Gaps in Opportunity: Intra-district Non-monetary Resources Allocation Differentials in Pennsylvania
Open Access
- Author:
- Mhando, Peter C
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 16, 2016
- Committee Members:
- William Hartman, Dissertation Advisor/Co-Advisor
William Hartman, Committee Chair/Co-Chair
Jacqueline A Stefkovich, Committee Member
Roger C Shouse, Committee Member
Edgar Paul Yoder, Special Member - Keywords:
- Opportunity gaps
Non-monetary resource
Resource allocation
Learning-related resources
Intra-district resource allocation - Abstract:
- The study identifies and examines non-monetary resources differences between middle income and high poverty elementary schools within a school district in Pennsylvania, with the objective of complementing available information on non-monetary resource allocation. In this study we define Opportunity Gap as the differences in educational related resources available to students in elementary schools in different SES neighborhoods. What are the non-monetary resources available to elementary schools and how these resources get distributed is the emphasis of this study. It is an area with relatively little available research as few researchers have tracked and measured the various opportunity gaps from a non-monetary resources perspective. The purpose of this study was to develop an understanding of differences in the distribution patterns of non-monetary resources in within district elementary schools based on SES clusters. It is not solely about contemporary education finance issues, such as equity, equality or adequacy, but assumes that resources are a better way to measure the provision of equal opportunity rather than dollars alone. Non-monetary resources profoundly affect education, and knowing how they are distributed and used will effectively enhance learning and help understand how to best minimize gaps in opportunity. The study findings reveal that there are opportunity gaps emanating from non-monetary resource allocations between Higher Socio-Economic Status (HSES) and Lower Socio Economic Status (LSES) cluster elementary schools within the district. There is little indication that the district has taken time to fully analyze the impact and adjust appropriate policy measures to address that. This study observed and analyzed the various allocation differences and investigated possible linkages to the ultimate goal, educational outcomes. Understanding the impacts of intended and unintended policy measures in terms of non-monetary resource allocation serve to provide well-grounded perspective to overall resource allocation policy issues and consequently the minimization of opportunity gaps within school districts.