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School Choice (school + choice)
Selected AbstractsSCHOOL CHOICE AND STUDENT SORTING: EVIDENCE FROM ADACHI WARD IN JAPAN,THE JAPANESE ECONOMIC REVIEW, Issue 4 2009ATSUSHI YOSHIDA We examine whether the school choice programme of public junior high schools in Adachi ward has caused student sorting and has thus increased the differences in scores between the schools. We find that students are sorted in the sense that the students living in the school attendance areas where there is a higher proportion of high-status occupations are more likely to select private schools even after the introduction of the school choice programme, or they select public schools with higher scores. Adachi's average scores relative to the Tokyo average have improved, while the between school differences in scores have not expanded. [source] School choice, racial segregation, and test-score gaps: Evidence from North Carolina's charter school program*JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2007Robert Bifulco Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black-white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left. Our analysis of charter school choices suggests that asymmetric preferences of black and white charter school students (and their families) for schools of different racial compositions help to explain why there are so few racially balanced charter schools. © 2006 by the Association for Public Policy Analysis and Management. [source] School choice and polarisation: Any evidence for increased segregation?PUBLIC POLICY RESEARCH, Issue 4 2001Philip Noden [source] How and Why to Support Common Schooling and Educational Choice at the Same TimeJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2007ROB REICH The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that the ideal of common schooling and the existence of separate schools, which is to say, the existence of educational choice, are not merely compatible but necessarily co-exist in a liberal democratic society. In other words, we need both common schooling and educational choice. The essay proceeds in four parts. First, I explain why we need to understand something about pluralism in order to understand common schooling and school choice. In the second and third parts, I explore the normative significance of pluralism for common schooling and educational choice, respectively. In the fourth part, I show how the two can be reconciled, given a certain understanding of what pluralism demands. [source] Does choice lead to racially distinctive schools?JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2002Charter schools, household preferences A persistent fear regarding school choice is that it will lead to more racially distinctive schools. A growing number of studies compares choosing households to non-choosing households, but few have examined the possibility that choosers sort themselves out based upon school preferences that are correlated with race and ethnicity. This report addresses this issue by analyzing the responses of 1,006 charter school households in Texas. It first examines the expressed preferences of choosing households, then compares expressed preferences with behavior. A comparison of the characteristics of the traditional public schools that choosers leave with the characteristics of the charter schools they choose indicates that race is a good predictor of the choices that choosing households make. Whites, African Americans, and Latinos transfer into charter schools where their groups comprise between 11 and 14 percentage points more of the student body than the traditional public schools they are leaving. © 2002 by the Association for Public Policy Analysis and Management. [source] What Have We Learned from Market Design?,THE ECONOMIC JOURNAL, Issue 527 2008Alvin E. Roth This article discusses some things we have learned about markets, in the process of designing marketplaces to fix market failures. To work well, marketplaces have to provide thickness, i.e. they need to attract a large enough proportion of the potential participants in the market; they have to overcome the congestion that thickness can bring, by making it possible to consider enough alternative transactions to arrive at good ones; and they need to make it safe and sufficiently simple to participate in the market, as opposed to transacting outside of the market, or having to engage in costly and risky strategic behaviour. I will draw on recent examples of market design ranging from labour markets for doctors and new economists, to kidney exchange, and school choice in New York City and Boston. [source] Multilevel Factors Influencing Maternal Stress During the First Three YearsJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2002Miriam Mulsow This prospective study applies family stress theory to the influence of personal, child, and familial factors on a mother's parenting stress during the first 3 years of her infant's life. Participants included 134 mothers and their infants at ages 1, 6, 15, 24, and 36 months from one site of a multisite, longitudinal study. Mother's personality was most predictive of parenting stress cross-sectionally and longitudinally. Intimacy with partner reduced parenting stress early in the infant's life and at 36 months, whereas general social support was more important in the second year. Child temperament was influential at 1 and 36 months. Counterintuitively, mothers who were more satisfied with work or school choices were more likely to be chronically stressed. Implications are discussed. [source] School choice, racial segregation, and test-score gaps: Evidence from North Carolina's charter school program*JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2007Robert Bifulco Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black-white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left. Our analysis of charter school choices suggests that asymmetric preferences of black and white charter school students (and their families) for schools of different racial compositions help to explain why there are so few racially balanced charter schools. © 2006 by the Association for Public Policy Analysis and Management. [source] | |||||||||||||