A quantitative analysis of the production, selection, and career paths of Texas public school administrators

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dc.contributor.advisorGooden, Mark A.en
dc.contributor.committeeMemberCantu, Norma Ven
dc.contributor.committeeMemberFeng, Lien
dc.contributor.committeeMemberO'Doherty, Annen
dc.contributor.committeeMemberPowers, Daniel Aen
dc.contributor.committeeMemberYoung, Michelle Den
dc.contributor.committeeMemberReyes, Pedroen
dc.creatorDavis, Bradley Walteren
dc.date.accessioned2016-05-12T18:39:20Z
dc.date.accessioned2018-01-22T22:29:52Z
dc.date.available2016-05-12T18:39:20Z
dc.date.available2018-01-22T22:29:52Z
dc.date.issued2012-08en
dc.date.submittedAugust 2012
dc.date.updated2016-05-12T18:39:20Z
dc.description.abstractUsing state-wide, longitudinal data on Texas public school educators employed between the 1991-1991 and 2010-2011 school years, this study explores the disproportionate selection of campus leaders based on ethnicity and gender. Through a combination of descriptive and inferential techniques, this study illustrates how trends in the production, selection, and career paths of administratively-certified educators at the various intersections of ethnicity and gender have changed over time. Controlling for a variety of individual work history and campus characteristics, this study also explores how an administratively-certified educator’s ethnicity and gender affect their probability of procuring a campus leadership position.en
dc.description.departmentEducational Administrationen
dc.format.mimetypeapplication/pdfen
dc.identifierdoi:10.15781/T2M825en
dc.identifier.urihttp://hdl.handle.net/2152/35441en
dc.subjectQuantitative analysis
dc.subjectEducation policy
dc.subjectPrincipalship
dc.subjectSocial justice
dc.subjectLeadership
dc.subjectSurvival analysis
dc.subjectMultinomial logistic regression
dc.titleA quantitative analysis of the production, selection, and career paths of Texas public school administratorsen
dc.typeThesisen
dc.type.materialtexten

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