Literaturnachweis - Detailanzeige
Autor/in | Miyake-Trapp, Jennifer |
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Institution | National Coalition on School Diversity; Poverty and Race Research Action Council (PRRAC) |
Titel | Changing the Perception of Pasadena Unified School District through an Innovative Realtor Outreach Program. NCSD Field Report |
Quelle | (2018), (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Educational Quality; School Districts; Real Estate; Professional Personnel; Outreach Programs; Public Schools; Ethnicity; Racial Composition; Elementary Secondary Education; Students; Enrollment; Public Opinion; Socioeconomic Status; Poverty; California (Pasadena) |
Abstract | For years, a negative view held by many local realtors about the quality of schools in California's Pasadena Unified School District (PUSD) remained largely unchallenged, and these negative attitudes effectively discouraged new residents from considering PUSD as a viable option for their children's education. PUSD has stabilized over time from its complicated past, but it is still only capturing approximately 55% of the school-age population residing within its boundaries. The result is a student population that does not reflect the communities it serves. Thanks to an innovative realtor outreach program sponsored by the Pasadena Educational Foundation (PEF), perceptions of PUSD are changing for the better. The realtor initiative has three goals: (1) to help realtors now and in the future see PUSD's public schools as they really are; (2) to equip realtors with current information about PUSD's schools; and (3) to encourage realtors to be active ambassadors for PEF, the Pasadena Education Network, and the PUSD. (ERIC). |
Anmerkungen | National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail: school-diversity@prrac.org; Web site: http://www.school-diversity.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |