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Schools un/bounded

Descriptive

TitleInfo
Title
Schools un/bounded
SubTitle
the utility of school zone boundaries
Name (type = personal)
NamePart (type = family)
Coughlan
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Ryan William
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1983-
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Ryan William Coughlan
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author
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ALAN R
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ALAN R SADOVNIK
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Advisory Committee
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chair
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Btoush
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Rula
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Rula Btoush
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Advisory Committee
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internal member
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Pallas
NamePart (type = given)
Aaron
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Aaron Pallas
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Advisory Committee
Role
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outside member
Name (type = personal)
NamePart (type = family)
Wiggins
NamePart (type = given)
Lyna
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Lyna Wiggins
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm (authority = RULIB)
school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
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2017-05
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2017
Place
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xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The school-neighborhood bond has been a central feature of the public education system since its origin. Today, the rise in school choice models is leading to an increase in the number of children who attend schools that are detached from a neighborhood. Despite the fact that prior scholarship has not evaluated the utility of the school-neighborhood bond, reformers who promote school choice are dismantling this construct. Disconnecting public schools from neighborhoods affects children and entire communities. While some theoretical and empirical work indicate that positive outcomes are associated with severing the school-neighborhood bond, others indicate that the results of such actions are harmful to children and communities. The most compelling arguments to eliminate school assignment practices based on residence maintain that such actions are necessary to desegregate schools. Conversely, theories of collective efficacy and social capital indicate that zoned schools can serve as anchors of communities and unite neighborhood residents in an effort to work towards the common good. Using New York City as a case study, this dissertation presents a set of analyses that aids in clarifying the positive and negative effects of the school-neighborhood bond. Findings from the analysis of school segregation in New York City indicate that—in the absence of policies requiring school integration—segregation persists regardless of school assignment practices. In addition to demonstrating that school choice models in New York City are associated with higher levels of segregation than neighborhood schools, this dissertation also shows that increased levels of diversity correlate with higher rates of proficiency in math and English language arts. Evidence shows the benefits of school integration; however, there is no indication that the school-neighborhood bond must be eliminated to desegregate schools. This dissertation also presents a geostatistical study analyzing the association between neighborhood collective efficacy and educational outcomes. The analysis uses multiple large-scale datasets to create a measure of neighborhood collective efficacy across elementary school zones. After using a spatial weighting algorithm to estimate neighborhood-level variables within elementary school zone boundaries, these neighborhood-level variables are analyzed along with the school-level data for each community’s corresponding zoned school. A treatment effects model demonstrates that high neighborhood collective efficacy has a significant positive effect on school performance, indicating the value of the school-neighborhood bond. The results of this dissertation have immense policy implications in an age of school choice reform. Evidence from this study suggests the need for a large-scale effort to desegregate schools without dispersing children to educational institutions that are untethered from neighborhood life. The dissertation offers a number of suggestions for achieving this goal.
Subject (authority = RUETD)
Topic
Urban Systems
Subject (authority = ETD-LCSH)
Topic
School choice
Subject (authority = ETD-LCSH)
Topic
School integration
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8136
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiii, 233 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Ryan William Coughlan
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3BR8W3X
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Coughlan
GivenName
Ryan
MiddleName
William
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-04-27 10:04:22
AssociatedEntity
Name
Ryan Coughlan
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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