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Henderson, Brian. "Parental choice of school." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/23984.
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The Education (Scotland) Act 1981 extended to parents the right to choose a school for their child subject to certain exclusions and restraints. This thesis examines such parents' decisions from the perspective of Expectancy theory. Three linked projects were carried out in Greenock and Edinburgh between 1982 and 1984. The first of these was a pilot study, which, although limited in scope and scale, clearly established the salience of the issue to parents. The second study was conducted by means of in-depth interviews with 45 parents within the catchment area of Ainslie Park High School in the North of the city of Edinburgh. For the third study, 110 parents from this, and an adjacent area were approached using a mailed questionnaire. The three studies in combination addressed the question of how parents were choosing to exercise their recently granted right. Parental choice as proposed by the Conservative government embodied certain assumptions central among which were that parents' desisions would be "informed" and of a sufficiently high quality to guide policy making at local levels. The research carried out in the three studies casts considerable doubt on this assumption. While parents' decisions could be successfully modelled using Expectancy Theory, its use was nevertheless shown to leave unanswered certain key issues within the process. The final model of parental choice proposed by the research attempts to both model and describe the process by which parents come to consider change, assess alternatives, and make their decisions. It does so using a synthesis of previously uncombined theoretical perspectives.
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Williams, Barika X. (Barika Xaviera). "Planning for school choice." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59771.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2010.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 66-71).<br>The image of the picturesque urban schoolhouse is increasingly becoming a thing of the past. City schools were viewed with fear or disdain. The urban school's image shifted to an unruly coop for 'dangerous' unteachable students. This stark juxtaposition reflects the gradual transition in the urban environment. Charter schools have emerged as a relatively new component available to meet urban families' education needs and provide a new image of the city school, yet to be formed. Planning has largely failed to acknowledge or address the changing urban education environment. We continue to plan our cities with the assumption of the old image of the neighborhood schoolhouse. However, through charter schools, the urban education environment is being redefined. This thesis analyzes the educational environment of students and school location in Washington, DC to assess to what extent charter schools revitalize the possibility of obtaining high quality, neighborhood schools. Through analysis of quantitative data, I compare three factors between neighborhood schools and area charter school options: student population characteristics, school academic results, and student mobility and access to the school. The analysis identifies three distinct school systems within the city, each with a different role for charter school. I suggest how urban planners might respond to city's new educational environment in order to repair the links between schools and neighborhoods.<br>by Barika X Williams.<br>M.C.P.
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Damera, Vijay Kumar. "Essays on school choice." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:4d713003-6586-4d40-9b60-41c794544bed.
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This thesis, written in a three-article/chapter format, explores several questions that are at the centre of the theoretical and empirical debates around school choice in developing countries. The implementation of India's national school choice policy provides the context for this inquiry. The policy (hereafter referred to as the 25 percent mandate) sets aside 25 percent of places in private schools for children from disadvantaged backgrounds with government paying the tuition fee to private schools. The empirical analysis in based on three primary datasets and several secondary data sources relating to the applicants to the 25 percent mandate (children aged 7-8 years) in the south Indian state of Karnataka.
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Davis, Casi G. (Casi Gail). "Public School Choice : An Impact Assessment." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279193/.
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The goal of this thesis is to understand the consequences of educational choice in the public school system. The research takes place in San Antonio, Texas. The research encompasses meaningful comparisons between three sets of low income students and their families: 1) those who chose to remain in their attendance-zone school, 2) those who enrolled in the multilingual program, and 3) those who applied to the multilingual program but were not admitted because of space limitations.
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Szombathova, Slavka. "Optimizing school choice conjoint analysis of parent preferences /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 161p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1428207.
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Farrie, Danielle C. "School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/8656.
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Sociology<br>Ph.D.<br>This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs.<br>Temple University--Theses
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Wikeley, Felicity Jane. "Parental choice of primary school." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244957.
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Martin, Michael. "School Choice and Teacher Efficacy." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.
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Jessee, Hazel H. "An overview of school choice." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164533/.
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Castillo, Quintana Martín Pablo. "School choice with random assignments." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/145181.
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Magíster en Economía Aplicada.
Ingeniero Civil Matemático<br>El objetivo de este trabajo es estudiar el problema de asignación escolar como uno de asignación probabilística y poder entender como diversos mecanismos de asignación escolar se desempeñan en términos de las probabilidades que le asignan a los alumnos de poder acceder a los colegios. Para éste fin se asume que el planificador central determina una función que les permite generar preferencias sobre loterías desde preferencias ordinales por los colegios, estás funciones se denominan extensiones.
