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- All Subjects: School budgets
- Creators: Schugurensky, Daniel, 1958-
- Creators: Byrd, Andrew
Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect size (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.
School participatory budgeting has the potential, at least, to offer students an opportunity to experience deliberative democratic decision-making and thus enhance those capabilities critical for effective citizenship. More ambitiously, school participatory budgeting presents an opportunity to delicately and steadily transform school governance to give real decision-making power to students.
The four stand-alone articles that make up this dissertation are four facets of a single case study on the first large-scale instance of school participatory budgeting in the United States. They began with the question: What were the accomplishments and challenges of school participatory budgeting in a large secondary school district in the Southwestern United States in its initial implementation?
This question was interpreted and answered differently in each article. The first article examines aspects of process design and how participatory budgeting might contribute not only to citizenship learning but also the expansion of student voice. The experiences of students, in the second article, and those of teachers and administrators, in the third article, are explored through analysis of interview data. The final article addresses this question by drawing on my own experience of implementing school participatory budgeting using analytic autoethnography. This dissertation presents school participatory budgeting from multiple perspectives and recommends more empirical research on the structure of the process before, during, and after implementation.
This dissertation examines this approach to citizenship learning dynamically by using various methodologies and bringing together the literature on student voice, citizenship learning, participatory budgeting, and curriculum studies in order to enrich the discussions and provide actionable knowledge for advocates and practitioners.
There is a need for indicators of transportation-land use system quality that are understandable to a wide range of stakeholders, and which can provide immediate feedback on the quality of interactively designed scenarios. Location-based accessibility indicators are promising candidates, but indicator values can vary strongly depending on time of day and transfer wait times. Capturing this variation increases complexity, slowing down calculations. We present new methods for rapid yet rigorous computation of accessibility metrics, allowing immediate feedback during early-stage transit planning, while being rigorous enough for final analyses. Our approach is statistical, characterizing the uncertainty and variability in accessibility metrics due to differences in departure time and headway-based scenario specification. The analysis is carried out on a detailed multi-modal network model including both public transportation and streets. Land use data are represented at high resolution. These methods have been implemented as open-source software running on commodity cloud infrastructure. Networks are constructed from standard open data sources, and scenarios are built in a map-based web interface. We conclude with a case study, describing how these methods were applied in a long-term transportation planning process for metropolitan Amsterdam.