Date of Graduation

5-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Public Policy (PhD)

Degree Level

Graduate

Department

Public Policy

Advisor/Mentor

Smith, Thomas E.C.

Committee Member

Hunt, Valerie H.

Second Committee Member

Kerr, Brinck III

Keywords

Academic achievement; Social capital

Abstract

The purpose of this study is to demonstrate a more comprehensive understanding of the impact that a child’s broader context has upon his or her academic outcomes, and presumably, life. Using Bronfenbrenner’s theory of human development, this study examines the extent to which social capital and student achievement are correlated and whether an infusion of funding for schools that presumably lack social and economic capital might predict academic achievement in schools from economically depressed regions. Findings indicate that some aspects of social capital and funding initiatives have a demonstrated impact on student achievement but there is not a correlation with student achievement and per pupil funding. Additionally, indexed measures of social capital were found to have limitations, though some determinants of social capital index were more effective in predicting student achievement than others. This study suggests that there may be malleable community factors that could be leveraged to improve academic achievement that warrant additional research.

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