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.

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

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 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.

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

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.