The Relationship between Residential Land Use Patterns and the Educational Outcomes of Economically Disadvantaged Students in Texas

Autor/inn/en	Van Zandt, Shannon; Wunneburger, Douglas F.
Titel	The Relationship between Residential Land Use Patterns and the Educational Outcomes of Economically Disadvantaged Students in Texas
Quelle	In: Urban Education, 46 (2011) 3, S.292-321 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377517
Schlagwörter	Land Use; Housing; Economically Disadvantaged; Elementary School Students; Outcomes of Education; Public Schools; Metropolitan Areas; Academic Achievement; School Segregation; Texas + Suchen Sie Ihr Suchwort? Bodennutzung; Unterkunft; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Ballungsraum; Schulleistung
Abstract	Disparate outcomes resulting from economic segregation in public primary schools have been the subject of much debate and litigation. Little research, however, examines whether negative outcomes may be exacerbated by inequities in the distribution of housing across metropolitan areas. This article explores connections between residential land use patterns and educational outcomes for economically disadvantaged students in Texas's four largest metropolitan areas. Analysis of Texas Education Agency data finds that economically disadvantaged students in schools with low levels of such students perform better on standardized tests. Metropolitan school districts exhibit moderate levels of economic segregation, following patterns similar to the underlying housing market. (Contains 6 notes, 6 tables, and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10