Educating Disadvantaged Urban Children in Suburban Schools: An Evaluation1

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Abstract
A 1‐year experimental program that transported a total of 38 “volunteer” disadvantaged city children to schools in a nearby suburban community was evaluated in grades 1 and 2. Twenty‐six of the 38 children were in a total of 12 different classes at these two grade levels. At the conclusion of the program, transported first graders displayed significantly higher average gains in reading, mathematics, and listening skills than did counterparts who remained in the city school. Among second graders, achievement mean gains for the transported group did not differ significantly from those of the counterpart group. Suburban children in classes containing city youngsters displayed no measured detrimental effects on achievement, when compared to similar classes without city children. In general, year‐end affective measures indicated that most groups of students preferred integrated classes that were mostly white, and they also felt these classes were among the smartest.

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