Literaturnachweis - Detailanzeige
| Autor/in | Cornman, Stephen Quin |
|---|---|
| Titel | Do Equity Court Decisions and Policies Make a Difference for At-Risk Students Following Abbott? |
| Quelle | (2016), (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Equal Education; Academic Achievement; Standardized Tests; Scores; Educational Finance; Court Litigation; Disadvantaged; Urban Schools; Special Needs Students; School Districts; Educational Equity (Finance); Achievement Gains; Graduation Rate; Institutional Characteristics; College Entrance Examinations; Elementary Secondary Education; New Jersey; SAT (College Admission Test) |
| Abstract | The question of whether increased funding pursuant to equity court decisions has improved the education of economically disadvantaged students sparks a lively and spirited debate. In the landmark case of "Abbott v. Burke," the New Jersey Supreme Court held that students in 28 "special needs" districts must receive the same funding per pupil as students in the two highest socio-economic district factor groups in the State. 149 N.J. 145 (1997). Have increased resources from Abbott reached the students? Has the academic performance of Abbott students improved as compared to students from analogous low socioeconomic districts and middle class districts not covered by Abbott? I am examining the effects of Abbott on standardized test scores, SAT's, graduation rates, and school characteristics. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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