東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

White Representation in Neighborhood...

LaParo, Kendall.

Linked to FindBook

Google Book

Amazon

博客來

White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes./
Author:	LaParo, Kendall.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416112
ISBN:	9798505546178

White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes.
LaParo, Kendall.

White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 175 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ph.D.)--Temple University, 2021.

This item must not be sold to any third party vendors.

My dissertation examines the enrollment patterns of White children in traditional U.S. public schools in 2010. I link schools to their attendance boundaries to compare the percentage of White children living in a catchment area to the percentage of White children who attend the local neighborhood school. I find that just under a third of schools are roughly representative of their catchment area (29%), the plurality are underrepresented White (40%), and the remaining 31% are overrepresented White. Descriptive analyses determine that White underrepresentation is more common in urban schools. White underrepresented schools tend to be in poorer neighborhoods and have a higher-than-average share of students in poverty and students with limited English proficiency. I investigate whether there is a connection between White representation and school quality outcomes. I focus on four facets of school quality that I hypothesize might be responsive to White representation: 1) school funding metrics, 2) school-supporting nonprofit presence, 3) standardized test scores, and 4) Gifted and Talented programming. Overall, the findings here offer mixed support for the theory of "opportunity hoarding," in which White underrepresented schools receive fewer resources. Taken together, descriptive analyses find that White underrepresentation is largely associated with negative outcomes. White underrepresented schools have less public and charitable funding than their peers. White underrepresented schools are lower performing academically than White overrepresented schools, although they are not clearly academically different from representative White schools. White underrepresented schools are not necessarily less likely to have a GAT program, but when they do have a GAT program, it disproportionately targets White students.Furthermore, multivariate analyses reveal that the bivariate relationships between White representation and school outcomes are not entirely explained by the percentage of White students in a school, nor other covariates. This suggests that there is a meaningful distinction between White representation and the percentage of White students in a school. In other words, White representation tells us something about a school, net of the presence of White students. However, this was not the case for every multivariate model in the study. I find a significant negative association between White representation and school funding. White underrepresented schools have significantly lower mean teacher salaries and per-pupil salary expenditures, net of the percentage of White students within the school. This could be evidence that disproportionately low White enrollment leads to diminished school resources or less experienced teachers. Alternately, it could be that White families are more adept than non-White families at avoiding under-resourced schools.I find no evidence of a connection between White representation and whether a school has a school-supporting nonprofit. Instead, the economic composition of the school appears to be a more important driver of school nonprofit presence and nonprofit revenue. I also find no connection between White representation and test scores. However, White representation appears to influence the racial composition of GAT programs. Schools that are less White than their neighborhoods tend to have GAT programs that are significantly Whiter than the schools.

ISBN: 9798505546178Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Nonprofits

White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes.
LDR:04829nmm a2200445 4500 001 2284383
005 20211123073009.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798505546178
035 $a (MiAaPQ)AAI28416112
035 $a AAI28416112
040 $a MiAaPQ $c MiAaPQ
100 1 $a LaParo, Kendall. $3 3563550
245 1 0 $a White Representation in Neighborhood Schools: School Funding, Nonprofit Investment, and Academic Outcomes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500 $a Advisor: Klugman, Joshua.
502 $a Thesis (Ph.D.)--Temple University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a My dissertation examines the enrollment patterns of White children in traditional U.S. public schools in 2010. I link schools to their attendance boundaries to compare the percentage of White children living in a catchment area to the percentage of White children who attend the local neighborhood school. I find that just under a third of schools are roughly representative of their catchment area (29%), the plurality are underrepresented White (40%), and the remaining 31% are overrepresented White. Descriptive analyses determine that White underrepresentation is more common in urban schools. White underrepresented schools tend to be in poorer neighborhoods and have a higher-than-average share of students in poverty and students with limited English proficiency. I investigate whether there is a connection between White representation and school quality outcomes. I focus on four facets of school quality that I hypothesize might be responsive to White representation: 1) school funding metrics, 2) school-supporting nonprofit presence, 3) standardized test scores, and 4) Gifted and Talented programming. Overall, the findings here offer mixed support for the theory of "opportunity hoarding," in which White underrepresented schools receive fewer resources. Taken together, descriptive analyses find that White underrepresentation is largely associated with negative outcomes. White underrepresented schools have less public and charitable funding than their peers. White underrepresented schools are lower performing academically than White overrepresented schools, although they are not clearly academically different from representative White schools. White underrepresented schools are not necessarily less likely to have a GAT program, but when they do have a GAT program, it disproportionately targets White students.Furthermore, multivariate analyses reveal that the bivariate relationships between White representation and school outcomes are not entirely explained by the percentage of White students in a school, nor other covariates. This suggests that there is a meaningful distinction between White representation and the percentage of White students in a school. In other words, White representation tells us something about a school, net of the presence of White students. However, this was not the case for every multivariate model in the study. I find a significant negative association between White representation and school funding. White underrepresented schools have significantly lower mean teacher salaries and per-pupil salary expenditures, net of the percentage of White students within the school. This could be evidence that disproportionately low White enrollment leads to diminished school resources or less experienced teachers. Alternately, it could be that White families are more adept than non-White families at avoiding under-resourced schools.I find no evidence of a connection between White representation and whether a school has a school-supporting nonprofit. Instead, the economic composition of the school appears to be a more important driver of school nonprofit presence and nonprofit revenue. I also find no connection between White representation and test scores. However, White representation appears to influence the racial composition of GAT programs. Schools that are less White than their neighborhoods tend to have GAT programs that are significantly Whiter than the schools.
590 $a School code: 0225.
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Education finance. $3 3172165
653 $a Nonprofits
653 $a Racial composition
653 $a Whiteness
653 $a Gifted and talented programs
653 $a Teachers
653 $a Opportunity hoarding
653 $a Charitable funding
653 $a Standardized test scores
653 $a Urban schools
653 $a Enrollment patterns
653 $a School equity
690 $a 0515
690 $a 0277
690 $a 0514
710 2 $a Temple University. $b Sociology. $3 1673043
773 0 $t Dissertations Abstracts International $g 82-12A.
790 $a 0225
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416112