Measuring A Local Government Service: A Study of School Districts in New York State

1967 ◽  
Vol 49 (3) ◽  
pp. 356 ◽  
Author(s):  
Herbert J. Kiesling
2014 ◽  
Vol 95 (10) ◽  
pp. e66
Author(s):  
Maria Kajankova ◽  
Jennifer Oswald ◽  
Lauren Terranova ◽  
Anne Felicia Ambrose ◽  
Wayne Gordon

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Seth E. Frndak

<p><em>Background</em>. This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. <br /><em>Design and methods.</em> Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.<br /><em>Results</em>. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. <em><br />Conclusions</em>. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.</p>


1995 ◽  
Vol 20 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Diane Lea Ryndak ◽  
June E. Downing ◽  
Lilly R. Jacqueline ◽  
Andrea P. Morrison

This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.


2017 ◽  
Vol 87 (6) ◽  
pp. 409-415 ◽  
Author(s):  
Maria Kajankova ◽  
Jennifer M. Oswald ◽  
Lauren M. Terranova ◽  
Michael V. Kaplen ◽  
Anne F. Ambrose ◽  
...  

2014 ◽  
Vol 95 (10) ◽  
pp. e2
Author(s):  
M. Kajankova ◽  
J. Oswald ◽  
L. Terranova ◽  
A. Ambrose ◽  
M. Kaplen ◽  
...  

1997 ◽  
Vol 19 (4) ◽  
pp. 354-359 ◽  
Author(s):  
Paul H. Carmichael

The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).


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