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.

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Date created

• 1981

Type

• Document

Processing Activity

• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

  
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ITEM CONTEXT

Part of

e8eac154b3129692f26c222dbc2c9466

Scope and Contents

Part of

4a97153f59047c298f3bcd6b15c284f5

Scope and Contents

Part of

23d738ba88f8333bc39725f9cb5bd0b8

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Collection

System Dynamic Society Records

Scope and Contents

Collecting area

• This collection is part of the University Archives