No value judgments were intended. "Desirability" on most variables (absences, health, problems) is self-evident, while in some cases (e.g. second language, home, race) factors influencing leaming or social norms are indicated.
2.
The definitions made available to teachers on the PCI Questionnaire, the data source for this paper were: Potential dropouts — persons who are likely to leave school for any reason except death before graduation or completion of a program of studies, who have not attained age 18 and have not transferred to another school.
3.
Academically Gifted Pupils — Pupils identified by professional qualified personnel as being mentally gifted in general academic work.
4.
Fortune, J.C. , et al. Data Analysis of the 1969-1970 Survey of Compensatory Education. Amherst, Mass.: University of Massachusetts, 1972. HEW Grant no. OEC-0-70-5059-(284).
5.
The overlap of pupils rated as both PD and AG was virtually nonexistent. Also, figures showed only minor variation over grade. The author was surprised by the total separation of the PD and AG populations, as it is popular to discuss examples of extreme brightness and creativity related to poor academic performance. Winston Churchill is perhaps the most frequently cited example of this phenomenon. (For further discussion, see Hildreth, G.H., Introduction to the Gifted. New York: McGraw-Hill , 1966. pp. 93-4.)
6.
This "finding" was unexpected. Only 10% of the total population reported no health services. One explanation is that the way in which the question was worded suggested services of a general nature (e.g. eye examinations) in which most of the students participate.
7.
Rosenthal, Robert and Lenore Jacobson.Pygmalion in the Classroom . New York: Holt, Rinehart, and Winston, 1968.
8.
Rist, Ray. "Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education." Harvard Educational Review.40, no. 3 (August 1970): 411-451.
9.
Seaver, W. Burleigh. "Effects of Naturally Induced Teacher Expectancies ." Journal of Personality and Social Psychology. 28, no. 3 (1973): 333-342.
10.
Coleman, J.S. , et al. Equality of Educational Opportunity . Washington, D.C.: Government Printing Office, 1966; and others.
