Divided by design: residential segregation and its impact on high school dropout rates in Texas
Capers, Miguel A
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Permalink
https://hdl.handle.net/2142/124526
Description
Title
Divided by design: residential segregation and its impact on high school dropout rates in Texas
Author(s)
Capers, Miguel A
Issue Date
2024-04-16
Director of Research (if dissertation) or Advisor (if thesis)
Hood , Denice W
Doctoral Committee Chair(s)
Hood , Denice W
Committee Member(s)
Pak , Yoon
Huang, Wenhao D
Kang, Hyun-Sook
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
High School Dropout Rates
Texas
Educational Disparities
Racial Factors
Gender Differences
Geographic Impact
Policy Implications
Residential Segregation
Abstract
This dissertation examines the persistent disparities in high school dropout rates across different demographic groups within Texas, with a particular focus on racial, gender-related, and geographic factors. The analysis reveals a decline in overall dropout rates among all racial groups; however, African American students persistently exhibit the highest risk, signifying that statewide educational reforms have been insufficient in overcoming the unique challenges this group faces. These include socioeconomic disadvantages and inadequate access to quality educational materials.
In examining gender-specific trends, we observe that male students are disproportionately represented in dropout statistics, suggesting an urgent need for educational strategies that better engage male students and provide them with tailored support systems. The study also uncovers a pronounced discrepancy between urban and suburban dropout rates, highlighting systemic shortcomings in urban education that necessitate concentrated efforts and resource allocation.
A critical aspect of this research is the identification of a significant and strengthening correlation over time between race and student dropout rates, with minority students, particularly African American and Hispanic, being adversely affected. This raises concerns about the adequacy of current interventions and emphasizes the need for policies that directly tackle the educational hurdles faced by these groups.
Additionally, an exploration of residential segregation patterns in Dallas County, through the dissimilarity index and isolation index, offers insights into how neighborhood composition affects educational prospects. While suburban areas have experienced some integration progress, urban areas show heightened segregation, potentially restricting access to varied interactions and resources vital for educational success.
The findings of this dissertation are backed by comprehensive statistical data and provide an invaluable framework for understanding the complex dynamics at play in high school dropout rates. These conclusions present an imperative to tailor future policies and practices towards promoting educational equity and facilitating the triumphant academic journey of every Texan student.
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