scholarly journals School Choice, School Quality, and Postsecondary Attainment

2014 ◽  
Vol 104 (3) ◽  
pp. 991-1013 ◽  
Author(s):  
David J. Deming ◽  
Justine S. Hastings ◽  
Thomas J. Kane ◽  
Douglas O. Staiger

We study the impact of a public school choice lottery in Charlotte-Mecklenburg schools on college enrollment and degree completion. We find a significant overall increase in college attainment among lottery winners who attend their first-choice school. Using rich administrative data on peers, teachers, course offerings, and other inputs, we show that the impacts of choice are strongly predicted by gains on several measures of school quality. Gains in attainment are concentrated among girls. Girls respond to attending a better school with higher grades and increases in college-preparatory course taking, while boys do not. (JEL D44, H75, I21, I23, J16)

2019 ◽  
Vol 11 (4) ◽  
pp. 124-158
Author(s):  
Levon Barseghyan ◽  
Damon Clark ◽  
Stephen Coate

This paper develops a new economic model of public school choice. The key innovation is to model competition between schools in an environment in which parents have peer preferences. The analysis yields three main findings. First, peer preferences dampen schools’ incentives to exert effort in response to competitive pressure. Second, when peer preferences are sufficiently strong, choice can reduce social welfare. This is because choice is costly to exercise but aggregate peer quality is fixed. Third, given strong peer preferences, choice can reduce school quality in more affluent neighborhoods. We conclude that peer preferences weaken the case for choice. (JEL H73, H75, I21, I28, R23)


2016 ◽  
Vol 11 (3) ◽  
pp. 251-282 ◽  
Author(s):  
Katharine O. Strunk ◽  
Julie A. Marsh ◽  
Ayesha K. Hashim ◽  
Susan Bush-Mecenas ◽  
Tracey Weinstein

We examine the Los Angeles Unified School District's Public School Choice Initiative (PSCI), which sought to turnaround the district's lowest-performing schools. We ask whether school turnaround impacted student outcomes, and what explains variations in outcomes across reform cohorts. We use a Comparative Interrupted Time Series approach using administrative student-level data, following students in the first (1.0), second (2.0), and third (3.0) cohorts of PSCI schools. We find that students in 1.0 turnaround schools saw no significant improvements in outcomes, whereas students enrolled in 2.0 schools saw significant gains in English Language Arts in both years of the reform. Students in 3.0 schools experienced significant decreases in achievement. Qualitative and survey data suggest that increased support and assistance and the use of reconstitution and restart as the sole turnaround methods contributed to gains in 2.0, whereas policy changes in 3.0 caused difficulties and confusion in implementation, leading to poor student performance.


2011 ◽  
Author(s):  
David Deming ◽  
Justine Hastings ◽  
Thomas Kane ◽  
Douglas Staiger

2016 ◽  
Vol 24 ◽  
pp. 94 ◽  
Author(s):  
Huriya Jabbar ◽  
Dongmei Li

School choice policies, such as charter schools and vouchers, are in part designed to induce competition between schools. While several studies have examined the impact of private school competition on public schools, few studies have explored school leaders’ perceptions of private school competitors. This study examines the extent to which public school leaders in New Orleans, which already has a robust public school choice system, perceived competition with private schools, and the characteristics that predicted competition between the two types of schools. We find that while over half of principals reported competing with private schools for students, there was a wide range of the number and percentage of possible competitors reported. Furthermore, the results suggest that school voucher policies did not play a major role in influencing why schools competed with private schools. In addition, public school leaders who did lose students to private schools through the voucher program reported that they often recouped those losses, when parents returned to public schools unsatisfied or facing additional unexpected costs. 


2021 ◽  
Vol 111 (1) ◽  
pp. 129-152
Author(s):  
Christopher Avery ◽  
Parag A. Pathak

School choice systems aspire to delink residential location and school assignments by allowing children to apply to schools outside of their neighborhood. However, choice programs also affect incentives to live in certain neighborhoods, and this feedback may undermine the goals of choice. We investigate this possibility by developing a model of public school and residential choice. School choice narrows the range between the highest and lowest quality schools compared to neighborhood assignment rules, and these changes in school quality are capitalized into equilibrium housing prices. This compressed distribution generates an ends-against-the-middle trade-off with school choice compared to neighborhood assignment. Paradoxically, even when choice results in improvement in the lowest-performing schools, the lowest type residents need not benefit. (JEL H75, I21, I28, R23, R31)


Author(s):  
Eric A Hanushek ◽  
Sinan Sarpça ◽  
Kuzey Yilmaz

Abstract Private schools free households from a strict link between residential location decisions and the tax-school quality bundles they consume. In order to study the impact of private schools on educational outcomes, we develop a general equilibrium model that simultaneously incorporates locational choice built on access and locational choice built on tax-school quality attributes of jurisdictions. We conclude that private school choice enhances the welfare of all households—both those attending private schools and those attending public schools—while also working to reduce the amount of housing and school segregation in equilibrium. Investigation of alternative school policies indicates that greater choice, including using targeted school vouchers, can improve welfare and achievement. Finally, we demonstrate how the fiscal burden arising from some households paying less taxes than they consume in public services varies significantly with the structure of school choice options.


