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Description
This dissertation is based on an empirical study that focused on student reenrollment, an essential but largely overlooked element of school choice policies. Based on the school choice literature, I extended the hypothesis of parental charter school choice to the subject of reenrollment. In doing so, I referred jointly to theories from the fields of public choice and business, in order to better understand student reenrollment in a maturing education market. By tracking student enrollment records over multiples years and linking them to school attributes (socio-economic status, racial/ethnic composition of the student body, school quality label), student demographics, and student academic performance, I established a complex student reenrollment database. I applied a rigorous statistical model to this data, allowing me to identify a number of important insights about student reenrollment in a maturing education market. I described the reenrollment patterns at the state level, as well as a predictive model of reenrollment outcome at the individual level. My analyses indicate that student reenrollment was the most common school choice outcome: most students reenrolled in their present schools, regardless of that school's quality label; however, the student reenrollment rates in charter schools were lower than those in traditional public schools. I observed patterns of segregation in student reenrollment within Arizona, as reenrollment appeared to be significantly polarized with respect to school attributes and students' characteristics. There were two distinct patterns that appeared to coexist in Arizona's student reenrollment data: quality-oriented reenrollment and similarity-oriented reenrollment. The findings of this study extend the school choice literature to include student reenrollment. This study challenges the application of market metaphors in the context of school choice, which generally advocate the reform of public schools through encouraging students to switch, promoting school competition and thereby improving public education quality. Instead of using command and control policies to shame schools into improvement, however, policymakers and parents should employ school accountability policies and the practice of school labeling as a trigger to reinvest in struggling schools, rather than encouraging students to find a new one.
ContributorsDong, Haiying (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Thesis advisor) / Barnett, Joshua (Committee member) / Arizona State University (Publisher)
Created2012
Description
More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators.
ContributorsBarber, Rebecca (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Rodrigue Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2011