Charles Murray on educational Romantic Ism (Educating Kids). When Congress passed the 1964 [Civil Rights Act], it included a mandate for a nationwide study to assess the effects of inequality of educational opportunity on student achievement. The study, led by the sociologist [James Coleman], was one of the most ambitious in the history of social science. The sample consisted of 645,000 students. Data were collected not only about the students' personal school histories, but also about their parents' socioeconomic backgrounds, their neighborhoods, the curricula and facilities of their schools, and the qualifications of the teachers within those schools. Before Coleman's team set to work, everybody expected that the study would document a relationship between the quality of schools and the academic achievement of the students in those schools. To everyone's shock, the Coleman Report instead found that the quality of schools explains almost nothing about differences in academic achievement. Family background was by far the most important factor in determining student achievement.

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