"The Types of Kids We Get Are Different"--The Distinguishing Characteristics of School Choosers in Detroit, Michigan

Autor/in	Hamlin, Daniel
Titel	"The Types of Kids We Get Are Different"--The Distinguishing Characteristics of School Choosers in Detroit, Michigan
Quelle	In: Journal of School Choice, 12 (2018) 1, S.52-79 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2017.1393305
Schlagwörter	Student Characteristics; School Choice; Charter Schools; Semi Structured Interviews; African American Family; Low Income Groups; Comparative Analysis; Parent Participation; Public Schools; Parents; African American Students; Minority Groups; Elementary School Teachers; Secondary School Teachers; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Charter school; Charter-Schule; Elternmitwirkung; Public school; Öffentliche Schule; Eltern; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnische Minderheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01