Location, Location, Location? School District, Length of Residence and Attitudes Toward Diversity and Neighborhood Schools in the Upper South

2021 ◽  
pp. 000276422110332
Author(s):  
Alyssa J. Alexander ◽  
Toby L. Parcel
Keyword(s):  
School District ◽  
Interactive Effects ◽  
Social Forces ◽  
Neighborhood Schools ◽  
Length Of Residence ◽  
Attitudes Toward Diversity ◽  
Upper South ◽  
Assignment Models ◽  
School Assignment ◽  
Shed Light

Attitudes toward diversity and neighborhood schools matter because they underlie many families’ decisions for residential location, with consequences for both school systems and students. Case studies of desegregation highlight locational dynamics that influence these outcomes, but differences in theory and methods limit rigorous comparisons among residents across such areas. This study focuses on two under-researched correlates of these preferences toward school assignment models: school district location and length of residence in that district. We evaluate whether school district location and length of residence decrease support for diverse schools and increase support for neighborhood schools, net of numerous controls. We use an innovative new dataset that features opinion polling of respondents’ views of public school assignments in Raleigh, NC; Charlotte, NC; Louisville, KY; Rock Hill, SC; and Nashville, TN (5302 cases). We find that compared to having lived in a school district 7 years or less, living in that district over 15 years decreases support for diversity. Furthermore, living all one’s life in a district increases support for neighborhood schools. We also find that Charlotte-Mecklenburg, Rock Hill, and Nashville districts are less supportive of neighborhood schools than Raleigh, but that there are also interactive effects between length of residence and school district location. These results shed light on district differences in social forces leading to school resegregation.

scholarly journals Choosing Schools in Changing Places: Examining School Enrollment in Gentrifying Neighborhoods

2020 ◽  
Vol 93 (3) ◽  
pp. 215-237 ◽  
Author(s):  
Jennifer Candipan
Keyword(s):  
School Choice ◽  
School Enrollment ◽  
Neighborhood Schools ◽  
Enrollment Decisions ◽  
Neighborhood Factors ◽  
Local Schools ◽  
Neighborhood School ◽  
Opt Out ◽  
Individual School ◽  
School Assignment

School choice expansion in recent decades has weakened the strong link between neighborhoods and schools created under a strict residence-based school assignment system, decoupling residential and school enrollment decisions for some families. Recent work suggests that the neighborhood-school link is weakening the most in neighborhoods experiencing gentrification. Using a novel combination of individual, school, and neighborhood data that link children to both assigned and enrolled schools, this study examines family, school, and neighborhood factors that shape whether parents enroll in the assigned local school. I find that parents are more likely to opt out of neighborhood schools in gentrifying neighborhoods compared with non-gentrifying neighborhoods when nearby choice options are available. Recent movers to gentrifying neighborhoods bypass local schools more compared with parents who have lived in the neighborhood longer. Results have implications for thinking about neighborhood-school linkages in an era of school choice and urban change.

Who Favors Magnets and Who Favors Charters? Political Ideology, Social Purpose Politics, and School Choice in the Upper South

2021 ◽  
pp. 000276422110332
Author(s):  
Virginia Riel ◽  
Roslyn Arlin Mickelson ◽  
Stephen Samuel Smith
Keyword(s):  
Public Opinion ◽  
Public Schools ◽  
School Choice ◽  
Political Ideology ◽  
Common Good ◽  
Public Attitudes ◽  
Social Background ◽  
Older Individuals ◽  
Neighborhood Schools ◽  
Upper South