2011 ◽  
Vol 6 (3) ◽  
pp. 323-353 ◽  
Author(s):  
Sean P. Corcoran ◽  
Christiana Stoddard

The expansion of charter schools—publicly funded, yet in direct competition with traditional public schools—has emerged as a favored response to poor performance in the education sector. While a large and growing literature has sought to estimate the impact of these schools on student achievement, comparatively little is known about demand for the policy itself. Using election returns from three consecutive referenda on charter schools in Washington State, we weigh the relative importance of school quality, community and school demographics, and partisanship in explaining voter support for greater school choice. We find that low school quality—as measured by standardized tests—is a consistent and modestly strong predictor of support for charters. However, variation in performance between school districts is more predictive of charter support than variation within them. At the local precinct level, school resources, union membership, student heterogeneity, and the Republican vote share are often stronger predictors of charter support than standardized test results.


2021 ◽  
Vol 7 ◽  
pp. 237802312110211
Author(s):  
Anna Zajacova ◽  
Elizabeth Lawrence

Population-health research has neglected differentiation within postsecondary educational attainments. This gap is critical to understanding health inequality because college experience with no degree, vocational/technical certificates, and associate degrees may affect health differently. We examine health across detailed postsecondary attainment levels. We analyze data on 14,750 respondents in Waves I and IV of the nationally representative Add Health panel spanning adolescence to ages 26 to 34. Multivariate regression and counterfactual approaches to minimize the impact of confounders estimate multiple health outcomes across postsecondary attainment levels. Compared to high school diplomas, we find significant returns to bachelor’s degrees for most health outcomes and smaller but largely significant returns to associate degrees. In contrast, adults with some college but no degree or with vocational/technical certificates do not have better physical health than high school graduates. Our findings highlight the stark differentiation within higher education as reflected by the disparate health outcomes in early adulthood.


2019 ◽  
Vol 184 (11-12) ◽  
pp. 686-692 ◽  
Author(s):  
Leslie A Morland ◽  
Stephanie Y Wells ◽  
Lisa H Glassman ◽  
Kathleen M Grubbs ◽  
Margaret-Anne Mackintosh ◽  
...  

Abstract Introduction Home-based delivery of psychotherapy may offer a viable alternative to traditional office-based treatment for post-traumatic stress disorder (PTSD) by overcoming several barriers to care. Little is known about patient perceptions of home-based mental health treatment modalities. This study assessed veterans’ preferences for treatment delivery modalities and how demographic variables and trauma type impact these preferences. Materials and Methods Veterans with PTSD (N = 180) participating in a randomized clinical trial completed a clinician-administered PTSD assessment and were asked to identify their modality preference for receiving prolonged exposure: home-based telehealth (HBT), office-based telehealth (OBT), or in-home-in-person (IHIP). Ultimately, modality assignment was randomized, and veterans were not guaranteed their preferred modality. Descriptive statistics were used to examine first choice preference. Chi-square tests determined whether there were significant differences among first choice preferences; additional tests examined if age, sex, and military sexual trauma (MST) history were associated with preferences. Results The study includes 135 male veterans and 45 female veterans from all military branches; respondents were 46.30 years old, on average. Veterans were Caucasian (46%), African-American (28%), Asian-American (9%), American Indian or Alaskan Native (3%), Native Hawaiian or Pacific Islander (3%), and 11% identified as another race. Veterans experienced numerous trauma types (e.g., combat, sexual assault), and 29% had experienced MST. Overall, there was no clear preference for one modality: 42% of veterans preferred HBT, 32% preferred IHIP, and 26% preferred OBT. One-sample binomial tests assuming equal proportions were conducted to compare each pair of treatment options. HBT was significantly preferred over OBT (p = 0.01); there were no significant differences between the other pairs. A multinomial regression found that age group significantly predicted veterans’ preferences for HBT compared to OBT (odds ratio [OR] = 10.02, 95% confidence interval [CI]: 1.63, 61.76). Older veterans were significantly more likely to request HBT compared to OBT. Veteran characteristics did not differentiate those who preferred IHIP to OBT. Because there were fewer women (n = 45), additional multinomial regressions were conducted on each sex separately. There was no age group effect among the male veterans. However, compared to female Veterans in the younger age group, older female Veterans were significantly more likely to request HBT over OBT (OR = 10.66, 95% CI: 1.68, 67.58, p = 0.012). MST history did not predict treatment preferences in any analysis. Conclusions Fewer than 50% of the sample preferred one method, and each modality was preferred by at least a quarter of all participants, suggesting that one treatment modality does not fit all. Both home-based care options were desirable, highlighting the value of offering a range of options. The use of home-based care can expand access to care, particularly for rural veterans. The current study includes a diverse group of veterans and increases our understanding of how they would like to receive PTSD treatment. The study used a forced choice preference measure and did not examine the strength of preference, which limits conclusions. Future studies should examine the impact of modality preferences on treatment outcomes and engagement.


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