ABSTRACT
However, there was something else that happened about then that I have never written up. I got curious about the 60% who weren’t getting educated in Roger’s class. I concentrated on the Mexican-Americans, and working through school records was able to reconstruct their academic histories. It is complicated but my major finding was that the longer a Mexican child stayed in school, the lower his or her academic performance, and that even his or her IQ test performance (California Mental Maturity) performance tended to suffer. In short, schooling wasn’t working for most children of Mexican descent. So, the problem was not confined to Roger Harker’s classroom. It was district-wide, at least.
