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Unformatted text preview: report, school facilities, funding, and curriculum played only minimal roles. Some studies supported the Coleman Report's findings, while others disputed them. Studies by Rist and Rosenthal-Jacobson demonstrated that specific classroom practices, such as teacher attention, did affect student performance. Sociologists reconcile the opposite findings by pointing out that Coleman's large-scale study reveals broad cultural patterns, while classroom studies are more sensitive to specific interactions. Sociologists conclude, then, that all of the factors named by the divergent studies do play a role in student success. No matter how different the study results, all researchers agree that a measurable difference exists between the performance of affluent white students and their poorer, non-white counterparts....
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This note was uploaded on 11/21/2011 for the course SOCI 101 taught by Professor Staff during the Fall '09 term at Texas State.
- Fall '09