Educ 355 Journals
The school in American Culture by Margaret Mead- The One Best System – A History of American Urban Education by David Tyack
- Part 11 & Part 111The One Best System- A History of American Urban Education by David B. Tyack
- CURRICULUM FERMENT IN THE 1890S by Herber Kliebard (- Chapter 1)
- And Still We Rise by Miles Corwin
- Immigrants and the Schools by David K. Cohen
- The School Achievement of Immigrant Children: 1900-1930 by Michael R. Olneck; Marvin Lazerson
- Children of Immigration by Carola and Marcelo Suarez-Orozco
- Puerto Rican Students in U.S. Schools; A Brief History by Sonia Nieto
- Asian-American Children: What Teachers Should Know by Jianhua Feng
- American Indian/Alaska Native Education: An Overview Jon Reyhner, Northern Arizona University
- Home Advantage: Social Class and Parental Intervention in Elementary Education by Annette Lareau
- Social Class and the Hidden Curriculum of Work by Jean Anyon
- The New Gender Gap From kindergarten to grad school, boy are becoming the second sex By Michelle Conlin
- Black Teachers on Teaching: A Collection of Oral Histories By Michele Foster
- Teaching Boys and Girls Separately by Elizabeth Weil
- Learning Together: A History of Co-Education by Tyack
- Still Separate, Still Unequal; Americas Educational Apartheid By; JONATHAN KOZOL
- A Democratic Classroom, by Steven Wolk
- Left Back: A Century of Battles Over School Reform. Author Diane Ravitch
- Is Co-education Injurious to Girls by John Dewey
- Curriculum Ferment in the 1900 by Kleibard Herbert
- One Size Fits Few by Susan Ohanian
The School Achievement of Immigrant Children: 1900-1930
In the article Olneck and Lazerson write about children of the aliens or immigrants, these children are compared to the children of white, native-born parents on measures of school attendance, continuance, completion, retardation rates, and with variations in school achievement between different nationality groups. The last sections consider in detail two specific nationality groups: Southern Italians and Russian Jews. An effort is made to account for the differences between these two groups in school performance by considering the effects of nationality differences in parental length of residence in the United States, home language, age at school entrance, standardized test scores, and occupational and income levels. The inadequacies of differences on these measures to fully account for Italian-Jewish differences on school performance lead us to suggest the continuing importance of varying cultural factors for shaping the responses of these immigrant groups to the schools.
Olneck and Lazerson also stated that during the first three decades of the twentieth century, the younger children of immigrants were as likely to be in school as children of native-born whites. At older age levels, however, they neither attended nor completed school in the same proportions as children of native whites. Within individual cities, the picture is more complicated. Promotion practices varied from city to city, so that the proportion of all students that were retarded shows a wide range evidences though they were not consistent across cities. Perhaps these disparities resulted from the proportion of school-age population drawn from the immigrant communities or from the varying ethnic composition of the foreign-born population.
In 1908’s the authors found three of five major cities proportion of eighth graders beginning high school was around 20 percent higher for children of native whites than for immigrant children. Looking at all these statics proves that immigrants have a lot of catching up to do. Natives whites from the beginning were always preforming better than immigrants because they were the most favored in society. They control the economy and the politics, they had the head start and we the immigrants have to catch up to a race that has been ever advancing.