Journal Article: Why the gap between Black and White performance in school? (Testimony of David James Armor, March 5, 6 & 22, 1996)


Academic Achievement, Legal Testimony, Racial and Ethnic, Differences, School Integration, Blacks, Whites


Armor, David James


1997, Sum


Excerpts and discusses testimony of D. J. Armor, a witness for Missouri in the areas of school desegregation plans and techniques, survey techniques, race relations and attitudes, allocation of resources, statistical analysis, and the relationship between school desegregation and achievement. Armor's responses to an attorney for the state (whose objective was to prove that no segregation remained in any of the state's school systems) are included for testimony about the race and qualifications of school staff, class size and achievement in St. Louis elementary schools, pupil/teacher ratios, effective application of resources in nonintegrated schools, disparities in math and reading achievement of Black and White 5th–8th graders, poverty variables, ability grouping, and graduation rates. Armor opined that school resources were allocated nondiscriminatorily, asserting that nonintegrated schools received more resources than did integrated schools. Armor concluded he saw no evidence that the achievement gap was due to discrimination or segregation, this based on student performance in magnet schools, lack of a difference in Black achievement between integrated transfer and city programs, the Black–White gap in integrated schools, and the gap in scores when children enter school. (PsycINFO Database Record (c) 2009 APA )


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