Abstract
The author surveys three earlier studies of the effects of schooling on achievement and cognitive development in which the conclusions apparently differ from those of the Coleman Report. He suggests that the Report gives an "unfortunate" impression that schools can do little to improve achievement, and then examines certain school characteristics which do seem to influence achievement.
Keywords
Academic achievementPsychologyCognitionMathematics educationDevelopmental psychology
Related Publications
Elementary School Social Climate and School Achievement
The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools...
Sustaining success toward closing the achievement gap: a case study of one urban high school
Since the introduction of the Coleman Report (1966), the focus on closing the achievement gap has been a critical component of educational policy for political leaders and field...
Can We Make Schools Effective for Minority Students?
This issue of the Journal of Negro Education focuses on successful schooling of American black and some other minority students. On the whole, the basic academic achievement of ...
Perceived Self-Efficacy in Cognitive Development and Functioning
Abstract In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its inf...
Gender differences in sport involvement: Applying the eccles' expectancy-value model
Abstract With the growth of the field of sport psychology has come a growing interest and concern over gender differences in achievement and participation in various sports. Why...
Publication Info
- Year
- 1968
- Type
- article
- Volume
- 38
- Issue
- 1
- Pages
- 38-56
- Citations
- 36
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
36
OpenAlex
Cite This
Henry S. Dyer
(1968).
School Factors and Equal Educational Opportunity.
Harvard Educational Review
, 38
(1)
, 38-56.
https://doi.org/10.17763/haer.38.1.e7616156qn316634
Identifiers
- DOI
- 10.17763/haer.38.1.e7616156qn316634