國立虎尾科技大學 |

An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems./
Author:	Carter, Bruce J.
Description:	1 online resource (157 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
Subject:	Behavioral sciences. -
Online resource:	click for full text (PQDT)
ISBN:	9780355394795

An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems.
Carter, Bruce J.

An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.

Thesis (Ph.D.)--Walden University, 2017.

Includes bibliographical references

A problem recognized in the United States is that a K-12 public education in urban communities is more likely to support existing patterns of inequality than to serve as a pathway to opportunity. The specific focus of this research was on the poor academic performance in U.S K-12 urban communities. Using Benet's polarities of democracy theory as the foundation, the purpose of this correlational study was to determine which independent variables, enrollment rates, high school graduation rates, property tax funding rates for schools, teacher quality, and youth literacy rates are statistically associated with quality education outcomes by using the polarities of democracy participation and representation tenets as proxy variables. Secondary data spanning a 5-year aggregate period, 2010-2015, was compared for both Massachusetts and the United States, using Germany as the benchmark. Data were acquired from the Programme for International Student Assessment from the Organisation for Economic Cooperation and Development. The total sample included 150 cases randomly selected from 240 schools in Massachusetts and 150 schools in Germany. Data were analyzed using ANOVA. The results of this study indicate a statistically significant (p < .001) pairwise association between each of the 5 independent variables and the dependent variable. The 5 independent variables had a positive statistically significant effect on education quality. The implication for social change from this study includes insight and recommendations to the U.S Department of Education into best practices for reducing educational inequality and improving educational quality as measured by achievement in the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355394795Subjects--Topical Terms:

1148596
Behavioral sciences.
Index Terms--Genre/Form:

554714
Electronic books.

An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems.
LDR:02863ntm a2200313K 4500 001 914752
005 20180724121429.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355394795
035 $a (MiAaPQ)AAI10638256
035 $a (MiAaPQ)waldenu:19651
035 $a AAI10638256
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Carter, Bruce J. $3 1188087
245 1 3 $a An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems.
264 0 $c 2017
300 $a 1 online resource (157 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
500 $a Adviser: Anne J. Hacker.
502 $a Thesis (Ph.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a A problem recognized in the United States is that a K-12 public education in urban communities is more likely to support existing patterns of inequality than to serve as a pathway to opportunity. The specific focus of this research was on the poor academic performance in U.S K-12 urban communities. Using Benet's polarities of democracy theory as the foundation, the purpose of this correlational study was to determine which independent variables, enrollment rates, high school graduation rates, property tax funding rates for schools, teacher quality, and youth literacy rates are statistically associated with quality education outcomes by using the polarities of democracy participation and representation tenets as proxy variables. Secondary data spanning a 5-year aggregate period, 2010-2015, was compared for both Massachusetts and the United States, using Germany as the benchmark. Data were acquired from the Programme for International Student Assessment from the Organisation for Economic Cooperation and Development. The total sample included 150 cases randomly selected from 240 schools in Massachusetts and 150 schools in Germany. Data were analyzed using ANOVA. The results of this study indicate a statistically significant (p < .001) pairwise association between each of the 5 independent variables and the dependent variable. The 5 independent variables had a positive statistically significant effect on education quality. The implication for social change from this study includes insight and recommendations to the U.S Department of Education into best practices for reducing educational inequality and improving educational quality as measured by achievement in the United States.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Behavioral sciences. $3 1148596
655 7 $a Electronic books. $2 local $3 554714
690 $a 0602
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Public Policy and Administration. $3 1179609
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10638256 $z click for full text (PQDT)