An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems.

An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems by Bruce J. Carter MA, Webster University, 2000 BBA, Savannah State University, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Administration Walden University November 2017 Abstract A problem recognized in the United States is that a K-12 public education in urban communities is more likely to support existing patterns of inequality than to serve as a pathway to opportunity. The specific focus of this research was on the poor academic performance in U.S K-12 urban communities. Using Benet’s polarities of democracy theory as the foundation, the purpose of this correlational study was to determine which independent variables, enrollment rates, high school graduation rates, property tax funding rates for schools, teacher quality, and youth literacy rates are statistically associated with quality education outcomes by using the polarities of democracy participation and representation tenets as proxy variables. Secondary data spanning a 5year aggregate period, 2010-2015, was compared for both Massachusetts and the United States, using Germany as the benchmark. Data were acquired from the Programme for International Student Assessment from the Organisation for Economic Cooperation and Development. The total sample included 150 cases randomly selected from 240 schools in Massachusetts and 150 schools in Germany. Data were analyzed using ANOVA. The results of this study indicate a statistically significant (p < .001) pairwise association between each of the 5 independent variables and the dependent variable. The 5 independent variables had a positive statistically significant effect on education quality. The implication for social change from this study includes insight and recommendations to the U.S Department of Education into best practices for reducing educational inequality and improving educational quality as measured by achievement in the United States.A problem recognized in the United States is that a K-12 public education in urban communities is more likely to support existing patterns of inequality than to serve as a pathway to opportunity. The specific focus of this research was on the poor academic performance in U.S K-12 urban communities. Using Benet’s polarities of democracy theory as the foundation, the purpose of this correlational study was to determine which independent variables, enrollment rates, high school graduation rates, property tax funding rates for schools, teacher quality, and youth literacy rates are statistically associated with quality education outcomes by using the polarities of democracy participation and representation tenets as proxy variables. Secondary data spanning a 5year aggregate period, 2010-2015, was compared for both Massachusetts and the United States, using Germany as the benchmark. Data were acquired from the Programme for International Student Assessment from the Organisation for Economic Cooperation and Development. The total sample included 150 cases randomly selected from 240 schools in Massachusetts and 150 schools in Germany. Data were analyzed using ANOVA. The results of this study indicate a statistically significant (p < .001) pairwise association between each of the 5 independent variables and the dependent variable. The 5 independent variables had a positive statistically significant effect on education quality. The implication for social change from this study includes insight and recommendations to the U.S Department of Education into best practices for reducing educational inequality and improving educational quality as measured by achievement in the United States. An ANOVA Analysis of Education Inequities Using Participation and Representation in Education Systems by Bruce J. Carter MA, Webster University, 2000 BBA, Savannah State University, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Administration Walden University November 2017 Dedication That which is written. To my deceased parents who have always taught me while raising me on the farm that through perseverance all things are achievable and to give it all to the Lord who will make it all possible. To my sibling who served 22 years in the Navy and always shared with me that only the strong will survive and the weak will perish, that life isn’t always fair, it is what you make of it. To my military elite family from whom I learned that in the end, we win. Because of my upbringing, the Lord is the captain of my ship, he will order my steps, lead me, and guide me in all that I do. Through it all, I learned this is a marathon and not a sprint. God Speed! Acknowledgement Foremost to my beautiful wife Sheri, I want to thank you for having faith in me, encouraging me to go beyond the boundaries, to learn to live, and to follow my endeavors. Granted, I did not complete my dissertation within the timeline I original established, but if it was not for your patience, strategic guidance, and encouragement throughout the process, I would not have finished the task. I would like to acknowledge my chair and committee for their support and constructive criticism throughout the various arduous stages of my dissertation, as well as for the guidance they provided without which I would have never been able to complete this research. Also, I would like to take this opportunity to recognize my friends and family for the support they provided and their belief in me in accomplishing this milestone.