Accessibility of information and credibility of source as they affect school choice

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dc.contributor.advisorJos, Phillip
dc.contributor.committeeMemberMurray, Kent
dc.creatorRodgers, Lauren Tiernan
dc.date.accessioned2016-10-18T16:14:09Z
dc.date.available2016-10-18T16:14:09Z
dc.date.issued2014-08-18
dc.description.abstractThe No Child Left Behind Act of 2001 (NCLB) incorporates four principles that provide a framework through which families, educators, and communities can work together to improve teaching and learning, the most important of which is the expansion of school choice opportunities. The intense ideological debate surrounding school choice has often obscured a realistic assessment of what school administrators can and cannot do to overcome constraints on parental choice. Many of these constraints are rooted in durable social, political, and economic realities not addressed by NCLB and yet school administrators must nonetheless do what they can to expand the capacity for meaningful parental choice. This research reviews these constraints along with parental consumption of information and evaluates current practices and methods for providing information to parents. It underscores the need for credible sources in a school district's attempt to provide accessible information about the educational opportunities available to children attending Title I schools, outlining six predictors of school district credibility.en_US
dc.description.sponsorshipCollege of Charleston. Graduate School; College of Charleston. Political Science; University of South Carolina. Department of Political Science.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3131
dc.language.isoenen_US
dc.subjectSchool choice, United States; No Child Left Behind Act of 2001en_US
dc.titleAccessibility of information and credibility of source as they affect school choiceen_US
dc.typeThesisen_US
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