Characteristics of Elementary Students as Predictors of Enrollment in Schools of Choice in Texas

Autor/in	Fetter, Sherri
Titel	Characteristics of Elementary Students as Predictors of Enrollment in Schools of Choice in Texas
Quelle	(2019), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-8847-7
Schlagwörter	Hochschulschrift; Dissertation; Student Characteristics; Elementary School Students; Predictor Variables; Enrollment Influences; School Choice; Place of Residence; Public Schools; Admission Criteria; Magnet Schools; Urban Schools; Socioeconomic Status; Ethnicity; English Language Learners; Gifted; Talent; Sex; Academic Achievement; Individual Differences; Institutional Characteristics; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Choice of school; Schulwahl; Wohnort; Public school; Öffentliche Schule; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Ethnizität; Begabter, Hoch Begabter; Begabung; Hochbegabung; Geschlecht; Geschlechtsverkehr; Schulleistung; Individueller Unterschied
Abstract	School choice is a current education reform effort that advances the idea that parents should be able to choose the best-fit school for their child rather than have a state or local school district assign a school based on residential address. The purpose of this study was to explore the influence of academic and nonacademic characteristics of students on the type of school that is chosen for enrollment. The researcher examined seven demographic factors of families and children--socioeconomic status (SES) of the family, child's gender, ethnicity, English language learner (ELL) status, identified learning differences status, academic performance, and gifted and talented status--within the following three types of elementary schools: a traditional elementary school assigned by residential address, a public elementary school of choice that does not have admission requirements, and a public elementary magnet school with admission requirements. To answer the research question, descriptive statistics and a multinomial logistic regression analysis employing Statistical Package for the Social Sciences Version 25 were used. The population of interest was elementary students in an urban school district in North Texas. A stratified random sampling was used to select an equal number of students from the three types of schools. The data set used for analyses was comprised of 345 cases consisting of 115 students enrolled in a traditional elementary school assigned by residential address, 115 students enrolled in a public elementary school of choice that does not have admission requirements, and 115 students enrolled in a public elementary magnet school with admission criteria. The results of the multinomial logistic regression model were significant, X[superscript 2] (14) = 78.37, p < .001, suggesting that SES, gender, ethnicity, ELL, learning differences, gifted and talented status, and academic performance had a significant effect on the odds of observing at least one response category relative to magnet schools with admission criteria. The researcher found that academic and nonacademic characteristics do influence the type of school parents select for the child. Implications of the findings and recommendations for further research were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01