Notes: Are They Schools of Choice? A Response to Sosniak and Ethington

1993 ◽  
Vol 15 (1) ◽  
pp. 99-104
Author(s):  
Kathryn S. Schiller ◽  
Stephen Plank ◽  
Barbara Schneider
Keyword(s):  
Public Schools ◽  
Longitudinal Study ◽  
School Choice ◽  
Schools Of Choice ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Choice Schools ◽  
Public School Choice ◽  
School Sample ◽  
Academic Lives

Sosniak and Ethington (1992) conclude that their analysis of the National Education Longitudinal Study of 1988 (NELS:88) provides “little support for the argument that public school choice, as currently implemented, is an inventive mechanism for altering the academic lives of students and teachers.” Three issues that bring their conclusion into question are addressed: (a) the method used to classify public schools of choice, (b) problems that arise because of the likelihood of a significant number of “schools within a school” in NELS:88 base-year school sample, and (c) the matching methodology employed in examining differences between “choice” and “non-choice” schools.

When Public School “Choice” Is Not Academic: Findings From the National Education Longitudinal Study of 1988

1992 ◽  
Vol 14 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Lauren A. Sosniak ◽  
Corinna A. Ethington
Keyword(s):  
Public Schools ◽  
Longitudinal Study ◽  
Public School ◽  
School Choice ◽  
Empirical Test ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Public School Choice ◽  
Education Longitudinal Study ◽  
Principles Of Practice

Public schools of choice are fast becoming part of national educational debate and practice. This article presents an empirical test of the claim that choice encourages something other than standardized education. We draw our data from the National Education Longitudinal Study of 1988. Our analyses center on questions at the heart of curriculum studies: What knowledge is of most worth and what principles of practice govern work with curricular content? Using multiple measures of curriculum content and of the procedures governing work with that content, we find little support for the argument that public school choice, as currently implemented, is an inventive mechanism for altering the academic lives of students and teachers.

Public School Choice: Some Evidence From the National Education Longitudinal Study of 1988

1996 ◽  
Vol 18 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Barbara Schneider ◽  
Kathryn S. Schiller ◽  
James S. Coleman
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Longitudinal Study ◽  
Public School ◽  
School Choice ◽  
School Students ◽  
Schools Of Choice ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Education Longitudinal Study

Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose.

A Look Back: Taking stock of public school choice in Kappan

2021 ◽  
Vol 103 (1) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Alternative Schools ◽  
Private School ◽  
Magnet Schools ◽  
Public School Choice ◽  
Look Back

In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

An Examination of Referrals to the School Counselor by Race, Gender, and Family Structure

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Jennifer R. Adams ◽  
James M. Benshoff ◽  
Sonja Y. Harrington
Keyword(s):  
Data Analysis ◽  
Longitudinal Study ◽  
Family Structure ◽  
School Counselors ◽  
School Counselor ◽  
Secondary Data ◽  
Intact Family ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Log Linear

This article reports on a study addressing student referral differences based on family structure, gender, and race in teacher-initiated contact to school counselors. Researchers used secondary data from the National Education Longitudinal Study. They used logit log linear analyses in this data analysis. Significant differences existed for all three variables–race, gender, and family structure–with teachers more likely to contact the school counselor when the student was male, African American, or living in a non-intact family structure.

scholarly journals Institutional Arrangements and the Creation of Social Capital: The Effects of Public School Choice

1997 ◽  
Vol 91 (1) ◽  
pp. 82-93 ◽  
Author(s):  
Mark Schneider ◽  
Paul Teske ◽  
Melissa Marschall ◽  
Michael Mintrom ◽  
Christine Roch
Keyword(s):  
Social Capital ◽  
Public Schools ◽  
School Choice ◽  
Experimental Approach ◽  
Parental Behavior ◽  
The United States ◽  
Institutional Arrangements ◽  
The Public ◽  
Public School Choice ◽  
Quasi Experimental

While the possible decline in the level of social capital in the United States has received considerable attention by scholars such as Putnam and Fukuyama, less attention has been paid to the local activities of citizens that help define a nation's stock of social capital. Scholars have paid even less attention to how institutional arrangements affect levels of social capital. We argue that giving parents greater choice over the public schools their children attend creates incentives for parents as “citizen/consumers” to engage in activities that build social capital. Our empirical analysis employs a quasi-experimental approach comparing parental behavior in two pairs of demographically similar school districts that vary on the degree of parental choice over the schools their children attend. Our data show that, controlling for many other factors, parents who choose when given the opportunity are higher on all the indicators of social capital analyzed. Fukuyama has argued that it is easier for governments to decrease social capital than to increase it. We argue, however, that the design of government institutions can create incentives for individuals to engage in activities that increase social capital.

Choice, Empowerment, and Involvement: What Satisfies Parents?

1993 ◽  
Vol 15 (4) ◽  
pp. 396-409 ◽  
Author(s):  
Ellen B. Goldring ◽  
Rina Shapira
Keyword(s):  
Socioeconomic Status ◽  
Public Schools ◽  
School Choice ◽  
Parental Involvement ◽  
Parent Satisfaction ◽  
School Program ◽  
Schools Of Choice

School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.

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