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.

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.

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.

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

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

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

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.