ON EQUALITY | 37 |
POLICY ISSUES ON EQUALITY | 85 |
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academic achievement activities American analysis areas associated attitudes basic become behavior cent child City classroom Coleman concept concerned course curriculum discussion educational opportunity effect effort equal example experience fact feel give given grade groups HARVARD EDUCATIONAL REVIEW human important improve increase individual institutions instruction integration interest involved issues kind knowledge learning least less major materials means measures nature Negro organization parents political poor possible practice present problems Professor public schools pupils question racial reading reason Report response role seems social society structure suggests teachers teaching things tion United University urban values York
Bibliographic information
| Title | Harvard Educational Review, Volume 38 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
| Original from | the University of California |
| Digitized | 7 Apr 2008 |
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