Choice in a World of New School Types

Autor/inn/en	Butler, J. S.; Carr, Douglas A.; Toma, Eugenia F.; Zimmer, Ron
Titel	Choice in a World of New School Types
Quelle	In: Journal of Policy Analysis and Management, 32 (2013) 4, S.785-806 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21711
Schlagwörter	School Choice; Enrollment Influences; Family Characteristics; Institutional Characteristics; Longitudinal Studies; Early Childhood Education; Data Analysis; Place of Residence; Geographic Isolation; Geographic Distribution; Socioeconomic Status; Socioeconomic Influences; Racial Differences; Ethnicity; Public Schools; Private Schools; Charter Schools; Performance Factors; Family Attitudes; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Auswertung; Wohnort; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Rassenunterschied; Ethnizität; Public school; Öffentliche Schule; Private school; Privatschule; Charter school; Charter-Schule; Leistungsindikator
Abstract	As school choice options have evolved over recent years, it is important to understand what family and school factors are associated with the enrollment decisions families make. Use of restricted-access data from the Early Childhood Longitudinal Study allowed us to identify household location from a nationally representative sample of students and to match households to the actual schools attended and other nearby schools. This matching is significant as previous research generally has not been able to link individual households to school enrollment decisions. Using these data, we examined the role that socioeconomic status, race, and ethnicity play in school enrollment decisions. One of our more interesting results suggests that the newest public alternative, charter schools, attracts families with higher socioeconomic status than those that traditional public schools attract. The attraction of charter schools, however, unlike traditional public schools, appears to be racially and ethnically neutral. Families do not choose a charter school because of its racial or ethnic composition, nor do race and ethnicity within a household influence its choice of charter schools. Other socioeconomic factors influencing charter school choice are more similar to factors explaining private school choice than to those factors explaining the choice of traditional public schools. The findings suggest that policies governing the design of charter schools should focus on broader socioeconomic diversity rather than race only. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10