Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.

It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.

For to change the norms, the very foci of attention, of a cultural system is a difficult task - far more complex than that of changing an individual's attitudes and interests.

The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board.

Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.

The results indicate that heterogeneity of race and heterogeneity of family educational background can increase the achievement of children from weak educational backgrounds with no adverse effect on children from strong educational backgrounds.

Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.

The higher the social class of other students the higher any given student's achievement.

A child's learning is a function more of the characteristics of his classmates than those of the teacher.

It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents.

Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.

I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.

The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.

In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.

Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

There are many examples in high schools which show something about the effects such competition might have.

If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.

In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.

A childs learning is a function more of the characteristics of his classmates than those of the teacher.

Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.

Headteachers and governing bodies run schools and that won't change.

We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.

Schools that are to cater for the whole population must offer courses that are as rich and varied as are the needs and abilities of the children who enter them.

We really think it is a good thing for scientists to spend a little bit of their time either in the community or in schools or helping to train high school teachers.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

Sex education may be a good idea in the schools, but I don't believe the kids should be given homework.

At a moderate calculation, among a million of persons inhabiting the metropolis, there are, at least, twenty-five thousand children who attend these schools, and cost their parents as many pounds sterling, per annum.

I do not see any reason why they should not be given the means to give their teachers just as high an education as is secured by attendance at the Protestant schools.

And lastly, the political revolutions from 1911 to the present time have done more to bring about tremendous social changes everywhere than even the economic and industrial changes and the new schools.

I went to the local schools, the local state primary school, and then to the local grammar school. A secondary school, which technically was an independent school, it was not part of the state educational system.

Lesbianism is so rampant in some of the schools in southeast Oklahoma that they'll only let one girl go to the bathroom. Now think about it. Think about that issue. How is it that that's happened to us?

Universal suffrage should rest upon universal education. To this end, liberal and permanent provision should be made for the support of free schools by the State governments, and, if need be, supplemented by legitimate aid from national authority.

Good schools, good jobs, good government. These are not unreasonable demands. But sadly, some of our people have already lost heart and have left Hawaii to look for these things elsewhere.

Scientists at MIT and engineering schools all across America say that they could improve the fuel economy standards for the existing set of vehicles by 10 miles per gallon using existing technology, without compromising safety or comfort at all.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

Catholic schools in our Nation's education have been paramount in teaching the values that we as parents seek to instill in our children.

Despite the amazing diversity we're blessed with in this country, schools are still in large part segregated because of economic disparity. Sports are one of the few areas where kids are really given the opportunity to interact with those of different races and religions.

Some go on to trade schools or get further training for jobs they are interested in. Some go into the arts, some are craftsmen, some take a little time out to travel, and some start their own businesses. But our graduates find and work at what they want to do.

In traditional schools, you're penalized for making a mistake. But that won't work in the new information culture, in the digital world we live in today.

I saw how many people were poor and how many kids my age went to school hungry in the morning, which I don't think most of my contemporaries in racially segregated schools in the South thought very much about at the time.

The success of our economy shouldn't determine the success of our schools.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

The day is past when schools could afford to give sufficient time and attention to the teaching of the ancient languages to enable the student to get that enjoyment out of classical literature that made the lives of our grandfathers so rich.

There happened to be guitar classes at the college, and there was a guitar teacher there with whom I used to play. In addition, I also would go out into country schools and teach little kids basic guitar and singing a few times a week.

Today, over half of China's undergraduate degrees are in math, science technology and engineering, yet only 16 percent of America's undergraduates pursue these schools.

You can do and use the skills that you have. The schools need you. The teachers need you. Students and parents need you. They need your actual person: your physical personhood and your open minds and open ears and boundless compassion, sitting next to them, listening and nodding and asking questions for hours at a time.

Many students graduate from college and professional schools, including those of social work, nursing, medicine, teaching and law, with crushing debt burdens.