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Journal articles on the topic 'School choice'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.

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Holme, Jennifer Jellison. "Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality." Harvard Educational Review 72, no. 2 (July 1, 2002): 177–206. http://dx.doi.org/10.17763/haer.72.2.u6272x676823788r.

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In this article, Jennifer Jellison Holme explores how parents who can afford to buy homes in areas known "for the schools" approach school choice in an effort to illuminate how the "unofficial" choice market works. Using qualitative methods, Holme finds that the beliefs that inform the choices of such parents are mediated by status ideologies that emphasize race and class. She concludes that school choice policies alone will not level the playing field for lower-status parents, as choice advocates often suggest.

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Vega-Bayo, Ainhoa, and Petr Mariel. "A Discrete Choice Experiment Application to School Choice." Revista Hacienda Pública Española 230, no. 3 (September 2019): 41–62. http://dx.doi.org/10.7866/hpe-rpe.19.3.2.

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4

Zhan, Crystal. "SCHOOL CHOICE PROGRAMS AND LOCATION CHOICES OF PRIVATE SCHOOLS." Economic Inquiry 56, no. 3 (February 5, 2018): 1622–45. http://dx.doi.org/10.1111/ecin.12560.

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Schreurs, Zoë Elisabeth Antonia, and Shu-Nu Chang Rundgren. "Neighborhood, Segregation, and School Choice." Multidisciplinary Journal of School Education 10, no. 2 (20) (December 27, 2021): 111–33. http://dx.doi.org/10.35765/mjse.2021.1020.06.

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Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to shed light on what research should be focusing on as regards school choice and residential segregation with the following two research questions: What are the links between neighborhood and school choice in the literature? How are neighborhood and school choice connected to school segregation in the literature? Two main findings emerged: (1) the neighborhood-based social networks that parents developed had limited their school choices and (2) neighborhood segregation is one of the most important factors that contributes to school segregation and is related to multi-ethnic and socioeconomic contexts.

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Singer, Jeremy, and Sarah Winchell Lenhoff. "Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices." AERA Open 8 (January 2022): 233285842110672. http://dx.doi.org/10.1177/23328584211067202.

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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.

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Preston, Teresa. "A Look Back: Taking stock of public school choice in Kappan." Phi Delta Kappan 103, no. 1 (August 23, 2021): 6–7. http://dx.doi.org/10.1177/00317217211043617.

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In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

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Abdulkadiroğlu, Atila, Yeon-Koo Che, and Yosuke Yasuda. "Expanding “Choice” in School Choice." American Economic Journal: Microeconomics 7, no. 1 (February 1, 2015): 1–42. http://dx.doi.org/10.1257/mic.20120027.

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Gale-Shapley's deferred acceptance (henceforth DA) mechanism has emerged as a prominent candidate for placing students to public schools. While DA has desirable fairness and incentive properties, it limits the applicants' abilities to communicate their preference intensities, which entails ex ante inefficiency when ties at school preferences are broken randomly. We propose a variant of deferred acceptance mechanism that allows students to influence how they are treated in ties. It inherits much of the desirable properties of DA but performs better in ex ante efficiency. (JEL D82, H75, I21, I28)

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9

Ruijs, Nienke, and Hessel Oosterbeek. "School Choice in Amsterdam: Which Schools are Chosen When School Choice is Free?" Education Finance and Policy 14, no. 1 (January 2019): 1–30. http://dx.doi.org/10.1162/edfp_a_00237.

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Using discrete choice models, this paper investigates the determinants of secondary school choice in the city of Amsterdam. In this city, there are many schools to choose from and school choice is virtually unrestricted (no catchment areas, low or no tuition fees, short distances). We find that school choice is related to exam grades and the quality of incoming students, but not to progression in lower grades, no delay in higher grades, and a composite measure of quality published by a national newspaper. Furthermore, students appear to prefer schools that are close to their home and schools that many of their former classmates in primary school attend.

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Mtemeri, Jeofrey. "The impact of school on career choice among secondary school students." Global Journal of Guidance and Counseling in Schools: Current Perspectives 12, no. 2 (August 30, 2022): 185–97. http://dx.doi.org/10.18844/gjgc.v12i2.8158.

