Abstract
Recent decisions by the Supreme Court of the United States relative to racial segregation in the public schools have focused attention on the need for valid information concerning certain comparative characteristics of white and Negro teachers and pupils. A previous paper1 by the writer dealt with a comparison of certain characteristics of white and Negro teachers in a large Southeastern school system. These comparisons indicated that, with certain notable exceptions (i.e., average salary, amount of formal education, level of teaching certificate), Negro teachers compared unfavorably with white teachers. A second paper2 (in collaboration with R. Travis Osborne) compared the reading and arithmetic achievements of white and Negro sixth grade pupils in the same school system, with CA and MA held constant. In both subject areas, Negro students were notably retarded as compared with white students.
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