25 Quotes by James S. Coleman

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

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.

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

I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.

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.

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.

Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.

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

Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.