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School buildings, controlling social class, impact student achievement.
Peers and track placement determine, to a large degree, students' deviance.
Schools and "helping agencies" are jointly defining deviant behavior.
Research at the building level reveals school effects masked by standard survey methods.
Many factors contribute to personality development; many factors remain essentially unexplored.
Quality of instruction may be more important than home environment.
Academic achievement cannot simply be attributed to low selfconcept as an outcome of social class origins.
"Open" and "traditional" classrooms have differential impact on student communicative patterns.
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