Published Date:
1972
Publication:
Lexington, MA: D.C. Heath
Pages:
176 pages
Chapter one of this study of the education of minorities in the United States delineates the past record of the educational system in equating the educational levels of whites and minorities. It also sets the background of the educational system in terms of the dynamics of urban areas and the financial problems faced by school systems. Within chapter two, the basic concepts of production relationships for education are described. Such input-output relationships provide a basic method for organizing what we know about the educational process. From a production function, it is possible to make decisions about educational policy. This chapter both describes the decision rules which administrators should use and presents a conceptual model of the educational process. Chapters three through five illustrate how data from the past operations of the school system can be used to gain insights into the educational process. Statistical models representing the educational process in elementary schools are developed. Chapter six looks into the question of school desegregation in some detail. The implications of racial and ethnic composition in earlier chapters are related to current discussions of the educational value of desegregation. Finally, an attempt is made in chapter seven to outline how such an analysis provides inputs to the educational decision maker.
CONTENTS | ||
Chapter 1. Topics in Public Education | ||
Resource Allocation | 2 | |
Distribution of Educational Services | 4 | |
Production Functions for Education | 7 | |
Directions of Analysis | 8 | |
Chapter 2. A Conceptual Model of the Educational Process | ||
A Simple Decision Rule | 12 | |
Educational Production Functions | 15 | |
A Conceptual Model | 16 | |
The Output of Education | 20 | |
Skill Aspects of Education | 20 | |
Socialization Aspects of Education | 23 | |
Joint Production | 26 | |
Inputs to Education | 26 | |
Family Background | 27 | |
Peer Group Inputs | 28 | |
Initial Endowments | 29 | |
School Factors | 31 | |
Functional Form | 32 | |
The Conceptual Model | 33 | |
Chapter 3. Single System, Individual Student Analysis | ||
Measuring a School System | 36 | |
Do Teachers Count? | 38 | |
Efficiency Aspects of Schools | 40 | |
Characteristics of Teachers | 42 | |
White, Manual Occupation | 43 | |
White, Nonmanual Occupation | ||
Inconsequential Inputs | ||
Single System Conclusions | ||
Chapter 4. Multisystem Analysis-White Education | ||
Model Modification and Sample Data | 53 | |
Educational Production Functions for White Sixth Graders | 58 | |
Central Cities | 61 | |
Family Background | 62 | |
Pre-School | 65 | |
Migration | 66 | |
Attitudes | 67 | |
School Effects | 69 | |
Black Concentration | 73 | |
Facilities | 74 | |
The Education of Whites | 76 | |
Chapter 5. Multisystem Analysis-Black Education | ||
Black Sample | 78 | |
Educational Production Functions for Black Sixth Graders | 79 | |
Some Minor Differences | 81 | |
Family Background and Attitudes | 83 | |
The Effect of Schools | 86 | |
Racial Composition | 89 | |
Miscellany | 91 | |
The Education of Blacks | 92 | |
Chapter 6. Race and Public Education | ||
The Problem-Socialization Aspects | 97 | |
The Narrow Analysis of Segregation | 99 | |
Incomplete Models of Education | 100 | |
A Qualification | 104 | |
Desegregation and Educational Policy | 105 | |
Chapter 7. Summary and Beyond | ||
The Findings | 108 | |
Implications for Policy-Resource Allocation | 111 | |
Hiring Teachers | 112 | |
Teacher Accountability | 114 | |
Implications for Policy-The Distribution of Educational Services | 115 | |
Compensatory Education | 116 | |
School Desegregation | 117 | |
Community Control of Schools | 120 | |
Restructuring Options | 121 | |
A Synthesis | 122 | |
Needed Information | 123 | |
A Final Word | 124 | |
Appendix | ||
The OE Survey DataNotes | ||
Bibliography | ||
Index | ||
List of Tables | ||
1-1 Approval on School Bond Elections, 1962-1970 1-2 Achievement Differentials by Race and Region; Average Grade Levels Behind the Average White in the Metropolitan Northeast, Verbal Ability 3-1 F-Statistics for Null Hypothesis of Uniform Teacher Effects 3.2 Tests for Significant Effect of Pay Parameters 3-3 Variable Definitions, Means and Standard Deviations-White Manual Occupation Model 3-4 Simple Correlations for Teacher Characteristics-White Manual Sample 3-5 Variable Definitions, Means and Standard Deviations-Nonmanual Occupation Model 4-1 Distribution of White Schools by Percentage of Sixth Graders Who are Black 4-2 Variable Definitions for the White Educational Production Functions 4-3 Means and Standard Deviations for Variables in the White Educational Production Functions 5-1 Distribution of Black Schools by Percentage of Sixth Graders Who Are Black 5-2 Variable Definitions for the Black Educational Production Functions 5-3 Means and Standard Deviations for Variables in the Black Educational Production Functions 5-4 Facility Characteristics of Elementary Schools for Blacks and Whites-Metropolitan Northeast and Midwest 6-1 Distribution of Black Students by Minority Enrollment in Public Elementary and Secondary Schools, 1968 7-1 Public Elementary and Secondary SchoolsPercentage Distribution of Classroom Teachers, By Experience and Degrees Held: 1970 |
Topics: