Online Content

1. Clauset, Karl H. Jr. with Alan K. Gaynor, "The Dynamics of Effective and Ineffective Schooling: A System Dynamics Policy Study"

Type:
Document
Date Created:
1981
Collection:
System Dynamic Society Records
Collecting Area:
University Archives
Collection ID:
ua435
Parent Record(s):
23d738ba88f8333bc39725f9cb5bd0b8, 4a97153f59047c298f3bcd6b15c284f5, and e8eac154b3129692f26c222dbc2c9466
Thumbnail Path Ss:
/downloads/z316qk741?file=thumbnail
System Modified Dtsi:
2020-01-02T18:35:07Z
Description:
In large numbers of U.S. urban elementary schools, there is a multiplier effect which operates to reinforce high achievement for initially high-achievers, average achievement for initially average-achievers, and failure for initially low-achievers. This problem is aggravated by the fact that initial levels and perceptions of achievement are systematically related to social class. In part, poor children enter school with less readiness for reading. Evidence also suggests that, actual achievement aside, teachers tend to perceive lower class children as low-achievers simply because they exhibit lower-class family, dress, and behavioral characteristics. In contrast, there are a relatively small number of “lighthouse” schools spread through out the country in which students, often minority and/or poor, achieve far better than home or SES variables would predict.