Equal Educational Opportunity 1971: Hearings Before the Select Committee on Equal Educational Opportunity of the United States, Ninety-second Congress, First Session on Equal Educational Opportunity, Part 12

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U.S. Government Printing Office, 1971 - Educational equalization
 

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Page 5590 - It is both a legislated program and a coordinated national endeavor for promoting the Involvement of all segments of society, both public and private, to ensure that In the next decade no American shall be denied a full and productive life because of an inability to read effectively.
Page 5689 - Visual-Motor Integration (VMI) was devised as a measure of the degree to which visual perception and motor behavior are integrated in young children. The copying of geometric forms is well suited to this purpose because there. is a close correlation between the visual perception and the motoric expression that is required and because, unlike letter forms, geometric forms are equally familiar to children of varying backgrounds. (CMJUUL) (1) 3--6 yrs o.
Page 5833 - The evidence establishes to our satisfaction," the judge stated, "that the examinations prepared and administered by the board for the licensing of supervisory personnel In New York City schools do have the de facto effect of discriminating significantly and substantially against qualified black and Puerto Rican applicants.
Page 5598 - Information. A. Summary of Special Program Components in Selected Detroit Public Schools— 1970-71. B. Study of Elementary and Secondary Education Programs and Needs — A Report to the Committee on Education and Labor of the US House of Representatives delivered by Former Superintendent -Norman Drachler, Detroit Public Schools.
Page 5673 - In addition, 90%, or 72 of 80 kindergarten children in the program scored at or above national academic "readiness" norms, indicating the likelihood of their future success in school. The review was based on studies by the school system, parents, faculty and administrators ; an independent evaluation by the Center for Urban Redevelopment in Education (CURE) ; an outside audit by Price Waterhouse and Company and appraisals by educators and observers such as the Rand Corporation and the Office of Economic...
Page 5538 - Hill-Brownsville — is by now well known. What is not so well known is that these confused, experimental districts with an ambiguous educational mandate were the closest thing to local urban control and recorded substantial educational success despite the political fights with the teachers union that ensued. For one thing, the three districts enlisted new participants, board members who were black or Puerto Rican. many poor, who were dedicated to school reform. The typical community school board...
Page 5537 - New York City is the prime example of how decentralization was implemented to prevent true local control.* The New York plan passed by the state legislature in 1969 was perhaps the worst design that could emerge from the political crucible of New York politics. It avoided transfer of substantial power to the local communities and, instead, strengthened the central machinery of the citywide school system.
Page 5601 - AND REDIRECTION OF TITLE I COMPANIES The large umbrella of component program services that was developed for the 1965-66 fiscal year under Title I provides the opportunity to view an array of programs all soundly conceived and directed toward the alleviation of pupil deficiencies, as well as improvement of their skills and enrichment of their experiences. However, this approach contained the major deficiency of the low funding element per component. Thus, these programs spread over the lives of thousands...
Page 5531 - ... threatened by any change in the structure. It was not an accident that the alignment of forces on both issues was the same. Those who opposed integration opposed decentralization, those who long supported integration were in the forefront of the movement for local neighborhood control of the schools. From 1967 to date the urban school reform movement has been concentrated on greater community control of the schools. The extent of local power sought for neighborhood school boards varies according...
Page 5538 - They were reform minded seeking viable and immediate change in the schools. These members affected personnel policy. They brought in more minority supervisors, the first black, Puerto Rican and Chinese principals; the first black community superintendents. They enlisted more energetic and dedicated teachers in the slums. And they created a highly motivated educational climate. Their schools were no longer fortress schools, but open to all in the community. Our studies show in Ocean Hill-Brownsville...

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