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Many factors affect how people make career choices. The study sought to investigate school influence on career pathways among secondary school students in the Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choices from a well-informed perspective. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the study. Statistical Package for Social Sciences version 19 was used to calculate the percentages that were used to analyse the data. The study revealed that schools had an impact on secondary school students’ choice of careers. The geographical location of schools was cited as quite influential in the choices of careers by students and career guidance teachers are allowed to teach career guidance. Keywords: Career, career choice, guidance, secondary school

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Lens, Vicki, and Margaret Gibelman. "School Choice." Social Policy Journal 1, no. 3 (September 2002): 37–50. http://dx.doi.org/10.1300/j185v01n03_04.

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Dumais, Susan A. "School Choice." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 723–24. http://dx.doi.org/10.1177/009430610403300658.

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Glass, Gene V. "School Choice." education policy analysis archives 2 (February 20, 1994): 6. http://dx.doi.org/10.14507/epaa.v2n6.1994.

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Eighteen educators and scholars discuss vouchers as a means of promoting school choice and introducing competition into education. The discussion centers around the thinking of the economist Herbert Gintis, who participated in the discussion, and his notion of market socialism as it might apply to education. In 1976, Gintis published, with Samuel Bowles, Schooling in Capitalist America; in 1994, he is arguing for competitive markets for the delivery of schooling.

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Myers, Richard S. "School Choice." Catholic Social Science Review 8 (2003): 167–81. http://dx.doi.org/10.5840/cssr2003813.

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Logan, Stephanie R. "A Historical and Political Look at the Modern School Choice Movement." International Journal of Educational Reform 27, no. 1 (January 2018): 2–21. http://dx.doi.org/10.1177/105678791802700101.

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School choice in the United States can be traced back to the start of civil society when wealthy families selected a school based on educational philosophy, location, or religious tradition. As common schools emerged, larger portions of the population were able to gain access to education. However, many discovered that quality public schools were not a reality for all students. In response, some looked to school choices within and outside of the public school sector. This literature review chronicles school choice efforts to emerge following the 1954 Brown decision and highlights liberal and conservative political heritages of school choice in the United States.

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Villavicencio, Adriana. "“It’s Our Best Choice Right Now”: Examining the Choice Options of Charter School Parents." education policy analysis archives 21 (October 20, 2013): 81. http://dx.doi.org/10.14507/epaa.v21n81.2013.

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One of the underlying premises of the charter school movement is that quality drives consumer choice. As educational consumers, parents are viewed as rational actors who, if given the choice, will select better performing school. In examining the choice processes of charter school parents, however, this study calls into question the extent to which some parents can make optimal choices. Interviews with parents enrolled in two different charter schools indicate that charter parents do not necessarily choose higher performing charter schools; nor do they necessarily leave low performing charter schools. The study also provides evidence that parent “choice sets” (Bell, 2009) vary depending on networks and social capital. Thus, choice alone does not necessarily ensure that parents will have better, more equal options.

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Condliffe, Barbara F., Melody L. Boyd, and Stefanie Deluca. "Stuck in School: How Social Context Shapes School Choice for Inner-City Students." Teachers College Record: The Voice of Scholarship in Education 117, no. 3 (March 2015): 1–36. http://dx.doi.org/10.1177/016146811511700304.

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Background High school choice policies attempt to improve the educational outcomes of poor and minority students by allowing access to high school beyond neighborhood boundaries. These policies assume that given a choice, families will be able to select a school that supports their child's learning and promotes educational attainment. However, research on the effects of public school choice programs on the academic achievement of disadvantaged students is mixed, suggesting that families do not necessarily respond to these programs in ways that policymakers intend. Purpose The purpose of this article is to identify how family and neighborhood contexts interact with public school choice policies to shape the educational opportunities of inner-city students. Specifically, we ask: What criteria are used to choose schools? What are the implications of these school choice decisions for students’ future educational and occupational opportunities? Research Design We use data from interviews and fieldwork conducted with 118 low-income African American youth ages 15–24 who attended Baltimore City Public Schools at some point during their high school career. Research on school choice tends to rely on data from parents, and we offer a unique contribution by asking youth themselves about their experiences with school choice. Conclusions Although school choice policies assume that parents will guide youths’ decision about where to go to high school, the majority of youth in our sample were the primary decision makers in the high school choice process. Additionally, these youth made these choices under considerable constraints imposed by the district policy and by their family, peers, and academic background. As a result, the youth often selected a school within a very limited choice set and chose schools that did not necessarily maximize their educational opportunity. Our results demonstrate that school choice policies must take into account the social context in which educational decisions are made in order to maximize chances for students’ individual academic achievement and to decrease inequality by race and social class.

