Includes bibliographies.

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Thesis (MPH.) -- University of Limpopo, 2020 / The South African government provides human papillomavirus (HPV) vaccination to public school girls for free. The study aimed to investigate knowledge, attitudes and practices towards HPV vaccination, of caregivers of girls aged ≥9 years in grade 4 to 7 attending private schools in South Africa. Objectives included determining levels of knowledge; describing attitudes; describing practices; and investigating levels of knowledge and attitudes of caregivers associated with HPV vaccination coverage in these girls. Turfloop Research Ethics Committee granted ethical clearance. A link to an online survey (Survey Monkey®, USA) was circulated to caregivers via an email to school principals and a Facebook advert. Epi InfoTM was used for data analysis. While 76.5% of caregivers had good knowledge about cervical cancer and HPV vaccination, 45.3% had positive attitudes towards HPV vaccination and 19.4% of the girls were vaccinated. Caregivers with good knowledge were 3.6 (95% CI: 1.6-8.0; p<0.005) times more likely to have vaccinated their daughters/wards, while caregivers with a positive attitude were 5.2 (95% CI: 2.9-9.2; p<0.05) times more likely. The low HPV vaccination uptake is concerning. Results suggest that a positive attitude towards HPV vaccination is a strong predictor of its uptake. / University of Limpopo, Anova Health Institute and National Research Foundation (NRF)

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In the mid-nineteenth century, with the influx of European immigrants into the cities, public schools became the answer to the poverty and ignorance of the urban masses. Then, in the late nineteenth century and early twentieth century, urban public schools were again called on to educate the many African-Americans who migrated to the cities from poor Southern states. Again, the idea of mass education of the public, funded by the public, became the panacea for all the problems of city living. The civil rights movement brought a flood of litigation, and courts attempted to provide equal educational opportunities to all students, even those in poor urban localities. Currently, urban public schools face the flight of middle-income families from the cities to the suburbs, within-district flight of more affluent families to private and parochial schools, and diminishing funds with which they must serve their populations. This study explored the factors that would influence middle-income families to return or remain in urban public schools to restore the original concept of a public education for all by all (Hunter & Donahoo, 2003) / Ed. D.

The Low-Fee Private Schools (LFPS) sector is globally contested. The debate takes place at the academic and policy levels and calls into question the ethics of deriving a profit from a public good. Several theoretical constructs in educational privatization have informed the debate. These include contract failure, transaction costs, moral hazard, and the obsolescing bargain. Yet, the debate does not acknowledge LFPS types. To this end, the dissertation examined the histories and pathways of different types of LFPS, presented a typology, and investigated to what extent the numerous types of LFPS varied in terms of delivering access, equity, and quality of education. The theoretical framework framing this dissertation was centered on the six pathways to privatization. A case study design was applied to conduct exploratory, inductive research in two research sites—low-income and mixed-income neighborhoods in Rawalpindi, Pakistan. I first implemented a multi-tiered sampling strategy to identify LFPS. This involved conducting on-site school mapping to locate 87 educational institutions, including unregistered LFPS, in the research sites. I then identified 26 LFPS by forwarding a definition of LFPS in Pakistan and assessing which private educational institutions met the parameters of an LFPS. Among other elements, LFPS were defined as private educational institutions that charged a maximum of 24 USD a month in school fees. The data for the dissertation included site visits to, and surveys at 17 LFPS, 45 interviews at the school level, with Rawalpindi educational authority representatives as well as a multilateral agency. Finally, I reviewed 19,320 Facebook pictures uploaded by LFPS, and visually analyzed 1,343 to triangulate claims made in the surveys and interviews. Through this research design, LFPS that were differentiated on the parameters of structure—whether LFPS are part of nation-wide chains or independent entities that have a legacy rooted in the country’s colonial history—and fee range. I found six different types of LFPS: Cheap, Medium-range and Costly Independent LFPS and Cheap, Medium-range and Costly Chain LFPS. The established typology is generalizable to urban areas in Pakistan. An analysis of the histories and pathways of the identified LFPS further revealed that there was a proliferation of LFPS starting in 2004, particularly during two periods—2004 to 2007 and 2015 to 2019—under a supportive enabling environment. Chain LFPS types are competitors to Independent LFPS types in contexts in which they are able to proliferate, such as the mixed-income neighborhoods, where no Independent LFPS has been established since 2017. Path six—De facto privatization in low-income countries—was found to be applicable to Pakistan as the government did not patronize sectoral expansion, and until recently, did not undertake efforts to regulate it. Despite sectoral expansion in recent decades, a trade-off in access, equity, and quality of education at the different types of LFPS was found. If an LFPS enhances access and equity, which was found at Cheap Chain LFPS and Medium-range Chain LFPS, it comes at the expense of quality of education. If an LFPS delivers strongly on educational quality, which is the case as Medium-range and Costly Independent LFPS, it comes at the expense of quality of education.

