Some effects of racial integration of high school students on standardized achievement test scores, teacher grades, and dropout rates in Angleton, Texas

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dc.contributor.advisorSanders, Stanley G.
dc.contributor.committeeMemberBishop, John E., Jr.
dc.contributor.committeeMemberFearing, Joseph L.
dc.contributor.committeeMemberKennedy, V. J.
dc.contributor.committeeMemberNesbitt, William O.
dc.creatorBryant, James Chester, 1922-
dc.date.accessioned2022-09-23T15:54:02Z
dc.date.available2022-09-23T15:54:02Z
dc.date.copyright1968
dc.date.issued1968
dc.description.abstractI. PROBLEM. The primary purpose of this research study was to determine the statistical significance of differences in academic achievement of Negro and white secondary school students at the end of their first year of racial integration. A secondary purpose was to assess the significance of any changes in the dropout rates during the same year. II. PROCEDURE. The subjects were 769 white and 146 Negro students in grades eight through eleven in 1965-66. All were students in three public secondary schools of Angleton, Texas. Academic achievement was measured by use of the Test of Academic Progress in May, 1966, when students in both of the high schools were racially segregated, and again in May, 1967, after one year of instruction in an integrated high school. The same students were tested at the ends of two consecutive school years; pre-test and post-test scores were compared to determine if differences post-test means of standard scores were compared to determine if differences were statistically significant after subtraction of the three standard score points gain expected of the students. Significance of differences was determined by use of Student's t-test for differences between correlated pairs of means. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other12605185
dc.identifier.urihttps://hdl.handle.net/10657/11797
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectAfrican Americans
dc.subjectEducation
dc.subjectTexas
dc.subjectAngleton
dc.subjectHigh school dropouts
dc.subjectDesegregation
dc.subjectIntegration
dc.titleSome effects of racial integration of high school students on standardized achievement test scores, teacher grades, and dropout rates in Angleton, Texas
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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