| Type of Document |
Dissertation |
| Author |
Rowley, Kristie J.
|
| URN |
etd-12022005-144026 |
| Title |
Setting Boundaries: Monitoring the Effects of Closer-to-Home School Rezoning on Student Participation & Engagement in School |
| Degree |
PhD |
| Department |
Leadership and Policy Studies |
| Advisory Committee |
| Advisor Name |
Title |
| Ellen B. Goldring |
Committee Chair |
| Adam Gamoran |
Committee Member |
| Claire Smrekar |
Committee Member |
| Mark Berends |
Committee Member |
| Thomas M. Smith |
Committee Member |
|
| Keywords |
- sense of place
- neighborhood effects
- student outcomes
- social disorganization
- unitary status
|
| Date of Defense |
2005-11-18 |
| Availability |
unrestricted |
Abstract
This study examines the social contexts of school zones over time and their influence on student participation and engagement in schools. As one Southeastern school district transitioned from court-ordered busing to unitary status, schools were rezoned with an emphasis on sending children to schools that were closer to their homes. As a result, many schools became more racially and socioeconomically homogeneous than they were during the desegregation era. In this dissertation I explore the impacts of these ever-changing social contexts on student outcomes. I find that the social contexts of school attendance zones are influential in predicting student participation and engagement in schools. I also find that these effects are mediated by full service schools designed to assist students living in the most disadvantaged neighborhoods.
|
| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
|
| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
Dissertation_final.pdf |
5.82 Mb |
00:26:55 |
00:13:51 |
00:12:07 |
00:06:03 |
00:00:31 |
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