Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i85IihR23192; Sun, 5 Sep 2004 14:44:43 -0400 (EDT) Date: Sun, 5 Sep 2004 14:44:43 -0400 (EDT) Message-Id: <20700136.1094409772160.JavaMail.root@bert.psp.pas.earthlink.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: Mary Ann Corley <macorley1@earthlink.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:1417] "Falling Behind" Study X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Earthlink Zoo Mail 1.0 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 1003 Lines: 16 A new study by economists Roland G. Fryer of Harvard University and Steven D. Levitt of the University of Chicago hammers a solid nail into the coffin of scientific racism. The study, published in the fall issue of the journal Education Next, finds that black and white children from similar family backgrounds enter kindergarten with equal levels of intellectual ability. Using data from the federal government's Early Childhood Longitudinal Study, the authors found that black and white youngsters entering kindergarten scored similarly on standardized tests of academic abilities. But by the end of first grade, significant differences in black and white scores on standardized tests materialized. The authors say that the evidence points to the fact that schools that are predominantly black are less well managed and have a greater degree of social discord than schools that are predominantly white. The study, entitled "Falling Behind," may be read online at http://www.EducationNext.org
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:47:57 EST