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Lauen, Lee Lauen. "Contextual Explanations of School Choice." Sociology of Education 80, no. 3 (July 2007): 179–209. http://dx.doi.org/10.1177/003804070708000301.

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Participation in school-choice programs has been increasing across the country since the early 1990s. While some have examined the role that families play in the school-choice process, research has largely ignored the role of social contexts in determining where a student attends school. This article improves on previous research by modeling the contextual effects of elementary schools and neighborhoods on high school enrollment outcomes using population-level geocoded administrative data on an entire cohort of eighth graders from one of the largest urban school districts in the United States. The results of hierarchical multinomial logistic models suggest that the contextual effects of percentage black, poverty, and neighborhood concentrated disadvantage reduce the likelihood of students attending private or elite public high schools. Students in schools with high average achievement are less likely to attend selective-enrollment magnet schools, perhaps because of a “frog pond” effect. Finally, the study found evidence of peer effects on attending non-neighborhood schools. Together, these findings suggest a new way of conceptualizing the causes of school choice at a time when such programs are becoming more prevalent.

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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (January 2, 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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20

Cookson, Peter W. "School Choice: Meaningless without Good Schools." Brookings Review 14, no. 4 (1996): 2. http://dx.doi.org/10.2307/20080676.

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21

Denice, Patrick, and Betheny Gross. "Choice, Preferences, and Constraints." Sociology of Education 89, no. 4 (August 20, 2016): 300–320. http://dx.doi.org/10.1177/0038040716664395.

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Does ‘‘choosing a home’’ still matter for ‘‘choosing a school,’’ despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school choice process. We examine how families’ nearby school supply shapes and constrains their choices. Drawing on a unique dataset consisting of parents’ ranked preferences from among one urban district’s full menu of public schools, we find that Hispanic, white, and black parents share a strong preference for academic performance, but differences in their choices can be traced to variation in nearby supply. Our findings illustrate how the vastly different sets of schools from which parents can choose reproduce race-based patterns of stratification.

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Marcarelli, Gabriella, and Paola Mancini. "HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?" International Journal of the Analytic Hierarchy Process 11, no. 1 (April 24, 2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.

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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and the school’s characteristics (such as the number of students per class and per teacher). The results from the AHP procedure using only school performances and characteristics highlight that the classic lyceum has the best performance and the scientific lyceums rank second, albeit rather close to the other lyceums. Entering the academic performance factor into the model changes the ranking of preferences in favor of the scientific lyceum, whose value is slightly higher than the classic one, and decreases the values of the other lyceums and technical high schools. This is due to the excellent academic performance of those who leave scientific schools, mostly in terms of credits at the end of the first year and average exam scores.

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Lebedev, Oleg E. "The choice of school and the school of choice." Izvestia: Herzen University Journal of Humanities & Sciences, no. 198 (2020): 83–88. http://dx.doi.org/10.33910/1992-6464-2020-198-83-88.

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Swift, Adam. "The Morality of School Choice." Theory and Research in Education 2, no. 1 (March 2004): 7–21. http://dx.doi.org/10.1177/1477878504040574.

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Summarising the arguments of How Not to Be A Hypocrite: School Choice for the Morally Perplexed Parent (Routledge Falmer 2003), the article discusses three questions. The first is whether parents who disapprove of elite private schools to such an extent that they would vote to ban them are acting hypocritically or inconsistently with their principles if they send their children to such schools. My answer is that they need not be. The second is whether parents should have the option of sending their children to such schools; whether those schools should be allowed to exist. My answer is that they should not. The third is whether, given that such schools do exist, parents are justified in sending their children to them. My answer is that in certain circumstances they may be, but that most of those who opt for such schools are not justified in doing so. As long as the state school is ‘good enough’, parents should send their children to that school, even where it would not be as good for their children as would private alternatives.

