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

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.

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.

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.

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

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.

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