School choice is an increasingly important feature of the US educational landscape. Numerous studies examine whether a particular form of school choice promotes student achievement or whether a type of school choice discourages or encourages diversity by race, ethnicity, and ability. Studies also examine attitudes toward school choice, but these studies are typically limited to the views of parents, teachers, and administrators rather than public attitudes. We contribute to this literature by studying public opinion about magnet and charter schools in five southern school districts. Using a new and unique dataset, we examine if social background characteristics, political ideology, and attitudes toward the role of public schooling, neighborhood schools, and school diversity influence citizen opinion regarding magnets and charters. We find that more educated, higher income, and older individuals do not support charters, while conservatives and Republicans do. Whites are less likely to favor magnets than other races, while the more educated are more likely to favor them. Those who believe public schools should operate for the common good support magnets, as do those who favor diverse schools. However, those who favor neighborhood schools support both charters and magnets. We interpret our findings within the context of case studies of the respective locations and suggest that public opinion studies motivate public policies regarding educational choice.

scholarly journals Neighborhood, Segregation, and School Choice

2021 ◽  
Vol 10 (2 (20)) ◽  
pp. 111-133
Author(s):  
Zoë Elisabeth Antonia Schreurs ◽  
Shu-Nu Chang Rundgren
Keyword(s):  
School Choice ◽  
Residential Segregation ◽  
School Segregation ◽  
Strong Connection ◽  
The Past ◽  
Research Questions ◽  
School Assignment ◽  
Shed Light ◽  
Neighborhood Segregation ◽  
Selection Of

Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to shed light on what research should be focusing on as regards school choice and residential segregation with the following two research questions: What are the links between neighborhood and school choice in the literature? How are neighborhood and school choice connected to school segregation in the literature? Two main findings emerged: (1) the neighborhood-based social networks that parents developed had limited their school choices and (2) neighborhood segregation is one of the most important factors that contributes to school segregation and is related to multi-ethnic and socioeconomic contexts.

Interpretive phenomenological analysis of a lawsuit contending that school-based yoga is religion: A study of school personnel

2017 ◽  
Vol 27 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Catherine Cook-Cottone ◽  
Erga Lemish ◽  
Wendy Guyker
Keyword(s):  
Public Schools ◽  
School District ◽  
Interpretative Phenomenological Analysis ◽  
School Personnel ◽  
Well Being ◽  
Phenomenological Analysis ◽  
Semistructured Interview ◽  
School Based ◽  
The Impact ◽  
Shed Light

Abstract This study focused on the perspectives of school personnel affiliated with the Encinitas Union School District in California following a lawsuit arguing that their yoga-based program included religion and therefore was unsuitable for implementation in public schools and was unconstitutional. Participants (N = 32) were interviewed using a semistructured interview, and data were analyzed according to Interpretative Phenomenological Analysis. Five super-ordinate themes (including sub-themes) were identified in an iterative process, including: participants' perspectives on the roots of yoga and the type of yoga taught in their district; the process of introducing a yoga-in-the-schools program in light of this contention (including challenges and obstacles, and how these were met); perspectives on the lawsuit and how the process unfolded; effects of the lawsuit on school climate and beyond; and perspectives on yoga as, and as not, religious. The study attempts to shed light on the impact of an ongoing lawsuit on a school district at the time of implementation of a program for students' well being.

The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement

1981 ◽  
Vol 18 (3) ◽  
pp. 317-327 ◽  
Author(s):  
Terrill M Beckerman ◽  
Thomas L Good
Keyword(s):  
School District ◽  
Mathematics Achievement ◽  
Middle Class ◽  
Fourth Grade ◽  
Neighborhood Schools ◽  
Achievement Gains ◽  
Achievement Data ◽  
Teaching Situations

Classrooms with “more favorable” teaching situations were defined as those in which more than a third of the students were high aptitude and less than a third of the students were low aptitude. “Less favorable” classrooms were those in which less than a third of the students were high aptitude and more than a third of the students were low aptitude. The stated hypothesis was that the ratio of high-aptitude students to low-aptitude students in the classrooms would influence the mathematics achievement of students. Individual standardized aptitude and achievement data were available for 103 third- and fourth-grade classrooms. The sample was drawn from a large metropolitan school district that basically served a middle-class population in neighborhood schools. Analyses of variance tests indicated that both high- and low-aptitude students in more favorable classrooms had greater achievement gains than comparable students in less favorable classrooms.

