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Peers and track placement determine, to a large degree, students' deviance.
School buildings, controlling social class, impact student achievement.
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.
Academic achievement cannot simply be attributed to low selfconcept as an outcome of social class origins.
Quality of instruction may be more important than home environment.
"Open" and "traditional" classrooms have differential impact on student communicative patterns.
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