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Audah, Ali. "FORMAT PEMBELAJARAN PILIHAN GURU UNTUK ANAK KEMBALI SEKOLAH SELAMA PANDEMI COVID-19." PREMIERE : Journal of Islamic Elementary Education 2, no. 2 (January 15, 2021): 1–12. http://dx.doi.org/10.51675/jp.v2i2.94.

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In the midst of the Covid-19 pandemic, there is a need to understand teacher choices for the format of teaching children at the start of the 2020-2021 academic year. The aim of the study was to assess teacher choices in school versus virtual at home learning during the 2019–2020 school year and the factorsassociated with the choice. Participants were 100 samples of teachers on elementary, junior and high school in the City of Jombang. Teachers are asked to fill out an online survey about initial options for students to return to the school learning environment. The results showed that teachers on the junior and high school are more supportive of the choice of the hybrid learning format in schools and the scheduled virtual hybrid teaching and do not support the choice of face-to-face traditional learning formats in schools. Meanwhile, elementary school teachers are more supportive of traditional learning formats. Regardless of school level, concerns about child health and safety were the factors most strongly correlated with teacher preferences for in-school learning versus virtual learning at home. This data highlights the importance of plans to reopen schools that offer virtual choices and address teacher concerns about child health and safety amid the Covid-19 pandemic.

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Frankenberg, Erica, Genevieve Siegel-Hawley, and Jia Wang. "Choice without Equity: Charter School Segregation." education policy analysis archives 19 (January 10, 2011): 1. http://dx.doi.org/10.14507/epaa.v19n1.2011.

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The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.

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Ellison, Scott, and Ariel M. Aloe. "Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice." Educational Policy 33, no. 7 (February 14, 2018): 1135–70. http://dx.doi.org/10.1177/0895904818755470.

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The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.

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Guenther, John, and Sam Osborne. "Choice-less choice for Rural Boarding Students and their Families." Australian and International Journal of Rural Education 30, no. 2 (July 17, 2020): 111–26. http://dx.doi.org/10.47381/aijre.v30i2.257.

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The term 'choice-less choice' in education arises from the ethical dilemma where parents are left with no option other than one they do not want to choose. In this article, we draw particularly from David Mander's (2012) use of the term, where he applied it to First Nations students from Western Australia. In Australia, choice-less choice applies to many rural parents where the local school does not offer secondary education options. They must 'choose' a boarding option for their child, or another option such as moving their family to a location where there is a secondary school, or perhaps distance schooling. Other parents have a local secondary option, but this option may not result in Year 12 completion. Based on My School data, this paper uses Google Maps to spatially represent where, in very remote parts of Australia, parents have limited access to local secondary schools or secondary schools that rarely produce completions. The data from My School shows that in very remote areas, this choice-less choice applies to about 6500 students and their families. A further 13000 First Nations students and their families face choice-less choice because even though there is a secondary school in their community, the chances of completing are slim. To explain the latter phenomenon, we draw on Appadurai's (2004) theory of 'capacity to aspire', which suggests that choices are culturally pre-determined and dependent on access to power. Finally, we consider the implications of choice-less choice and suggest how choice-less choice can be removed.

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Lucas, Adrienne M., and Isaac M. Mbiti. "The Determinants and Consequences of School Choice Errors in Kenya." American Economic Review 102, no. 3 (May 1, 2012): 283–88. http://dx.doi.org/10.1257/aer.102.3.283.

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School choice systems designed to help disadvantaged groups might be hindered by information asymmetries. Kenyan elite secondary schools admit students from the entire country based on a national test score, district quotas, and stated school choices. We find even the highest ability students make school choice errors. Girls, students with lower test scores, and students from public and low quality schools are more likely to make such errors. Net of observable demographic characteristics, these errors are associated with a decrease in the probability that a student is admitted to an elite secondary school, relegating them to schools of lower quality.

