COMMITTEE CHAIR: Dr. Erick Kitenge
TITLE: ADDRESSING THE MATHEMATICAL ACHIEVEMENT GAP THROUGH INVESTMENTS IN SCHOOL FACILITIES: THE CASE OF FORT BEND ISD SCHOOL DISTRICT IN TEXAS
ABSTRACT: In 1966, Americans were introduced to the term achievement gap by James S. Coleman, a Johns Hopkins sociologist. Coleman’s study explained most of the gap between the achievement of America’s white and black students. Since that study was published, scholars have identified strategies to close the achievement gap. Accordingly, my research investigated the possibility of using the quality of school facilities as a potential strategy to enhance learning equity across racial categories. My findings will fuel policies targeting the development of local communities through inclusive learning achievements.
My empirical methodology was sustained by an expanded theoretical framework that considered schooling (or quality of education) as an output that derives from a combination of inputs, including the quality of facilities. The main dataset contained information from a Texas school district with over 80,000 students. I used the State of Texas Education Agency (TEA) students’ categorization and measured their performance using the State of Texas Assessments of Academic Readiness (STAAR) exam results. The results of a comprehensive survey conducted by a consulting firm were used as a measure of the building condition. Alternative datasets were used to check the robustness of the findings.
Keywords: Achievement gap, Facilities, Academic outcomes.
Zoom Meeting: https://pvpanther.zoom.us/j/91299960394?pwd=NjRCZ1RkbW5oekN3L2J0VkkxZ243Zz09
Meeting ID: 912 9996 0394
Passcode: 930884