A study of the reading achievement of pupils bussed to predominantly white schools as compared with the reading achievement of pupils remaining in predominantly negro central-city schools

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dc.contributor.advisor Hochstetler, Ruth J. en_US
dc.contributor.author Wheat, Thomas Earl, 1936- en_US
dc.date.accessioned 2011-06-03T19:32:22Z
dc.date.available 2011-06-03T19:32:22Z
dc.date.created 1970 en_US
dc.date.issued 1970
dc.identifier LD2489.Z64 1970 .W54 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181872
dc.description.abstract The purpose of this study was to compare the reading achievement of pupils bussed from two predominantly Negro central-city schools to several predominantly white receiving schools, with the reading achievement of a group of pupils remaining in the two predominantly Negro sending schools.ProceduresThe sample of the present study was drawn from the public school system of a midwest city of approximately 200,000 population. The subjects in the study were those pupils who had been enrolled in the third grade in two central-city schools during the 1965-66 school year, and who continued to reside within the school districts served by the two central-city schools through the 1968-69 school year. The bussed group included sixty-one Negro and three white pupils who were transported from the two predominantly Negro schools at the beginning of the fifth grade and through the sixth grade to ten predominantly white schools. The non-bussed group included forty-three Negro and two white pupils who remained in the two predominantly Negro sending schools through the sixth grade. Data on the individuals included in the sample were obtained from the cumulative folders of the students which were on file at the twelve schools involved in the study. Measuring instruments used to collect data were: the Otis Quick Scorinq Mental Ability Tests, which were given at the sixth grade level; the assessment of reading achievement for grade three, four, and five were based on the reading subtest of the Stanford Achievement Test; and the assessment of the reading achievement for grade six which was based on the reading subtest of the SRA Achievement Series. An informal questionnaire, prepared for the purpose of this study to discover the bussed pupils' feelings toward the situation in the receiving school was administered by the author to the bussed pupils in May, 1969.ConclusionsThe following conclusions are based upon the findings secured from the data and within the limitations established for the study.1. One or two years of bussing for pupils at the fifth and sixth grade level has a positive effect on reading achievement scores. This conclusion is based on the finding that the evidence was statistically significant in favor of the bussed group. This significant difference between the bussed and non-bussed group on the basis of reading achievement increased after two years of bussing.2. One or two years of bussing at the fifth and sixth grade levels has a positive effect on pupils' growth toward reading expectancy levels. This conclusion is based on the finding that after one year of bussing the bussed group gained slightly over the non-bussed group. After two years of bussing the difference in favor of the bussed group was statistically significant at the .05 level of confidence.3. Two years of bussing at the fifth and sixth grade levels has little effect on the number of times pupils are above the median of the four discrepancy scores. This conclusion is based on the finding that there was no statistically significant difference between the bussed and non-bussed groups.4. Students' attitudes toward the receiving school do not seem to affect reading achievement. This conclusion is based on the finding that the relationship between the two does not exceed chance. en_US
dc.format.extent vii, 104 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Segregation in education. en_US
dc.subject.lcsh Reading -- Case studies. en_US
dc.title A study of the reading achievement of pupils bussed to predominantly white schools as compared with the reading achievement of pupils remaining in predominantly negro central-city schools en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/418520 en_US


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  • Doctoral Dissertations [3194]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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