A joint project of the Graduate School, Peabody College, and the Jean & Alexander Heard Library

Title page for ETD etd-12022005-144026

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
  • sense of place
  • neighborhood effects
  • student outcomes
  • social disorganization
  • unitary status
Date of Defense 2005-11-18
Availability unrestricted
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.
  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

Browse All Available ETDs by ( Author | Department )

If you have more questions or technical problems, please Contact LITS.