The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles

Autor/in	Ledwith, Valerie
Titel	The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles
Quelle	In: American Journal of Education, 116 (2010) 2, S.243-262 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/649493
Schlagwörter	Public Schools; Neighborhood Schools; School Choice; Outcomes of Education; Academic Achievement; Student Mobility; Open Enrollment; Surveys; Correlation; Urban Schools; Socioeconomic Status; School Location; Geographic Location; California + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Choice of school; Schulwahl; Lernleistung; Schulerfolg; Schulleistung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Open entry; Offenes Bildungssystem; Survey; Umfrage; Befragung; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Schulgelände; Kalifornien
Abstract	Increased school choice is leading to enrollment patterns that do not reflect attendance in the neighborhood school. The impact of this increased mobility on scholastic achievement is still undecided, in part because of the difficulty in untangling compositional and contextual effects on educational outcomes. This article uses data from the Los Angeles Family and Neighborhood Survey to examine the influence of student mobility associated with open enrollment on the scholastic achievement of public school students in Los Angeles. Using a series of OLS regressions, the analysis shows that increased student mobility associated with open enrollment has a positive influence on the scholastic achievement of public school students controlling for student motivation, race, socioeconomic status, and the effects of school and neighborhood characteristics. It is also apparent that the wealth of the student's residential neighborhood is also important. Taken together, these results highlight the complexity of the geography of opportunity associated with educational outcomes and the need for continued research on the sociospatial dimension of scholastic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10