社会混乱、社区参与与公立高中表现

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-05-18 DOI:10.1177/00131245221092746

David Z. Kanaan

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引用次数: 0

摘要

本研究探讨了社区层面的社会混乱和社区参与倡议是否与公立高中的表现有关。分析了来自美国国家教育统计中心(NCES)学校出勤边界调查(SABS)的数据，在佛罗里达州302所传统公立高中的结构方程模型中检验了衡量社区层面社会混乱的潜在变量。该研究发现，在社区层面的社会混乱和代表佛罗里达州教育部绩效指标的潜在变量之间存在统计学上显著的负相关关系。相应地，在同时考虑社会解体因素的情况下，因满足推荐的社区参与标准而获得佛罗里达州五星学校奖的认可与高中成绩呈正相关。本研究希望进一步强调在解决公共教育绩效差异的背景下认识和参与社区。

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Social Disorganization, Community Engagement, and Public High School Performance

This study examines whether community-level social disorganization and community engagement initiatives are associated with public high school performance. Analyzing data from the National Center for Education Statistics (NCES) School Attendance Boundary Survey (SABS), a latent variable measuring community-level social disorganization is examined within a structural equation model for 302 traditional public high schools in Florida. The study finds a statistically significant and large negative association between community-level social disorganization and a latent variable representing Florida Department of Education performance metrics. Correspondingly, the recognition of receiving the Florida Five Star School award for satisfying recommended community engagement criteria is positively associated with high school performance with social disorganization factors simultaneously considered. This research hopes to further provide an emphasis for recognizing and engaging community within the context of addressing disparities in public education performance.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.