Michigan State University Extension
Diversity and Pluralism - D4110044
12/95/
ERIC TITLE NUMBER: ED346583 AUTHOR: Ikpa, Vivian W.
TITLE: The Norfolk Decision: The Effects of Converting from
a Unitary Educational System to a Dual Educational System
upon Academic Achievement.
YEAR PUBLISHED: (1992)
NOTE: 37 p.
ABSTRACT: As a means of achieving a unitary school system,
a mandated busing policy was implemented by the Norfolk,
Virginia, public school system in 1986. This study examined
the extent to which individual characteristics, school
characteristics, and busing affected the student
achievement gap between the busing and postbusing years.
Methodology involved multiple regression analysis of: (1)
the dependent variable, the achievement test scores of 431
fourth-grade students (228 African-Americans and 203
whites) for the busing year 1985-86 and the nonbusing year
1986-87; and (2) the independent variables, individual and
school characteristics. Findings indicate that positive
relationships existed between the gap in achievement test
scores and Chapter 1, race, school income level, and the
average number of library books. Negative relationships
existed between the achievement gap and gender, school
building age, and average teacher salary. The paper begins
with an overview of educational desegregation litigation in
the United States and the background of Norfolk's efforts
to create a desegregated unitary school system. Two tables
are included. (21 references) (LMI)
KEY DESCRIPTORS: Access-to-Education; Court-Litigation;
Elementary-Secondary-Education; Equal-Education; Racial
Discrimination
KEY DESCRIPTORS: *Academic-Achievement; *Busing-;
*Desegregation-Plans; *Racial-Integration; *School
Desegregation
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