Multi-objective analysis of school district regionalization alternatives in Connecticut.
The writers reveal the utility of multi-objective programming techniques as an aid in educational planning and the limitations to the attainment of any educational aim given the spatial distribution of existing disparities. A case study of Connecticut is employed to analyze alternative scenarios fo...
| Publicado en: | Professional Geographer Vol. 48; pp. 1 - 15 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
February 1996
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=512742872&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 512742872 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00330124 PGG jtl: Professional Geographer issn: 00330124 maglogo: N pubinfo: dt: February 1996 vid: 48 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 512742872 10.1111/j.0033-0124.1996.00001.x ppf: 1 ppct: 14 formats: tig: atl: Multi-objective analysis of school district regionalization alternatives in Connecticut. aug: au: November, Scott M. Cromley, Robert G. Cromley, Ellen K. su: School districts Mathematical models School integration Mathematical programming Educational equalization Human geography Public schools Connecticut sug: subj: Connecticut School districts Mathematical models School integration Mathematical programming Educational equalization Human geography Public schools ab: The writers reveal the utility of multi-objective programming techniques as an aid in educational planning and the limitations to the attainment of any educational aim given the spatial distribution of existing disparities. A case study of Connecticut is employed to analyze alternative scenarios for the implementation of interdistrict responses to a number of issues facing the state's public education system. A mixed-integer, goal programming model is developed where the goal constraints are to reduce disparities in minority enrollments, grand-list/student ratios, student-teacher ratios, and overall enrollment. It is revealed that the traditional distance-minimizing or transportation-minimizing aims are in conflict with all other goals of equity and quality of educational opportunities. The geographic distribution of minority students and grand-list property values were also found to restrict the diminution of statewide disparities in these objectives. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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