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Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg, and Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, no. 5 (May 1, 2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

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Ekmekci, Mehmet, and M. Bumin Yenmez. "Common enrollment in school choice." Theoretical Economics 14, no. 4 (2019): 1237–70. http://dx.doi.org/10.3982/te2631.

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Increasingly, more school districts across the United States are using centralized admissions for charter, magnet, and neighborhood schools in a common enrollment system. We first show that across all school‐participation patterns, full participation in the common (or unified) enrollment system leads to the most preferred outcome for students. Second, we show that, in general, participation by all schools may not be achievable because schools have incentives to stay out. This may explain why some districts have not managed to attain full participation. We also consider some specific settings where full participation can be achieved and propose two schemes that can be used by policymakers to achieve full participation in general settings.

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Cabanias, Juanito O. "Why Does Choice Matter?" European Journal of Education and Pedagogy 2, no. 3 (June 19, 2021): 21–37. http://dx.doi.org/10.24018/ejedu.2021.2.3.88.

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This study focused on the course and school preference of select high school students, SY 2007-2008 and SY 2018-2019 and answered the following questions: What are the schools and courses preferred by the select high school students from the two batches under study? What are the possible reasons for choosing the school/s and the course/s? What are the factors affecting their decisions? What is the status of the De La Salle Medical and Health Sciences Institute (DLSMHSI) in terms of the level of preference/choice of the respondents from the two batches?; and What is the status of the DLSMHSI in terms of its marketing /positioning / branding? This study involved 1,186 high school students from SY 2017-2018 and 954 senior high school students from SY 2018-2019. Data collected were treated using frequency count; relative frequency or percentage; and ranking. The study reveals that the High school students are indeed sure enough of the school and the course to take on the whole, their choice of course to pursue depends on its perceived applicability to their chosen career, on the other hand, their choice of school where to complete college education depends on who makes the decision in the family, academic program presentations provided by schools, the features, general image and record of a higher education institution. Finally, DLSMHSI is an institution acceptable to the respondents in terms of pursuing health sciences-related courses.

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van Dunk, Emily, and Anneliese Dickman. "School Choice Accountability." Urban Affairs Review 37, no. 6 (July 2002): 844–56. http://dx.doi.org/10.1177/107874037006004.

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Parker, R. Stephen, Sherry Cook, and Charles E. Pettijohn. "School Choice Attributes." Services Marketing Quarterly 28, no. 4 (May 22, 2007): 21–33. http://dx.doi.org/10.1300/j396v28n04_02.

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Lepkowska, Dorothy. "More school choice." Practical Pre-School 2010, no. 109 (February 2010): 7. http://dx.doi.org/10.12968/prps.2010.1.109.46205.

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Jacobs, Nicholas. "Understanding School Choice." Education and Urban Society 45, no. 4 (July 18, 2011): 459–82. http://dx.doi.org/10.1177/0013124511413388.

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37

Walsh,, John H. "Recovering School Choice." Catholic Social Science Review 5 (2000): 345–47. http://dx.doi.org/10.5840/cssr2000538.

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Haeringer, Guillaume, and Flip Klijn. "Constrained school choice." Journal of Economic Theory 144, no. 5 (September 2009): 1921–47. http://dx.doi.org/10.1016/j.jet.2009.05.002.

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Amatullah, Shaima, and Shalini Dixit. "Situatedness of School Choice among Muslim Students: An Intersectional Approach." Contemporary Education Dialogue 20, no. 2 (July 2023): 206–35. http://dx.doi.org/10.1177/09731849231187706.

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So far research on school choice sets (decision about choosing a school from an available set of schools) has primarily regarded parents as key actors. Moving beyond, this article emphasises that children are important actors as they inform parental decisions to co-produce certain choice sets. This article foregrounds how school-going Muslim children’s experiences interact with their families to produce school choices across public and private schools in Bangalore, India, while accounting for their marginalisation at the intersections of religion, class and gender. Data were collected from 4 school sites using 21 focus group discussions with 190 children and in-depth interviews with 56 children, 14 teachers and 3 parents and analysed using an intersectional framework. Our findings suggest that factors like heterogeneities in social class, differential levels of religious discrimination/exclusion in schools and a need to protect their faith through education and the complex overlap between these were crucial in shaping choices.

