Notes
- Fred R. Harris , ed., Social Science and National Policy , 2nd ed. ( New York : E. P. Dutton , 1973 ).
- The Coleman report is a good example. Commissioned by the Johnson administration to conduct a nationwide study on the lack of equal educational opportunity for minorities, this report was the largest research project in American education and included 600,000 children in 4,000 schools. The executive branch, and especially the Office of Education, sought to prove the obvious so as to persuade Congress for additional funds for the Great Society and compensatory spending. Coleman himself was convinced the data would show a vast difference in the quality of schools attended by non-whites and whites. “ You know yourself ,” he said in an interview, “that the difference is going to be striking.” He was wrong. Coleman was “staggered,” in the words of one associate. In effect, Coleman found that the home environment had the greatest effect on school achievement, and the schools were remarkably similar among different student groups. The Office of Education attempted to obscure the findings and issued a communication which stated that the “survey had been carried to its logical conclusion; the Coleman Report is out of print.” Only slowly did the report come alive, due to the government's mistake of previously advertising the report and the reference to the report by the research community. See James S. Coleman et al., Equal Educational Opportunity (Washington, D.C.: U.S. Government Printing Office, 1966).
- Alan C. Ornstein , “Hum, Don't Shout,” Nations Schools 89 ( May 1972 ): 45 .
- David Selden , “Productivity, Yes. Accountability, No.” Nation's Schools 89 ( May 1972 ): 50 – 51 ff. Selden, then the president of the AFT, contended that “accountability offers ready teacher scapegoats to amateur and professional school-haters” and the accountability advocates are approaching the idea “with all of the insight of an irate viewer 'fixing' a television set: Give it a kick and see what happens.”
- NEA Press Release , January 4, 1973 . The NEA maintained that accountability is a “ warped ” educational scheme and could lead to “educational facism.”
- National Commission on Teacher Education and Professional Standards (NCTEPS of NEA) , “ The Meaning of Accountability: A Working Paper ,” mimeographed, November 1970 . NCTEPS asserted that teachers should decide on matters related to retention, dismissal, certification, and tenure.
- Allan C. Ornstein , Daniel U. Irvine , and Doxey A. Wilkerson , Reforming Metropolitan Schools ( Pacific Palisades , Ca. : Goodyear , 1974 ).
- Cooperative Action Project , Legislation by the States: Accountability and Assessment in Education (Denver: 1973 ).
- Cooperative Action Project , “ Status of Accountability Legislation ,” mimeographed, March 1973 .
- Allan C. Ornstein and Harriet Talmage , “The Rhetoric and Realities of Accountability,” Today's Education: NEA Journal 62 ( September 1973 ): 70 – 80
- James Q. Wilson , “Liberalism versus Liberal Education,” Commentary 53 ( June 1972 ): 50 .
- Allan C. Ornstein , “Research on Decentralization,” Phi Delta Kappan 54 ( May 1973 ): 611 .
- Gerald S. Lesser , Gordon Fifer and Donald H. Clark , “Mental Abilities of Children from Different Social-Class and Cultural Groups,” Monographs of the Society for Research in Child Development 30 ( 1965 ).
- Lesser described his earlier findings in an earlier article with Susan S. Stodolsky: “ The failure of social-class conditions to transcend patterns of mental ability associated with ethnic factors was unexpected. … The greater salience of social class over ethnic membership is reversed in the present findings on patterns of mental ability. Ethnicity has the primary effect upon the organization of mental abilities, and the organization is not modified further by social-class influences.” “Learning Patterns in the Disadvantaged ,” Harvard Educational Review 37 ( Fall 1967 ): 570 .
- David J. Armor , “The Evidence on Busing,” Public Interest , Summer 1972 , p. 91 .
- Christopher Jencks et al. Inequality: A Reassessment of the Effect of Family and Schooling in America ( New York : Basic Books , 1972 ).
- Coleman , Equal.
- George W. Mayeske et al., A Study of Our Nation's Schools ( Washington , D.C. : U.S. Government Printing Office , 1970 ).
- Frederick Mosteller and Daniel P. Moynihan , eds., On Equality of Educational Opportunity ( New York : Random House , 1972 ).
- Herbert J. Kiesling , The Relationship of School Inputs to Public School Performance in New York State ( Washington , D.C. : Rand Corporation , 1970 ).
- International Study of Achievement in Mathematics ( New York : Wiley/IEA , 1967 ).
- International Study of Achievement in Reading ( New York : Wiley/IEA , 1973 ). The International Educational Achievement studies are the largest set of comparative data, taking seven years and based on the work of 258,000 students from 9,700 schools in nineteen countries. The reports detail that the home is the most critical variable associated with learning, even more strongly than the Coleman report indicated.
- Benjamin S. Bloom , Stability and Change in Human Characteristics ( New York : Wiley , 1964 ).
- J. McVicker Hunt , Intelligence and Experience ( New York : Ronald Press , 1961 ).
- Jean Piaget , The Origins of Intelligence , trans. Margaret Cook ( New York : International Universities Press , 1952 ).
- Charles E. Billings , “Community Control and the School and the Quest for Power,” Phi Delta Kappan 53 ( January 1972 ): 277 .
- Stokely Carmichael and Charles V. Hamilton , Black Power ( New York : Random House , 1967 ), p. 167 .
- Mario D. Fantini , Marilyn Gittell and Richard Magat , Community Control and the Urban School ( New York : Praeger , 1970 ).
- Marilyn Gittell , Participants and Participation ( New York : Praeger , 1967 ).
- Henry M. Levin , ed., Community Control of the Schools ( Washington , D.C. : Brookings institute , 1970 ).
- Allan C. Ornstein , Race and Politics in School/Community Organizations ( Pacific Palisades , Ca. : Goodyear , 1974 ).
- Ibid. , p. 70 .