The majority to minority transfer: a comparison of Black achievement in majority White and majority Black high schools

摘要

Achievement levels of black students who attend predominantly black neighborhood schools were compared to those of black students who utilize the majority to minority (M-to-M) transfer option to attend majority white schools. The bases for comparison were the studentsu27 performance on the seventh grade CAT, the ninth grade CAT and the verbal and math sections of the SAT. The data obtained were analyzed and tested for signifi cance and correlation. Perceptual data was gathered from stu dent and parent surveys.Purpose of the Study The purpose of this study was to aid administrators and staff in improving the instructional program and the image of Barkley High School (a pseudonym), a predominantly black high school in a large metropolitan school district in the Southeast.Selected Findings 1. M-to-M and non-M-to-M students did not score signifi cantly higher on the CAT-7.2. M-to-M and non-M-to-M students did not score significantly higher on the CAT-9.3. M-to-M and non-M-to-M students did not score signifi cantly higher on the SAT verbal.4. M-to-M students did score significantly higher on the SAT math.5. A correlation existed between performance on the CAT-7 and performance on the CAT-9 and the SAT.6 Both M-to-M students and Barkley students have positive attitudes toward their respective schools.7. M-to-M parents felt their children had a better chance to attend college if they attended M-to-M schools.8. M-to-M parents and non-M-to-M parents felt that M-to-M schools had more qualified teachers, a more varied curriculum, and a more discipline environment than did neighborhood black schools.Conclusions 1. Except for the SAT math, M-to-M students did not signif icantly improve their achievement levels.2. Students who scored high on the CAT-7 also tended to score high on the CAT-9 and SAT.3. Both M-to-M parents and non-M-to-M parents tend to have positive attitudes toward M-to-M schools.