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Agasisti, Tommaso, Rodrigo Queiroz e Melo, and Robert Maranto. "JOURNAL OF SCHOOL CHOICE SPECIAL ISSUE: School Choice in Europe." Journal of School Choice 16, no. 1 (January 2, 2022): 8–10. http://dx.doi.org/10.1080/15582159.2022.2030456.

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Cash, Trent N., and Daniel M. Oppenheimer. "Parental rights or parental wrongs: Parents’ metacognitive knowledge of the factors that influence their school choice decisions." PLOS ONE 19, no. 4 (April 18, 2024): e0301768. http://dx.doi.org/10.1371/journal.pone.0301768.

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School choice initiatives–which empower parents to choose which schools their children attend–are built on the assumptions that parents know what features of a school are most important to their family and that they are capable of focusing on the most important features when they make their decisions. However, decades of psychological research suggest that decision makers lack metacognitive knowledge of the factors that influence their decisions. We sought to reconcile this discrepancy between the policy assumptions and the psychological research. To do so, we asked participants to complete Choice-Based Conjoint surveys in which they made series of choices between different hypothetical schools. We then asked participants to self-report the weight they placed on each attribute when making their choices. Across four studies, we found that participants did not know how much weight they had placed on various school attributes. Average correlations between stated and revealed weights ranged from r = .34–.54. Stated weights predicted different choices than revealed weights in 16.41–20.63% of decisions. These metacognitive limitations persisted regardless of whether the participants were parents or non-parents (Study 1a/1b), the nature of the attributes that participants used to evaluate alternatives (Study 2), and whether or not decision makers had access to school ratings that could be used as metacognitive aids (Study 3). In line with prior psychological research–and in contract to policy assumptions–these findings demonstrate that decision makers do not have particularly strong metacognitive knowledge of the factors that influence their school choice decisions. As a result, parents making school choice decisions are likely to seek out and use the wrong information, thus leading to suboptimal school choices. Future research should replicate these results in more ecologically valid samples and test new approaches to school choice that account for these metacognitive limitations.

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Yasmeen, Kausar, Ambreen Anjum, Zuriat -ul-Zahra, and Kashifa Yasmeen. "Minority Parent’s Characteristics in Choice of Religious Verses Non-Religious Schools." International Journal of Industrial Marketing 1, no. 2 (November 11, 2011): 20. http://dx.doi.org/10.5296/ijim.v1i2.1011.

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The estimations above tell us about the minority household choice of religious verses non-religious schooling. There are various parameters effect household schooling decision we have estimated parents characteristics with school choice. We have found that school choices among different minority households are varied. Almost household prefer religious schools very few prefer non-religious schools because of looking bright future of their children. Income, parents education, general reputation, Value of Physical Assets, location and parents income is positively related but there is negative effect of employment status of mother on school choice may be because when mothers are working are working children specially girls are needed to take care of household. In the case of general reputation they prefer highly good reputed religious school on second priority they choose non-religious schools.

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Calsamiglia, Caterina, Guillaume Haeringer, and Flip Klijn. "Constrained School Choice: An Experimental Study." American Economic Review 100, no. 4 (September 1, 2010): 1860–74. http://dx.doi.org/10.1257/aer.100.4.1860.

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The literature on school choice assumes that families can submit a preference list over all the schools they want to be assigned to. However, in many real-life instances families are only allowed to submit a list containing a limited number of schools. Subjects' incentives are drastically affected, as more individuals manipulate their preferences. Including a safety school in the constrained list explains most manipulations. Competitiveness across schools plays an important role. Constraining choices increases segregation and affects the stability and efficiency of the final allocation. Remarkably, the constraint reduces significantly the proportion of subjects playing a dominated strategy (JEL D82, I21)

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Cotto, Jr., Robert, and Sarah Woulfin. "Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic." Journal of Family Diversity in Education 4, no. 1 (September 3, 2021): 42–63. http://dx.doi.org/10.53956/jfde.2021.159.

