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EFFECTS OF DIFFERING SCHOOL ENVIRONMENTS ON ACADEMIC AND BEHAVIORAL MEASURES OF BLACK TENTH-GRADE HIGH SCHOOL STUDENTS

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Date Issued:
1976
Summary:
It was the purpose of this study to determine to what extent the change in school sites influenced the achievement and behavior of selected black high school students. Upon analysis of the findings, the following conclusions were formulated by comparing the students at the three school sites. 1. After one year, the occupational aspirations of students at School Three were significantly higher. 2. After one year, students at School Three demonstrated the most positive perceptions of their teachers; students at School One had the most negative perceptions in this area. 3. After one year, students at School Three had the most positive feelings toward the school they attended during the 1975-76 school year; students at School Two had the most negative feelings in this area. 4. After one year, students at School Three were most improved in final semester grade point average, percentage of classes successfully completed, and attendance; students at School Two had the most negative results in these areas.
Title: THE EFFECTS OF DIFFERING SCHOOL ENVIRONMENTS ON ACADEMIC AND BEHAVIORAL MEASURES OF BLACK TENTH-GRADE HIGH SCHOOL STUDENTS.
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Name(s): POMERANTZ, STEVEN HARRIS
Florida Atlantic University, Degree Grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1976
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 148 p.
Language(s): English
Summary: It was the purpose of this study to determine to what extent the change in school sites influenced the achievement and behavior of selected black high school students. Upon analysis of the findings, the following conclusions were formulated by comparing the students at the three school sites. 1. After one year, the occupational aspirations of students at School Three were significantly higher. 2. After one year, students at School Three demonstrated the most positive perceptions of their teachers; students at School One had the most negative perceptions in this area. 3. After one year, students at School Three had the most positive feelings toward the school they attended during the 1975-76 school year; students at School Two had the most negative feelings in this area. 4. After one year, students at School Three were most improved in final semester grade point average, percentage of classes successfully completed, and attendance; students at School Two had the most negative results in these areas.
Identifier: 11677 (digitool), FADT11677 (IID), fau:8611 (fedora)
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1976.
Subject(s): School integration--Case studies
African American students--Florida
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11677
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.