A comparison of the social and academic impact of high school students participating in desegregation programs to their peers
The purpose of this quantitative study was to compare the social and academic impact data of African American students enrolled in the St. Louis city desegregation program, the Voluntary Interdistrict Choice Corporation (VICC), to their peers attending neighborhood district schools. The research specifically analyzed student data for grades 9-12 from two area school districts, one St. Louis city district and one county district. Attendance rates, drop-out rates, graduation rates, ACT scores, and EOC scores were examined to determine if enrollment in the desegregation program had a positive or negative impact. Study results found a statistically significant positive relationship between students enrolled in the VICC desegregation program and the social areas of attendance rates, drop-out rates, and graduation rates. A statistically significant positive relationship was also found between students enrolled in the desegregation program and the academic areas of ACT and EOC scores. Academic area data was closer in comparison than social data. However, the relationship continued to show a positive statistical significance among VICC students.
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