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>
Observations allow us to collect data that we can connect back to the central problem. From this data we can start to form hypotheses (predictions on possible solutions or outcomes).
If you do not have variations to be selected by natural or sexual selection on their superior abilities to survive and reproduce successfully then nothing can be naturally selected against the immediate environment.
