Literaturnachweis - Detailanzeige
| Autor/inn/en | Rowe, Emma; Perry, Laura B. |
|---|---|
| Titel | Voluntary School Fees in Segregated Public Schools: How Selective Public Schools Turbo-Charge Inequity and Funding Gaps |
| Quelle | In: Comparative Education, 58 (2022) 1, S.106-123 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rowe, Emma) ORCID (Perry, Laura B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| DOI | 10.1080/03050068.2021.1942359 |
| Schlagwörter | Foreign Countries; Educational Finance; Fees; Parent Financial Contribution; Public Schools; Fund Raising; Selective Admission; School Segregation; Income; Socioeconomic Status; Australia |
| Abstract | Parent-generated revenue in public schools, in the form of fee-giving or fundraising, is fast developing as a robust source of financial revenue for public schools in OECD countries. In this paper we draw on a comprehensive empirical dataset of parent-generated financial revenue for public schools located in New South Wales, Australia. We draw on a census dataset of all public schools over a five-year period, examining how funding gaps are exacerbated by selective processes and school segregation. The analysis compares parent-generated financial revenue within two types of public schools, namely select-entry public schools and local comprehensive public schools. We find that select-entry public schools consistently generate more than three-times more income across different measures, and over a five-year period. Furthermore, the amount of revenue for select-entry schools annually grows, and the gap increases, suggesting that as market logics intensify, cyclical disadvantage and residualisation of comprehensive public schools increase. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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