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

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

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.

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

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.

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.