A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools

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This study reports on an investigation of the effects of busing on the academic performance and selected school-related attitudes of white fourth- and fifth-grade students in urban elementary schools. The 900 subjects of this study included 169 fourth-grade bused white students, 298 fourth-grade non-bused white students, 189 fifth-grade bused white students, and 264 fifth-grade non-bused white students, all assigned to desegregated schools. Based on the findings of this study, the following conclusions were drawn. 1) When middle-class, white fourth-grade students are bused to desegregated schools similar to their neighborhood schools, they can be expected to sustain positive attitudes about school … continued below

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vi, 122 leaves

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Ploeger, Ouida May 1978.

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  • Ploeger, Ouida

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This study reports on an investigation of the effects of busing on the academic performance and selected school-related attitudes of white fourth- and fifth-grade students in urban elementary schools. The 900 subjects of this study included 169 fourth-grade bused white students, 298 fourth-grade non-bused white students, 189 fifth-grade bused white students, and 264 fifth-grade non-bused white students, all assigned to desegregated schools. Based on the findings of this study, the following conclusions were drawn. 1) When middle-class, white fourth-grade students are bused to desegregated schools similar to their neighborhood schools, they can be expected to sustain positive attitudes about school and self. 2) The achievement made by fourth-grade bused white students in desegregated schools can be anticipated to be equivalent to the achievement of non-bused white students in desegregated neighborhood schools. 3) When middle-class, white fifth-grade students are bused to desegregated schools similar to their neighborhood schools, they can be expected to sustain positive attitudes about school and self. 4) The achievement made by fifth-grade bused white students in desegregated schools can be anticipated to be equivalent to the achievement of non-bused white students in desegregated neighborhood schools. 5) The effects of busing on middle-class, white fourth- and fifth-grade students transported to environments similar to their former schools appear unrelated to school achievement and attitudinal factors toward school.

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vi, 122 leaves

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  • May 1978

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Thumbnail image of item number 1 in: 'A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools'.
Thumbnail image of item number 2 in: 'A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools'.
Thumbnail image of item number 3 in: 'A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools'.
Thumbnail image of item number 4 in: 'A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools'.

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Ploeger, Ouida. A Comparison of Academic Performance and Selected School-Related Attitudes of Bused and Non-Bused White Students in Urban Elementary Schools, dissertation, May 1978; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc500336/: accessed June 2, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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