Recapturing the Physical Activity Experiences of the Old: A Study of Three Women

1995 ◽  
Vol 3 (2) ◽  
pp. 146-162 ◽  
Author(s):  
Sandra O'Brien Cousins ◽  
Patricia A. Vertinsky
Keyword(s):  
Turn Of The Century ◽  
Farm Labor ◽  
Social Forces ◽  
Very Old ◽  
Young Girls ◽  
The Social ◽  
Sport Type ◽  
Health Promoting ◽  
Physically Challenged ◽  
Shed Light

Few studies have tried to describe in detail the actual lifetime exercise experiences of very old women. In this paper, in-depth, guided life-course interviews with three women born in or before 1900 are used to shed light upon the social forces affecting the physical activities of young girls before the turn of the century. The late-life exercise patterns of these very old women appear to be rooted in very different ways to their past. However, the information gleaned from the interviews supports the early activation hypothesis that young girls at the turn of the century who were afforded opportunities and social support to develop physical skill in sport-type activities, or were physically challenged in domestic or farm labor, still appreciate and take advantage of the health-promoting aspects of exercise over 80 years later.

Elucidating cyclic AMP signaling in subcellular domains with optogenetic tools and fluorescent biosensors

2019 ◽  
Vol 47 (6) ◽  
pp. 1733-1747 ◽  
Author(s):  
Christina Klausen ◽  
Fabian Kaiser ◽  
Birthe Stüven ◽  
Jan N. Hansen ◽  
Dagmar Wachten
Keyword(s):  
Cyclic Amp ◽  
Adenosine Monophosphate ◽  
Adenylyl Cyclases ◽  
Temporal Precision ◽  
Fluorescent Biosensors ◽  
Subcellular Domains ◽  
Spatio Temporal ◽  
Hydrolysis Of ◽  
Shed Light ◽  
Cyclic Amp Signaling

The second messenger 3′,5′-cyclic nucleoside adenosine monophosphate (cAMP) plays a key role in signal transduction across prokaryotes and eukaryotes. Cyclic AMP signaling is compartmentalized into microdomains to fulfil specific functions. To define the function of cAMP within these microdomains, signaling needs to be analyzed with spatio-temporal precision. To this end, optogenetic approaches and genetically encoded fluorescent biosensors are particularly well suited. Synthesis and hydrolysis of cAMP can be directly manipulated by photoactivated adenylyl cyclases (PACs) and light-regulated phosphodiesterases (PDEs), respectively. In addition, many biosensors have been designed to spatially and temporarily resolve cAMP dynamics in the cell. This review provides an overview about optogenetic tools and biosensors to shed light on the subcellular organization of cAMP signaling.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Sentence-Based Experience Logging in New Hearing Aid Users

2020 ◽  
Vol 29 (3S) ◽  
pp. 631-637
Author(s):  
Katja Lund ◽  
Rodrigo Ordoñez ◽  
Jens Bo Nielsen ◽  
Dorte Hammershøi
Keyword(s):  
Hearing Aid ◽  
Patient Experiences ◽  
Online Tool ◽  
Rehabilitation Process ◽  
Hearing Rehabilitation ◽  
Clinical Observations ◽  
Hearing Aid Use ◽  
Wide Range ◽  
Insight Into ◽  
Shed Light

Purpose The aim of this study was to develop a tool to gain insight into the daily experiences of new hearing aid users and to shed light on aspects of aided performance that may not be unveiled through standard questionnaires. Method The tool is developed based on clinical observations, patient experiences, expert involvement, and existing validated hearing rehabilitation questionnaires. Results An online tool for collecting data related to hearing aid use was developed. The tool is based on 453 prefabricated sentences representing experiences within 13 categories related to hearing aid use. Conclusions The tool has the potential to reflect a wide range of individual experiences with hearing aid use, including auditory and nonauditory aspects. These experiences may hold important knowledge for both the patient and the professional in the hearing rehabilitation process.

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