{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124526"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124526","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Divided by design: residential segregation and its impact on high school dropout rates in Texas","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Capers, Miguel A"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood , Denice W","Pak , Yoon","Huang, Wenhao D","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["High School Dropout Rates","Texas","Educational Disparities","Racial Factors","Gender Differences","Geographic Impact","Policy Implications","Residential Segregation"],"languages":["en","eng"],"rights":["© 2024. The author reserves all rights to this dissertation, including the right to reproduce, distribute, and transmit in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without the permission in writing from the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124526","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood , Denice W","Pak , Yoon","Huang, Wenhao D","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Capers, Miguel A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-16"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High School Dropout Rates","Texas","Educational Disparities","Racial Factors","Gender Differences","Geographic Impact","Policy Implications","Residential Segregation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2024. The author reserves all rights to this dissertation, including the right to reproduce, distribute, and transmit in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without the permission in writing from the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124526"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Miguel Capers, accepted the attached license on 2024-04-14 at 14:03.","The student, Miguel Capers, submitted this Dissertation for approval on 2024-04-14 at 14:17.","This Dissertation was approved for publication on 2024-04-16 at 12:39.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20401 on 2024-09-16 at 00:43:36","This dissertation examines the persistent disparities in high school dropout rates across different demographic groups within Texas, with a particular focus on racial, gender-related, and geographic factors. The analysis reveals a decline in overall dropout rates among all racial groups; however, African American students persistently exhibit the highest risk, signifying that statewide educational reforms have been insufficient in overcoming the unique challenges this group faces. These include socioeconomic disadvantages and inadequate access to quality educational materials. In examining gender-specific trends, we observe that male students are disproportionately represented in dropout statistics, suggesting an urgent need for educational strategies that better engage male students and provide them with tailored support systems. The study also uncovers a pronounced discrepancy between urban and suburban dropout rates, highlighting systemic shortcomings in urban education that necessitate concentrated efforts and resource allocation. A critical aspect of this research is the identification of a significant and strengthening correlation over time between race and student dropout rates, with minority students, particularly African American and Hispanic, being adversely affected. This raises concerns about the adequacy of current interventions and emphasizes the need for policies that directly tackle the educational hurdles faced by these groups. Additionally, an exploration of residential segregation patterns in Dallas County, through the dissimilarity index and isolation index, offers insights into how neighborhood composition affects educational prospects. While suburban areas have experienced some integration progress, urban areas show heightened segregation, potentially restricting access to varied interactions and resources vital for educational success. The findings of this dissertation are backed by comprehensive statistical data and provide an invaluable framework for understanding the complex dynamics at play in high school dropout rates. These conclusions present an imperative to tailor future policies and practices towards promoting educational equity and facilitating the triumphant academic journey of every Texan student."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Divided by design: residential segregation and its impact on high school dropout rates in Texas"]}]}],"canonical_facts":{"dc:contributor":["Hood , Denice W","Pak , Yoon","Huang, Wenhao D","Kang, Hyun-Sook"],"dc:creator":["Capers, Miguel A"],"dc:date":["2024-05","2024-04-16"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Miguel Capers, accepted the attached license on 2024-04-14 at 14:03.","The student, Miguel Capers, submitted this Dissertation for approval on 2024-04-14 at 14:17.","This Dissertation was approved for publication on 2024-04-16 at 12:39.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20401 on 2024-09-16 at 00:43:36","This dissertation examines the persistent disparities in high school dropout rates across different demographic groups within Texas, with a particular focus on racial, gender-related, and geographic factors. The analysis reveals a decline in overall dropout rates among all racial groups; however, African American students persistently exhibit the highest risk, signifying that statewide educational reforms have been insufficient in overcoming the unique challenges this group faces. These include socioeconomic disadvantages and inadequate access to quality educational materials. In examining gender-specific trends, we observe that male students are disproportionately represented in dropout statistics, suggesting an urgent need for educational strategies that better engage male students and provide them with tailored support systems. The study also uncovers a pronounced discrepancy between urban and suburban dropout rates, highlighting systemic shortcomings in urban education that necessitate concentrated efforts and resource allocation. A critical aspect of this research is the identification of a significant and strengthening correlation over time between race and student dropout rates, with minority students, particularly African American and Hispanic, being adversely affected. This raises concerns about the adequacy of current interventions and emphasizes the need for policies that directly tackle the educational hurdles faced by these groups. Additionally, an exploration of residential segregation patterns in Dallas County, through the dissimilarity index and isolation index, offers insights into how neighborhood composition affects educational prospects. While suburban areas have experienced some integration progress, urban areas show heightened segregation, potentially restricting access to varied interactions and resources vital for educational success. The findings of this dissertation are backed by comprehensive statistical data and provide an invaluable framework for understanding the complex dynamics at play in high school dropout rates. These conclusions present an imperative to tailor future policies and practices towards promoting educational equity and facilitating the triumphant academic journey of every Texan student."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124526"],"dc:language":["en","eng"],"dc:rights":["© 2024. The author reserves all rights to this dissertation, including the right to reproduce, distribute, and transmit in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without the permission in writing from the author."],"dc:subject":["High School Dropout Rates","Texas","Educational Disparities","Racial Factors","Gender Differences","Geographic Impact","Policy Implications","Residential Segregation"],"dc:title":["Divided by design: residential segregation and its impact on high school dropout rates in Texas"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}