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    School Diversity and the School Choice Ecosystem: Mixed Methods Evidence from Pennsylvania

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    Seifert_temple_0225E_14937.pdf
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    Genre
    Thesis/Dissertation
    Date
    2022
    Author
    Seifert, Sophia
    Advisor
    Cordes, Sarah A.
    Cucchiara, Maia Bloomfield
    Committee member
    Fergus, Edward, 1974-
    Goyette, Kimberly A.
    Department
    Policy, Organizational and Leadership Studies
    Subject
    Education policy
    Charter schools
    Diversity
    Magnet schools
    Mixed methods
    School choice
    Segregation
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/8060
    
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    DOI
    http://dx.doi.org/10.34944/dspace/8032
    Abstract
    In the United States, students’ schooling experiences are shaped by racial and socioeconomic segregation, which is a powerful predictor of educational inequity. School choice has been touted as a remedy to school segregation and has been used widely in desegregation plans. To understand whether and how America’s expanding system of voluntary public school choice can support diversity, this sequential explanatory mixed-methods study explores how five public school choice programs—inter-district enrollment, intra-district enrollment, magnet schools, cyber charter schools, and brick and mortar charter schools—shape the composition of public schools in Pennsylvania. The quantitative phase uses seven years of student level data from Pennsylvania to examine how school choice participation influences neighborhood and choice school diversity and how school characteristics, including diversity, choice type, and specialty theme, are related to families’ school enrollment decisions. I find that school choice slightly exacerbates racial and socioeconomic segregation in urban communities, while suburban schools of choice are much more diverse than neighborhood schools. I also explore the transfer decisions of students in choice-rich environments: those with access to schools with a variety of demographic profiles, choice types, and specialty themes, and so whose choices are less constrained by supply. I find that that higher income families’ preferences for low poverty schools and divergent racial/ethnic preferences among Black and White families put segregating pressure on school systems. At the same time, the broad appeal of zoned schools and high schools with specialty themes represent promising strategies to promote school diversity in the context of school choice. The qualitative phase extends and explains quantitative findings with a comparative case study of two choice-rich city school districts. In Albertville City Schools, choice appeared to be exacerbating segregation while in Bedford Public Schools, neighborhood schools saw increasing diversity. In these two communities, school and district leaders felt competition from school choice and changed practices in response to that pressure. Bedford competed with a robust neighborhood school recruitment program which likely produced increases in diversity because of their diverse local population. While Bedford Public Schools had success attaining numeric diversity, they relied on diversity ideology—an organizational philosophy that celebrates diversity while maintaining internal systems of oppression. Diversity ideology prevented Bedford’s leaders from overturning existing hierarchies and so internal opportunity and achievement gaps persisted. In Albertville, no robust recruitment program emerged, in large part due to capacity and financial constraints. So while choice participation leveled off in Bedford, it continued to grow in Albertville, which may have exposed Albertville zoned schools to increasing segregating pressure from school choice. Though opportunities for numeric diversity were fewer in Albertville, leaders tended to reject diversity ideology and instead, recognize that school choice participation is driven by racialized and classed opportunity gaps. Albertville school and district leaders sought to compete by closing these gaps and increasing equity. Some schools located in Albertville competed by establishing homogeneous, affirming schools and others pursued holistic integration, though the scale of these efforts was limited. These cases illustrate that while local school choice practices can shape school diversity, leaders’ philosophies are critical determinants of whether or not numeric diversity provides a foundation for equitable, integrated schools.
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      The effects of school uniforms on school climate in elementary school

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      This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
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      SCHOOL CHOICE IN SECONDARY SCHOOLS: A CASE STUDY ON PARENTAL DECISION FACTORS FOR HIGH SCHOOL SELECTION IN THE COVID-19 ERA

      Cordes, Sarah A.; Estrada, Armando X.; Brandt, Carol B. (Temple University. Libraries, 2022)
      School selection options place parents at the center of the school choice sector and create market forces that shape schools and impact students. High school selection in a school choice environment has ramifications for parents, students, school leaders, school marketers and policy makers. An understanding of the factors that parents use to make their high school decisions is important for all stakeholders in a high school choice environment as selection factors may shape the educational landscape of communities. Using a mixed-methods case study approach, this study sought to determine the primary marketable factors that parents in a mid-sized urban public school system use to make high school selections, the sources of information they rely on to make their decisions, how their perceptions of public schools may influence their selection, the types of choice perspectives they employ in selecting schools, and whether COVID-19 responses by the schools impacted their decisions. Parents in this study most often used the primary selection factors of social and specialized programs and athletics and academics and college and career readiness, followed by school safety, respectively. Parents most often used the perspectives of rational choice and social capital in their decision-making. Parents also focused greatly on their child’s needs and desires in making their selections, tried to ensure the success of their child by selecting schools with preferred peer influences, and sought a school that “best fit” their child. Further research should be considered to determine the connections between student needs and desires and parent selection and the outcomes of their selections. Further research may also include expansion to private school and cyber and virtual schooling parents.
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      SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS

      Axelrod, Saul; Fiorello, Catherine A.; Rosenfeld, Joseph G.; Connell, James; Farley, Frank (Temple University. Libraries, 2008)
      Autism is subset of the special education population that seems to be growing at an alarming rate. According to the American Psychiatric Association (2000), one of the three main deficits found in someone diagnosed with autism is a "qualitative impairment in communication". However, language skills are very difficult for autistic children to learn and are often associated with disruptive behaviors. Research has shown a strong correlation between problem behaviors and difficulties with communication. This study uses techniques (i.e. functional analysis and functional assessment) to determine the function of these problem behaviors and their communicative intent. This study also demonstrates that an experimental approach such as a functional analysis can be done in a public school setting by public school personnel. Once the function is determined, treatments incorporating Functional Communication Training (FCT) can be applied to reduce these problem behaviors while increasing communication. Research has shown that FCT that replaces each function of a problem behavior will reduce problem behaviors in autistic children. Therefore, functional analysis results allow for the reduction of problem behaviors while identifying optimal situations/settings to teach language. Three male autistic students, attending a public school, were involved in the study. All subjects exhibited one or more problem behaviors that interfered with their everyday functioning at school. Initially, functional assessment data were collected via a descriptive analysis using Antecedent-Behavior-Consequence (A-B-C) data. The A-B-C data were taken throughout each subject's school day in various environments. The data for each subject were graphed and analyzed by a school psychologist. Based on the results, the school psychologist developed a hypothesis for each subject regarding the function of his problem behavior. Subjects were exposed to various functional analysis conditions using a single subject multielement manipulation design based on the A-B-C data. These functional analysis sessions were conducted in each student's current public school placement. Functional analysis conditions were implemented until stable levels of problem behaviors were obtained or a clear pattern provided evidence as to the function of the problem behavior. Data from all sessions were graphed in a multiple baseline across subjects and visually assessed. Based on the data from the functional analysis, the function of the student's problem behavior was hypothesized. The experimenter, who was also a school psychologist, designed and implemented a function based treatment package to successfully reduce each student's problem behaviors. The treatment for each subject was individually designed based on that subject's functional analysis. Each treatment also incorporated a FCT component. As a result, problem behaviors were successfully reduced for each subject using functional assessment methodology by a school psychologist in a public school setting.
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