Choice, Voice, and Exit: School Vouchers in Milwaukee

Autor/in	Fleming, David J.
Titel	Choice, Voice, and Exit: School Vouchers in Milwaukee
Quelle	In: Journal of School Choice, 15 (2021) 3, S.344-370 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2020.1764185
Schlagwörter	School Choice; Educational Vouchers; School Districts; Parent Participation; Religious Schools; Educational Policy; Parent Attitudes; Public Schools; Census Figures; Achievement Tests; Scores; Student Characteristics; Comparative Analysis; Parent School Relationship; Family Environment; Urban Schools; Parent Surveys; Program Descriptions; Elementary Secondary Education; Private Schools; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Educational voucher; Bildungsgutschein; School district; Schulbezirk; Elternmitwirkung; Politics of education; Bildungspolitik; Elternverhalten; Public school; Öffentliche Schule; Volkszählung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Familienmilieu; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule
Abstract	Do market-based policies, like school vouchers, that provide an exit option enhance or diminish parental involvement? I examine this question using original survey data from parents participating in the Milwaukee Parental Choice Program, the nation's oldest urban voucher program. Voucher students were matched to a set of public school students based on Census tract, test scores, and demographic factors. I find voucher parents say that they are more willing than public school parents to use voice over exit. Further, voucher parents report being more involved in school-based activities or participatory coproduction, while public school parents report participating in more home-based education activities or independent coproduction. Multiple mechanisms inform these relationships. Voucher schools may be more receptive to parental involvement, and the religious nature of some voucher schools may promote participatory coproduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01