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Unequal by Design: School Finance and State Development in Texas, 1821-2016
Unequal by Design: School Finance and State Development in Texas, 1821-2016
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151121
- ISBN
- 9798382834177
- DDC
- 973
- 서명/저자
- Unequal by Design: School Finance and State Development in Texas, 1821-2016
- 발행사항
- [Sl] : University of Pennsylvania, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 400 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Zimmerman, Jonathan;Bay, Mia.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2024.
- 초록/해제
- 요약My dissertation uses a case study of Texas' school finance system to highlight how the United States' complicated system of school finance developed over time. I employ an historical approach to school finance to detail change over time and illuminate the people and institutions that made the system what it is. Taking a longue duree view of Texas from the 1820s to the present, I capture the ways that Texas is representative of broader state-level school finance issues. Whether it is legacies of segregation and discrimination, rural depopulation and growing cities, or rapid demographic change and low-tax conservatism, Texas history contains important moments that reveal the nuances of school finance development across the nation. Evidence for my dissertation comes from archival sources and newspapers, as well as oral interviews of activists and lawyers from recent judicial battles over school finance equity in Texas.Public schools reveal the development of American state power because public schooling has long been a major component of state and local government capacities. My dissertation centers state public school financing to illustrate broad developments in state power and democratic decision-making in the nineteenth- and twentieth-century United States. School fiscal policy is the foundation upon which all of education is built and powerful actors have structured school finance to reinforce their political and economic advantages. My project explains how that system was created and who it was-and was not-meant to serve.
- 일반주제명
- American history
- 일반주제명
- Education finance
- 키워드
- Policy history
- 키워드
- School finance
- 키워드
- Segregation
- 키워드
- Texas
- 기타저자
- University of Pennsylvania Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382834177
■035 ▼a(MiAaPQ)AAI31146452
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a973
■1001 ▼aMcLeod, William Angus, IV.
■24510▼aUnequal by Design: School Finance and State Development in Texas, 1821-2016
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a400 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Zimmerman, Jonathan;Bay, Mia.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2024.
■520 ▼aMy dissertation uses a case study of Texas' school finance system to highlight how the United States' complicated system of school finance developed over time. I employ an historical approach to school finance to detail change over time and illuminate the people and institutions that made the system what it is. Taking a longue duree view of Texas from the 1820s to the present, I capture the ways that Texas is representative of broader state-level school finance issues. Whether it is legacies of segregation and discrimination, rural depopulation and growing cities, or rapid demographic change and low-tax conservatism, Texas history contains important moments that reveal the nuances of school finance development across the nation. Evidence for my dissertation comes from archival sources and newspapers, as well as oral interviews of activists and lawyers from recent judicial battles over school finance equity in Texas.Public schools reveal the development of American state power because public schooling has long been a major component of state and local government capacities. My dissertation centers state public school financing to illustrate broad developments in state power and democratic decision-making in the nineteenth- and twentieth-century United States. School fiscal policy is the foundation upon which all of education is built and powerful actors have structured school finance to reinforce their political and economic advantages. My project explains how that system was created and who it was-and was not-meant to serve.
■590 ▼aSchool code: 0175.
■650 4▼aAmerican history
■650 4▼aEducation finance
■653 ▼aPolicy history
■653 ▼aSchool finance
■653 ▼aSegregation
■653 ▼aState development
■653 ▼aTexas
■690 ▼a0337
■690 ▼a0509
■690 ▼a0277
■71020▼aUniversity of Pennsylvania▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160818▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
