Word: reporter
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Dates: during 1960-1969
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...real surprises cropped up when Coleman studied the factors associated with low achievement. Of the four he uncovered, the least influential was schools facilities, so long used as the criterion of quality education. According to the Report, school facilities are substantially the same in all schools, minority and majority, across the country. Per pupil expenditure, curricula, all the physical trappings of education, simply do not explain why Negro children leave city schools as near-illiterates...
Coleman himself made no attempts to formulate Policy, but the Report's implications are obvious. It makes the strongest case ever for integration...
...disadvantaged children of any race with more advantaged peers, they cannot provide equal educational opportunity. Since the vast majority of Negroes are poor, and the Negro middle-class all but non-existent, racial segregation equals social segregation. Integration is thus essential to improving Negro education. (Actually, since the Report's publication, other studies, most notably the U.S. Civil Rights Commission's Racial Isolation in the Public School, have found Coleman's data suggests racial mixing, regardless of class, improves minority achievement...
...Coleman Report thus adds a vast weight of fact to the irrefutable moral argument for integration. And it was perhaps expecting raining affirmation of that principle that Civil Rights leaders and educators from all over the Northeast attended a Harvard Ed School colloquium on the Report last October. The conference brought together some of education's foremost scholars, including Coleman, in the first public forum of its kind since the Report's appearance. A unanimous call for integration would have been a genuine breakthrough. And falling that, a clarification of the issues dividing experts would have at least explained past...
...Bowles-Coleman controversy may have seemed trivial to the ghetto parent, but it was not. Like the many. other disputes swirling around the Report, it reflects the study's real methodological problems--problems which fundamentally affect its policy implication...