An Analysis of Disciplinary Alternative Education Programs in Texas: The Role of School Districts’ Wealth, Location and Size

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dc.contributor.authorGarba, Houmma A.
dc.contributor.committeeMemberTajalli, Hassan
dc.contributor.committeeMemberShields, Patricia M.
dc.contributor.committeeMemberShaw, Felecia
dc.date.accessioned2011-12-14T19:30:50Z
dc.date.available2012-02-24T10:14:00Z
dc.date.issued2011-10
dc.descriptionAn Applied Research Project Submitted to the Department of Political Science, Texas State University-San Marcos, in Partial Fulfillment for the Requirements for the Degree of Masters of Public Administration, Fall 2011.
dc.description.abstractPurpose: The purpose of this research is to examine 1) the influence of Texas school district wealth, student population, and geographical location on referral of minority students to Disciplinary Alternative Educations Programs (DAEPs), as well as 2) the influence of Texas school district wealth, student population, and geographic location on student discretionary assignments to DAEPs. Methods: Archival and aggregated data on DAEP characteristics were obtained from 207 Texas DAEPs and their corresponding school districts (2009-2010). Multiple regression analysis was used to analyze the data and test the formal hypotheses. Results: Regression analysis revealed that wealth and percentage of white students in school districts had significant impact on the percentage of minority students referred to DAEPs. However, this relationship was not observed in discretionary referrals. Geographical location did not significantly impact the percentage of minority students assigned to DAEPs, but rural and midsize areas showed some significance on the percentage of discretionary referrals to DAEPs. Conclusion: Contrary to popular belief suggesting discrimination against minority students in referrals to DAEP, this research suggest otherwise. Evidence from this study found no discrimination against minority students? referrals to DAEPs in Texas school districts. Wealth has considerable effect on the percentage of minority students assigned to DAEPs but no significant impact on the percentage of discretionary referrals to DAEPs. Rural and Midsize areas are more likely to make discretionary referrals to DAEPs.
dc.description.departmentPublic Administration
dc.formatText
dc.format.extent72 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationGarba, H. A. (2011). An analysis of disciplinary alternative education programs in Texas: The role of school districts’ wealth, location and size. Masters of Public Administration, Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/3516
dc.language.isoen
dc.subjectDAEPs
dc.subjectdisciplinary
dc.subjectalternative
dc.subjecteducation
dc.subjectprograms
dc.subjectTexas
dc.subjectschool districts
dc.subjectPublic Administration
dc.titleAn Analysis of Disciplinary Alternative Education Programs in Texas: The Role of School Districts’ Wealth, Location and Size
dc.typeApplied Research Project

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