scholarly journals Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district.

2006 ◽  
Vol 14 ◽  
pp. 33
Author(s):  
Emily Arcia
Keyword(s):  
Public Schools ◽  
School District ◽  
Educational Outcomes ◽  
Magnet Schools ◽  
Urban School ◽  
Urban School District ◽  
Student Enrollment ◽  
Dade County ◽  
Urban District ◽  
Time Points

Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity˜i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this study, the enrollment statistics for magnet and contiguous non-magnet public schools in Miami-Dade County Public Schools, a large, urban district that had been released from court ordered desegregation, were compared to each other and to district enrollment averages at two time points: the year the district was declared unitary and four years hence. Findings indicated that within four years of being declared unitary, the gains that the magnet schools had made with regards to Black/non-Black desegregation had eroded substantially. Also, in the four year span, magnet schools had not made significant strides in meeting the diversity ideals adopted by the district at being released from supervision by the court. These findings highlight the difficulty of attaining diversity in student enrollment characteristics when quotas are not used and suggest that recruitment and enrollment policies must be crafted with care if districts are to achieve diversity goals.

School leaders' preferences for teacher applicant characteristics in a large urban school district

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
W. Kyle Ingle ◽  
Namok Choi ◽  
Marco A. Munoz
Keyword(s):  
School District ◽  
Factor Structure ◽  
Assistant Principals ◽  
Large Scale ◽  
Urban School ◽  
Urban School District ◽  
Cross Sectional Survey ◽  
Urban District ◽  
Content Type ◽  
Significant Difference

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

Communicating Evaluation Findings: The Use of a Chart Essay

1990 ◽  
Vol 12 (4) ◽  
pp. 449-462 ◽  
Author(s):  
B. Kathryn Jones ◽  
Napoleon Mitchell
Keyword(s):  
School District ◽  
Independent School ◽  
Urban School ◽  
Urban School District ◽  
Urban District ◽  
Independent School District

In 1989 and 1990, the research and evaluation department in the Dallas, Texas Independent School District (DISD) pioneered the use in a large, urban school district of a policy-oriented report—the chart essay—instead of a methods-oriented report to communicate findings. That experience and resulting changes in the department are documented. Limitations of the methods-oriented report and recommendations for enhancing utilization are reviewed. A definition and a description of the steps in designing, conducting, and presenting information in a chart essay are presented. Training information about the philosophy and the techniques of the chart essay is provided. Local (DISD) reactions and identification of implications of using this process in a large urban district conclude the study.

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.

Sign in / Sign up

Export Citation Format

Share Document