Family Life and School Achievement: Why Poor Black Children Succeed or Fail.

1984 ◽  
Vol 13 (5) ◽  
pp. 606
Author(s):  
John U. Ogbu ◽  
Reginald M. Clark
Keyword(s):  
Family Life ◽  
School Achievement ◽  
Black Children

Family Life and School Achievement: Why Poor Black Children Succeed or Fail.

1985 ◽  
Vol 54 (1) ◽  
pp. 111
Author(s):  
Michelle R. Howard ◽  
Reginald Clark
Keyword(s):  
Family Life ◽  
School Achievement ◽  
Black Children

Comparative Indices of School Achievement by Black Children from Different Preschool Programs

1975 ◽  
Vol 37 (3) ◽  
pp. 871-877 ◽  
Author(s):  
John R. Dill ◽  
Corine Bradford ◽  
Marjorie Grossett
Keyword(s):  
Day Care ◽  
School Achievement ◽  
Black Children ◽  
Urban Child ◽  
The North ◽  
Early School ◽  
Preschool Experience ◽  
Family Variables ◽  
Performance Results ◽  
School Records

First, second, and third grade black children (368 boys, 360 girls) living in a large Northern metropolitan area were categorized according to their preschool experience (developmental day care, custodial day care, Head Start, and none). The children's school records were used to obtain four indices of school achievement: demographic-family variables, class ranking and attendance, personal-social behavior ratings, and academic achievement. Analyses showed children from developmental day-care programs were more likely to be born in the North, were enrolled in higher ranked classes and had higher levels of reading performance. Results suggest that the type of preschool program an urban child attends can influence his early school achievement. Secondly, it is important to include additional dimensions of achievement for these children.

Perceptual-Motor Functioning and School Achievement in Lower-Class Black Children

1974 ◽  
Vol 38 (1) ◽  
pp. 60-62 ◽  
Author(s):  
Judith W. Greenberg ◽  
Leonard M. Alshan
Keyword(s):  
High Frequency ◽  
Grade Level ◽  
School Achievement ◽  
Lower Class ◽  
Black Children ◽  
Low Achievers ◽  
High Achievers ◽  
Fifth Grade ◽  
Motor Functioning ◽  
Below Grade Level

Perceptual-motor functioning was studied in 160 lower-class, black, fifth-grade children, 80 achieving at or above grade level, and 80 achieving at least 2 yr. below grade level. On the Bender motor-Gestalt test, the low achievers made significantly more errors than the high achievers, including both rotation and non-rotation errors. Sex differences were minimal and, where observed, stemmed from a particularly high frequency of non-rotation errors among the low-achieving girls. Performance of the high achievers was close to published norms for the Bender but low achievers fell substantially below the norms.

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