The Coleman report and other studies have found that<u> neighborhood and peer environment</u> is the most powerful factor in determining students' level of school achievement.
- The Civil Rights Act of 1964 required the publication of the Coleman Report. The law assigned the U.S. Office of Education two years to write a report that would analyze the disparities in educational opportunities for elementary and secondary education across the country.
- Black and white schools have roughly equal access to regional resources.
- However, the researchers came to the conclusion from the research that neither the school's infrastructure nor its resources were the most crucial indicators of a child's academic achievement. Instead the Home life and neighborhood played an important role.
- Six community elements have been identified by study as influencing student achievement: <u>financial situation, environment, educational level, communication with and support provided to schools, availability of community child care, and community cohesion (i.e., quality of education).</u>
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Answer: thats a vagina my dude
Explanation:
An organism that can make its own food is called an "Auto-troph". They maybe of two types:
1) Photo-Autotroph (Get source by sunlight)
2) Chemo-Autotroph (Get source by chemicals i.e., CH₄, NH₃ etc.)
Hope this helps!
Answer:
Thickness of the skin and hair on the body
Explanation:
Thickness of the skin and hair on the body are the characteristics of animals that help them to survive the temperatures of their environments. If the animal is herbivore so they feed on plants while if the animal carnivore it feed on flesh. Yes, they have characteristics such as long legs and powerful nose etc that help them find and capture food. Yes, the animals have ways to sustain themselves if the availability of food or water is limited such as camel. Different natural defenses used by these animals against predators such as Camouflage. Yes, they have characteristics to protect their young such as horns used by deer and buffalo.
