Literaturnachweis - Detailanzeige
Autor/in | Lauen, Douglas Lee |
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Titel | To Choose or Not to Choose: High School Choice and Graduation in Chicago |
Quelle | In: Educational Evaluation and Policy Analysis, 31 (2009) 3, S.179-199 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
DOI | 10.3102/0162373709339058 |
Schlagwörter | Charter Schools; Magnet Schools; Poverty; School Choice; Graduation Rate; Neighborhoods; Career Academies; Grade 8; Urban Areas; Public Schools; Correlation; Racial Differences; Academic Achievement; At Risk Students; Low Achievement; College Preparation; High Schools; Socioeconomic Influences; Gender Differences; Self Efficacy; Foster Care; Mathematics Achievement; Illinois Charter school; Charter-Schule; Armut; Choice of school; Schulwahl; Neighbourhoods; Nachbarschaft; Berufsakademie; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Stadtregion; Public school; Öffentliche Schule; Korrelation; Rassenunterschied; Schulleistung; Unterdurchschnittliche Leistung; High school; Oberschule; Sozioökonomischer Faktor; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Pflegehilfe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz |
Abstract | School choice reforms have been proposed as ways to enhance efficiency, equity, and effectiveness in education. This study examines the consequences of participating in public high school choice in Chicago, a city with a wide variety of choice programs, including career academies, charter schools, magnet schools, and selective test-based college prep high schools. The analysis uses population-level administrative and survey data on all public school eighth graders enrolled in Chicago to estimate the effect of school choice participation on on-time graduation propensity (i.e., in 4 years). Techniques employed to estimate this effect include propensity score, catchment area fixed effects, and multilevel analysis. Results suggest that there is a modest positive graduation benefit from exercising school choice. There are no racial/ethnic differences in the choice benefit, but low-achieving students benefit less from high school choice than high-achieving students. In addition, students in high-poverty neighborhoods gain less from exercising choice than do students in low-poverty neighborhoods. These findings call into question the extent to which school choice enhances equity for low-achieving students and students in high-poverty neighborhoods. (Contains 20 notes, 10 tables, and 1 figure.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |