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A Comparative Analysis of Curricular Programs in Private, Public Choice, and Public Attendance-Zone Schools in San Antonio, TexasMiller, Alice Elizabeth Owen 12 1900 (has links)
The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students
reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools
exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.
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A Comparative Analysis of the Values That Are Predominant in Private Schools, Public Choice Schools, and Public Attendance-Zone Schools in San Antonio, TexasAusbrooks, Carrie Yvonne Barron 08 1900 (has links)
Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.
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