Over the past six years, analyses of the National Center for Education Statistics' High School and Beyond data have primarily focused on the differences in achievement between public and Catholic high school students. Valuable data on non-Catholic private school students have been virtually ignored. Based on a strategy proposed by Althauser and Rubin (1970), in this study non-Catholic private schools are matched with public schools similar in school average base year student achievement levels, school average base year student socioeconomic levels, geographic region and racial composition. T-test results show that, among students in the most similar matches, non-Catholic private school students score significantly higher on vocabulary, reading, and a test composite of vocabulary, reading and general math scores. Public/non-Catholic private differences in basic and advanced math, science and civics are not significant although all but the civics tests show a small non-Catholic private advantage. The multiple regression analyses suggest that, for the most closely matched pairs, non-Catholic private school students have a small statistically significant advantage over public students on the 1982 reading test and test composite. However, the non-Catholic private advantage on general math, science, vocabulary and writing tests, and the public advantage on the advanced math and civics tests, are not significant. Thus, the null hypothesis stating that there are no differences between the 1982 achievement test scores of students in public schools and the tests scores of students in non-Catholic private schools is generally refuted. Yet, the differences, primarily favoring non-Catholic private school students, are small and in many cases not significant. / Master of Science

This study was designed to: 1) measure selected characteristics of postsecondary proprietary school students; 2) compare those students to students at public community colleges, area vocational-technical institutes, and similar tax-funded institutions; and 3) evaluate the claim by proprietary school spokesmen that they are competing with the public institutions. The data represent only students who were about to graduate high school in 1972, and who reported in 1973 that they had enrolled in either a proprietary or public postsecondary institution. Students at proprietary schools were more likely to be white, female, and middle class. The predominant reason for recent high school graduates to attend proprietaries seems to be influence by parents and peers. Since there are statistically and conceptually significant differences between the two types of students, the present data do not present a compelling case for competition between the two types of postsecondary institutions. However, because this sample is national, it may be masking competition at the local level. / Ed. D.

Determining the costs of special education in public and nonpublic settings is an important undertaking necessary for policy formulation and implementation. The Rehabilitation Act of 1973 (P.L. 93-112) and the Education for All Handicapped Children Act of 1975 (P.L. 94-142) require that all handicapped children receive a free, appropriate, publicly supported education. Further, P.L. 94-142 mandates: education in the least restrictive environment, a continuum of alternative placements, and that handicapped children in private schools be provided special education and related services at no cost to their parent(s) or guardian(s) provided that such children are referred or placed by the public agency. In the context of fiscal accountability, the issue of providing comparable services for the least amount of expenditure in special education has become a critical one. Local education agencies (LEAs) are continually faced with decisions of whether to pay for nonpublic placements of handicapped pupils or provide public placements often at the expense of starting new programs and services for a small number of pupils. To date, most LEAs have been unable to accurately analyze and compare these costs. This study developed a framework to be used for descriptive and comparative analysis of costs of public and nonpublic programs and services utilized for handicapped pupils. Borg's model of research and development procedures was used with modifications to include expert panel review at preliminary product development and product revision stages. The framework was tested in six LEAs within Virginia which represent county and city divisions in high, medium, and low population settings. Ten nonpublic day and residential programs utilized by the LEAs were selected for analysis. Analyzed public per-pupil costs by handicapping condition and environment were compared to the analyzed per-pupil costs to the LEA for nonpublic special education programs by handicapping condition and environment. The product of this study may assist LEAs in policy formulation and implementation concerning the placement of handicapped pupils. / Ed. D.

This study will endeavor to make a comparative study of seventeen children in the second grade in an elementary school in Dallas that attended private schools and omitted the first year of the public school, and seventeen children that are in the second grade after completing the first grade in the public school. The purpose of the study in comparing the social and academic status of the two groups is to determine if the non-scholastic child after a year of private school is able to adjust and accomplish an academic and social status on the level of the second year of the public school as compared with children of school age that have been through the first year and are now in their second year.