A Study of Negro and White Low Socio-Economic Class Children on the Variables of Race, Sex and Kindergarten Attendance and on General Social Adjustment
A study was conducted to investigate the academic achievement of low socio-economic class Negro and white children on several variables. A control group without kindergarten experiences was established which was matched with the experirnental group to ascertain if the kindergarten program was a significant factor in the children’s achievement. Analysis of variance was employed to determine the main effects and interactions among race, sex, and kindergarten attendance. Teacher ratings were obtained on each student to evaluate in-school social adjustment and chi square was utilized to locate significant differences among the groups. The results showed the greatest differences in academic achievement could be traced to sex differences, but difference also appeared in specific language areas with race and kindergarten attendance interaction.