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If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolesce
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James S. Coleman:
In a high school, the norms act to hold down the achievements of those who are above average, so thJames S. Coleman:
In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.James S. Coleman:
It is clear from all these data that the interests of teenagers are not focused around studies, andJames S. Coleman:
It is one thing to take as a given that approximately 70 percent of an entering high school freshmaJames S. Coleman:
Particular individuals who might never consider dropping out if they were in a different high schooJames S. Coleman:
Schools are successful only insofar as they reduce the dependence of a child's opportunities upon hJames S. Coleman:
The educational resources provided by a child's fellow students are more important for his achievemJames S. Coleman:
The higher the social class of other students the higher any given student's achievement.James S. Coleman:
The present structure of rewards in high schools produces a response on the part of an adolescent sJames S. Coleman:
The results indicate that heterogeneity of race and heterogeneity of family educational background