The Fiscal Disparity and Achievement Gap between Extremely Wealthy and Poor School Districts in Illinois

Bruce, Mary D.; Ermasova, Natalia; Mattox, Linda

doi:10.1007/s11115-018-0417-7

Cited by 6 publications

(3 citation statements)

References 18 publications

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“…Wealthy neighborhoods with high property value signify well-resourced public schools. Such funding often aligns with race-wealthy and White, poor and Black (Bruce et al 2019;Kent and Sowards 2009). Jonathan Kozol's Savage Inequalities demonstrates that in Black neighborhoods, some schools have poorly lit squalid classrooms and fetid restrooms and others in well-heeled communities are well-appointed sanitized castles of learning (Kozol 1991).…”

Section: Structural Violencementioning

confidence: 99%

Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Phillips

Gichiru

2021

Genealogy

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Through the lens of structural violence, Black feminism and critical family history, this paper explores how societal structures informed by white supremacy shaped the lives of three generations of rural African American women in a family in Florida during the middle to the late twentieth century. Specifically, this study investigates how disparate funding, segregation, desegregation, poverty and post-desegregation policies shaped and limited the achievement trajectories among these women. Further, an oral historical examination of their lives reveals the strategies they employed despite their under-resourced and sometimes alienating schooling. The paper highlights the experiences of the Newman family, descendants of captive Africans in the United States that produced three college-educated daughters and a granddaughter despite structural barriers that threatened their progress. Using oral history interviews, archival resources and first-person accounts, this family’s story reveals a genealogy of educational achievement, barriers and agency despite racial and gendered limitations in a Southern town. The findings imply that their schooling mirrors many of the barriers that other Blacks face. However, this study shows that community investment in African American children, plus teachers that affirm students, and programs such as Upward Bound, help to advance Black students in marginalized communities. Further, these women’s lives suggest that school curriculums need to be anti-racist and public policies that affirm each person regardless of the color of their skin. A simple solution that requires the structural violence of whiteness be eliminated from the schooling spheres.

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Section: Structural Violencementioning

confidence: 99%

Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Phillips

Gichiru

2021

Genealogy

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“…A case was also presented by the finding of Gigliotti and Sorensen (2018) that sustained financial investment in schools was crucial for districts to maintain quality public education. Even though school financing and administrative expenditures are important predictors of students' learning outcomes (Bruce et al, 2019;Strickland, 2021), the link is known for the cognitive aspect of students' learning outcomes. There seems to be no existing study connecting principals' administrative expenses to students' affective and psychomotor learning outcomes.…”

Section: Studies On Administrative Expensesmentioning

confidence: 99%

Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

2023

JALT

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Previous research has assessed school facilities, administrative expenditures and curriculum and their relative contributions to students' cognitive learning outcomes. This suggested the need to investigate further how these predictors may impact students' affective and psychomotor outcomes. The current research studied the combined and relative prediction of school facilities, administrative expenses and curriculum on students' overall cognitive, affective and psychomotor learning outcomes in public secondary schools. A cross-sectional research design was employed in this study, involving 87 school administrators and a randomly selected group of 915 senior secondary class II (SS2) students. For data collection, we utilised the School Inputs Questionnaire (SIQ) and Educational Outcomes Questionnaire (EOQ), both developed by the researchers and validated through expert assessments, including content validity, Exploratory Factor Analysis (EFA) for dimensionality, Confirmatory Factor Analysis (CFA) for goodness of fit, and reliability using Cronbach's alpha. The results of these assessments demonstrated acceptable outcomes aligned with international standards. Hierarchical regression analysis was conducted to analyse the collected data. The findings indicated that enhancing the provision of quality school facilities, administrative expenses, and school curricula improved students' overall cognitive, affective, and psychomotor learning outcomes. Specifically, administrative expenses and school curriculum had significant predictive power for students' overall cognitive, affective, and psychomotor learning outcomes. However, while school facilities significantly predicted students' overall, affective, and psychomotor dimensions, they did not significantly predict the cognitive dimension. These findings offer valuable insights for policymakers and educators aiming to enhance the educational quality in public secondary schools.

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“…Internationally, urban communities struggle to overcome adversities such as violence (Schultz et al, 2017), weapons (Luccisano & Macdonald, 2017), poor school systems (Bruce et al, 2019), increased cost of living, poor air and water quality as well as mounting poverty (Lim et al, 2012). Adolescents growing up in low-income urban environments have been found to be exposed to a greater number of adverse childhood events (ACEs) than those in other communities (Bethell et al, 2017; Vera et al, 2011).…”

Section: Stress Exposure Is High Among Youth Living In Urban Low-incmentioning

confidence: 99%

Trust and Communication With a Caregiver Reduces Behavior Problems and Protects Against Stress Among Urban Adolescents

et al. 2020

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Youth, particularly urban minority youth, are exposed to high levels of stressful and potentially traumatic life events that have been linked to a wide array of negative outcomes including internalizing and externalizing problems. Youth perceptions of their interpersonal relationship quality with caregivers and friends were examined as potential promotive and protective factors counteracting the link between exposure to stressful and traumatic events and behavior problems. Participants were 85 urban, predominantly African American of age 13–17 years (60% girls). Results supported the hypothesis that youth report of parent trust and communication would serve as a promotive and protective factor, moderating the association between stressful life events and behavior problems. In contrast, peer trust and communication did not appear to counteract the association between stress and behavior problems. Instead, reports of trust and communication with friends appeared to increase the association between stress exposure and internalizing problems.

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The Fiscal Disparity and Achievement Gap between Extremely Wealthy and Poor School Districts in Illinois

Cited by 6 publications

References 18 publications

Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Structural Violence of Schooling: A Genealogy of a Critical Family History of Three Generations of African American Women in a Rural Community in Florida

Predicting students’ multidimensional learning outcomes in public secondary schools: The roles of school facilities, administrative expenses and curriculum

Trust and Communication With a Caregiver Reduces Behavior Problems and Protects Against Stress Among Urban Adolescents

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