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https://zone.biblio.laurentian.ca/handle/10219/2212
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DC Field | Value | Language |
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dc.contributor.author | Pizzoferrato, Sherell | - |
dc.date.accessioned | 2014-05-23T13:47:19Z | - |
dc.date.available | 2014-05-23T13:47:19Z | - |
dc.date.issued | 2014-05-23 | - |
dc.identifier.uri | https://zone.biblio.laurentian.ca/dspace/handle/10219/2212 | - |
dc.description.abstract | This thesis examines School Generated Funding (SGF) within the Toronto District School (TDSB) to see if SGF is reinforcing a two-tier education system. Five sources of data were analyzed: The SGF Record of the TDSB from 2008-2009, The Preliminary School Budget from 2010-2011, EQAO test results from 2008 to 2009, The Learning Opportunity Index (LOI) from 2009, and three socio-economic status factors (income, education and occupation) using the Toronto Wards Profiles. Using the SGF record, twenty green schools (schools that raised the most SGF, amounting to $4,043,837) were compared, using the five sources of data against twenty red schools (schools that raised the least amount of SGF, amounting to $109,885). Two recommendations have been suggested: SGF be capped at a median amount throughout the TDSB and extra funding be put into a funding account for the TDSB to disperse to schools that need it. | en_CA |
dc.language.iso | en | en_CA |
dc.publisher | Laurentian University of Sudbury | en_CA |
dc.subject | School Generated Funding | en_CA |
dc.subject | Toronto District School Board | en_CA |
dc.subject | Two-Tier Education System | en_CA |
dc.subject | EQAO | en_CA |
dc.subject | Education | en_CA |
dc.title | How school generated funding reinforces a two-tier education system in Ontario | en_CA |
dc.type | Thesis | en_CA |
dc.description.degree | Master's Theses | en_CA |
dc.publisher.grantor | Laurentian University of Sudbury | en_CA |
Appears in Collections: | Master's Theses Sociology / Sociologie - Master's Theses |
Files in This Item:
File | Description | Size | Format | |
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Pizzoferrato_Sherell_Master_Thesis.pdf | 8.35 MB | Adobe PDF | View/Open |
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