Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services

Autor/inn/en	Stewart, Molly S.; Good, Annalee G.
Titel	Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services
Quelle	In: Peabody Journal of Education, 91 (2016) 1, S.100-120 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1119594
Schlagwörter	Case Studies; Comparative Analysis; Public Schools; Focus Groups; Academic Achievement; Marketing; Tutors; Educational Change; Program Implementation; Qualitative Research; Semi Structured Interviews; Supplementary Education; Illinois; Minnesota; Wisconsin + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Schulleistung; Förderlehrer; Lehrender; Tutor; Bildungsreform; Qualitative Forschung; Ergänzungsunterricht
Abstract	Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K-12 public schools. Examining the creation, dissemination, and use of information and promotional marketing is necessary in order to understand how aspects of market theory play out in reality. This kind of inquiry is especially important given that the theory of consumer action behind market-based programs is that parents will make the best decisions for their children's education, if they have sufficient information on which to base those decisions. Our data and analysis suggest three findings: first, public management of provider marketing can ensure that consumers receive marketing materials legally and appropriately; it can also help to level the playing field among providers with different marketing resources. Second, promotional materials infrequently focus on specific academic components. Third, districts are largely underutilizing their options in terms of sharing information on provider quality with parents. Together, these findings suggest that moderate regulation of marketing and an increased focus on provider academic quality are likely to improve consumer access to useful data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06