Date on Master's Thesis/Doctoral Dissertation
Educational Leadership, Evaluation and Organizational Development
Educational Leadership and Organizational Development, EDD
Ingle, W. Kyle
academic achievement; low SES students; ordinary least squares regression; school integration; socioeconomic diversity; student assignment plan
There is contention among researchers about how to best operationalize socioeconomic status (SES). This study seeks to provide an explicit definition of one metric of socioeconomic status, the diversity index (DI) of Jefferson County Public Schools (JCPS) and investigates its efficacy at predicting the aggregate academic achievement of students within a school, relative to other common metrics of SES which are analogous to components of the DI. Another purpose of this study is to investigate possible peer effects of socioeconomic diversity on low SES students. This study utilizes a correlational – multiple regression approach to explore relationships among study variables and to test two competing theories on the relationship between socioeconomic diversity and academic achievement of low SES students. As American educational aims are arguably shifting and its courts seem to be losing interest in mandating desegregation in schools, implications of resegregation must be considered. If not, then arguments for structuring within-school diversity might be misconstrued as doing so for the sake of diversity itself. Implications for practice and future research are discussed.
Wisman, Richard Aaron, "Diversity for diversity's sake? The relationship between diversity and school-level academic achievement." (2017). Electronic Theses and Dissertations. Paper 2786.
Retrieved from http://ir.library.louisville.edu/etd/2786