Privatized Delivery of Instructional Services for Urban Public School Students Placed at Risk

Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.

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Why do so Many Urban Public School Students Demonstrate so Little Academic Achievement?

Schooling Students Placed at Risk ◽

10.4324/9781410605597-9 ◽

2013 ◽

pp. 59-84

Keyword(s):

Academic Achievement ◽

Public School ◽

School Students ◽

Public School Students ◽

Urban Public School ◽

Do So

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Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School

PLoS ONE ◽

10.1371/journal.pone.0138175 ◽

2015 ◽

Vol 10 (9) ◽

pp. e0138175 ◽

Cited By ~ 12

Author(s):

B. Ruth Clark ◽

M. Leanne White ◽

Nathaniel K. Royer ◽

Tamara L. Burlis ◽

Nicholas C. DuPont ◽

...

Keyword(s):

High School ◽

Public School ◽

Aerobic Fitness ◽

School Students ◽

Public School Students ◽

Urban Public School

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Novos modelos de educação superior

10.31012/978-65-5861-123-3 ◽

2020 ◽

Author(s):

Manuel Tavares Gomes ◽

Eduardo Santos ◽

Sandra Gomes ◽

Daniel Pansarelli ◽

Donizete Mariano ◽

...

Keyword(s):

Higher Education ◽

Public School ◽

Empirical Research ◽

Graduate Program ◽

Point Of View ◽

School Students ◽

Public School Students ◽

New Models ◽

Cognitive Justice ◽

Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

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