1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?
2.) What forms of communication do they utilize to exchange information regarding school options?
1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?
2.) What forms of communication do they utilize to exchange information regarding school options?
1) Do voucher schools disproportionately draw students from better public schools and city neighborhoods, or do they draw students most in need of alternative options? 2) Are public schools attended by students in neighborhoods contributing large numbers of students to the voucher program more or less effective than those attended by students in neighborhoods with fewer voucher students? 3) Are voucher students located in city neighborhoods that directly contribute more or less to student outcomes? 4) What are the school and neighborhood contexts of students returning to the public sector?
Estimates the chances of poor and non-poor children getting places in good schools by analyzing the relationship between poverty, location and school assignment.
Analyze the academic performance of students in the DoDEA school system, characterized by high mobility and high diversity/integration.
How the long-term outcomes of school desegregation may be affected by the short-term outcomes, or how the short-term outcomes may be interrelated.
Explores the meaning and consequences of tracking and whether or not the high school reforms that allow students to choose the academic level of their own classes provide students with mobility and opportunities that tracking did not.
Educational goals and the expectations of Mexican-origin high school students, and their academic performance, and their reported social ties.
Studies the long term effects of tracking on opportunities for upward social mobility by race.