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In response to the COVID-19 global pandemic, most schools across the country closed in-person instruction for a period of time and many shifted to online schooling. Beginning in fall 2020, schools around the United States began reopening and many districts offered families a decision or “choice” to return their children to an in-person or online schooling experience. In many cities, this approach complicated existing school choice and permanent closure policies with already existing equity issues. Building upon previous scholarship on school choice and closure, this study draws on the concept of school choice with(out) equity (Frankenberg et al., 2010; Scott & Stuart Wells, 2013; Horsford et al., 2019). Using data from an online survey (n = 155 participants) in August 2020, this study examines why families (50% white, 50% people of color) decided to return their children to in-person schooling in Hartford, Connecticut. This study uses a mixed-method analysis of qualitative responses and quantitative data to understand family decisions to return to in-person schooling (Creswell, 2014). Rather than school choices with full equity considerations during the pandemic, these family responses focused on needs of childcare for full-time work and health safety. These responses suggest a partial equity in the landscape of available choices. The study raises questions about reapplying old forms of school choice to a new form of temporary school closure during pandemic.

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Correa, José, Natalie Epstein, Rafael Epstein, Juan Escobar, Ignacio Rios, Nicolás Aramayo, Bastián Bahamondes, et al. "School Choice in Chile." Operations Research 70, no. 2 (March 2022): 1066–87. http://dx.doi.org/10.1287/opre.2021.2184.

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In “School Choice in Chile,” Correa et al. describe the design and implementation of the new school admissions system in Chile. The design, based on the celebrated work of Gale, Shapley, and Roth, involves several challenges to comply with the Chilean legislation. For instance, the system includes different priorities and quotas for different groups of students. Moreover, the system operates nationwide and in all grade levels. As a result of the latter, one of the primary goals was to favor the joint assignment of siblings to the same schools. To accomplish this, the authors propose a heuristic approach that dynamically updates preferences, and breaks ties at the family level to increase the probability that siblings are assigned to the same school. The system, introduced in 2016 and still in use today, serves more than half a million students each year.

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Driscoll, Mary Erina, and Jeffrey R. Henig. "Public Discourse, Public Schools, and School Choice." Educational Researcher 24, no. 1 (January 1995): 35. http://dx.doi.org/10.2307/1176121.

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RENZULLI, LINDA A., and LORRAINE EVANS. "School Choice, Charter Schools, and White Flight." Social Problems 52, no. 3 (August 2005): 398–418. http://dx.doi.org/10.1525/sp.2005.52.3.398.

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Hofman, Roelande H., and Adriaan Hofman. "SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS." International Journal of Education and Religion 2, no. 1 (July 24, 2001): 144–64. http://dx.doi.org/10.1163/1570-0623-90000035.

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The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The importance of school effectiveness is examined as a motive for school choice, along with factors contributing to effectiveness of public and private schools.

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Kosunen, Sonja, Venla Bernelius, Piia Seppänen, and Miina Porkka. "School Choice to Lower Secondary Schools and Mechanisms of Segregation in Urban Finland." Urban Education 55, no. 10 (October 21, 2016): 1461–88. http://dx.doi.org/10.1177/0042085916666933.

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We explore the interconnections of pupil admission and school choice with the socioeconomic composition of schools in the city of Espoo, Finland. We analyze pupil enrollment from residential areas, and compare the schools’ expected and actual socioeconomic profiles using GIS software (MapInfo). Social-diversification mechanisms within urban comprehensive schooling emerged: Distinctive choices of language and selective classes are made predominantly by pupils from residential blocks with higher socioeconomic profiles. The role of urban segregation in school choice seems to be stronger than predicted. As mechanisms of educational distinction accompanied with grouping policies, choice leads to socioeconomic segregation across and within schools.

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Frankenberg, Erica, Stephen Kotok, Kai Schafft, and Bryan Mann. "Exploring school choice and the consequences for student racial segregation within Pennsylvania’s charter school transfers." education policy analysis archives 25 (March 13, 2017): 22. http://dx.doi.org/10.14507/epaa.25.2601.

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Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students’ self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with higher percentages of White students. Conversely, White students are more likely to enroll in such charter schools. As the percentage and number of students transferring into charter schools increases, self-segregative school choices raise critical questions regarding educational equity, and the effects of educational reform and school choice policies on the fostering of racially diverse educational environments.

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