The role of feedback-corrective procedure in developing mathematics achievement and self concept in desegregated classrooms

Although many school districts are now in various stages of desegregating
processes (Orfield, 1981; Amir and Sharan, 1984), recent research has shown that
the desegregated school by itself did not make much of a difference in the
achievement and affective development of poor and minority children (Crain and
Mahard, 1983; Hawley, 1981). It is quite clear that merely bussing children
from one neighborhood to another without meeting the diverse needs of the
different SES groups cannot improve cognitive skills nor can it strengthen
inter-ethnic relationships and self esteem (Epps, 1981). On the basis of these
findings many researchers have concluded that "desegregation is an opportunity
not a cure" (Slavin, 1981, p. 225). Effective instructional methods should be
developed if a high level of performance is expected to be attained by low and
high status children.