Private Financing in Urban Public Schools: Inequalities in a Stratified Education Marketplace

Autor/inn/en	Rowe, Emma; Perry, Laura B.
Titel	Private Financing in Urban Public Schools: Inequalities in a Stratified Education Marketplace
Quelle	In: Australian Educational Researcher, 47 (2020) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Emma) ORCID (Perry, Laura B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00328-0
Schlagwörter	Private Financial Support; Urban Schools; Educational Equity (Finance); Public Schools; Comparative Analysis; Equal Education; Fees; Disadvantaged Schools; Correlation; Income; Parent Attitudes; Longitudinal Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Private Investition; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Gebühren; Studiengebühren; Korrelation; Einkommen; Elternverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Australien
Abstract	This study examines inequalities of school funding as exclusively generated by the parent community in urban public schools, and potentially illuminates a secondary impact of between-school segregation. For schools that are largely understood as free, the substantial injections of private financing into public schools indicate a concerning tension for fairness and equity. Using a census dataset of all public schools in one Australian capital city (n = 150), we compare reported parent 'contributions, fees and charges' and how they are patterned by measures of school disadvantage and advantage. We found a statistically significant relationship between private financing and measures of school-based advantage or disadvantage, over a four-year period. Advantaged schools generate up to six times greater income in comparison to disadvantaged schools over a four-year period, and we argue that the substantial gaps function as another form of 'compounded disadvantage' for residualised public schools and a tiered effect of segregation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01