To Choose or Not to Choose: High School Choice and Graduation in Chicago

Autor/in	Lauen, Douglas Lee
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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