Se elabora una nueva noción de equidad (estabilidad) la cual generaliza nociones previas tanto en la literatura de asignación escolar como en la de asignación probabilística. El resultado principal de éste trabajo corresponde a la caracterización, bajo supuestos razonables en las preferencias, del conjunto de asignaciones probabilísticas estables. También se desarrollan nuevos resultados de existencia de asignaciones probabilísticas estables y eficientes, se presentan resultados de mecanismos probabilísticos compatibles en incentivos y se evalúan los mecanismos de asignación escolar Boston, Deferred Acceptance, Top Trading Cycles y Fraction Deferred Acceptance en términos de eficiencia, estabilidad e incentivos.<br>Este trabajo ha sido parcialmente financiado por MIPP
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Aris, Sharon Margaret. "Understanding school choice: what parents prioritise in high schools." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22995.
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This thesis seeks to understand how parents make sense of high school choice, and how in understanding this, insights can be gained into mechanisms of advantage and disadvantage that operate in Australian schooling. It does so by analysing the underlying bases of parents’ aims from high school and how they seek to realise this in high school selection. It examines how different parental assets, including previous experiences in school and the workforce, enable parents to attain their desired school selections. In doing so this thesis goes beyond previous studies examining parental school choice to reveal how relations between families, schools and academic achievement influence the entire school field. This study draws upon two theoretical frameworks: Bourdieu’s field theory and Legitimation Code Theory. These are used to describe and analyse 28 parent interviews from a single geographic case study area in Sydney, comparing the outcomes parents sought from high school with how school choice was envisaged by policy makers. Four groups of parents are identified: credentialists, socially-disposed parents, all-rounders and consolidators. The approach of each parent group to school choice and the basis of the outcomes from schooling they seek provides insight into how school choice creates advantages and disadvantages in schooling. This thesis makes a number of contributions. Through enacting a relational framework it creates a model for surfacing previously hidden features of the school field including revealing why some parents readily traverse the school field, while others struggle to be seen. It creates a descriptive framework for analysis that gets beyond empirical description. It reveals a field so geared to academic performance that students who will not easily boost a schools’ ratings are easily left behind. Finally, it offers suggestions for imagining new possibilities for the field.
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Mills, Jason Daniel. "School choice in America and Indiana?s Choice Scholarship Program." Thesis, University of Colorado at Colorado Springs, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249522.
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<p>This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program
The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.
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Mook, Donald James Jr. "The Impact of School Choice on Funding Ohio’s Public Schools." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1544016092672826.
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Goggins, Kylie. "PUBLIC SCHOOL CHOICE AND THE PUBLIC-PRIVATE SCHOOL DECISION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/71.
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This dissertation is a compilation of three studies related to public school choice issues. Chapter 2 examines whether access to public schools of choice influences a household’s decision to choose private school for their child. I employ a multistate, individual-level data-set on students and their families — for which I have been granted access to restricted geo-code information. I supplement these data by matching students with their respective school districts using geographic information systems (GIS); I then examine whether relative measures of public school choice (PSC) in a school district influence the household’s public-private school decision. I find slight evidence that households respond to general measures of choice, though the implied effects appear to be trivial. Conditional on the presence of either PSC type of school in a district, I find more consistently significant crowd-out effects for competition measures from magnet schools, while charter school measures elicit stronger private-sector crowd-out effects, roughly three times those of the respective magnet school measures.
Chapter 3 examines the statewide educational policies and student, household, and school district-level attributes that influence the demand for interdistrict and intra-district public schools of choice. In the context of a multinomial probit model, I also estimate the demand for private school as a third alternative to attending an assigned school. I find evidence to suggest that households substitute between intra-district and interdistrict schools of choice.. I also find that mobility patterns may significantly increase the probability a household opts out of district.
Chapter 4 is an exploratory analysis that examines the qualities that distinguish school districts as net-losers, net-keepers, or net- gainers of students in their public schools. In particular, I examine how public schools of choice affect the net flow of students across the public sector. I find that charter schools appear to locate in districts that are net-losers of students, where students are opting into private school. I also find evidence to suggest that net-loser districts may signal better quality school districts with more diverse options available to facilitate positive student-school matches.
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Walters, Christopher R. "School choice, school quality, and human capital : three essays." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81048.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 173-180).<br>This dissertation consists of three essays covering topics in the economics of education. Two common threads connect these essays: first, a focus on the inputs and practices driving variation in effectiveness across educational programs; and second, an interest in the relationships between students' preferences, characteristics, and returns to human capital investment. In the first chapter, I develop and estimate a structural model of school choice that links students' decisions to apply to and attend charter schools in Boston, Massachusetts to their potential achievement test scores in charter schools and public schools. This chapter is motivated by a growing literature that uses randomized entrance lotteries to show that urban charter schools, including those in Boston, substantially increase test scores and close racial achievement gaps among their applicants. A key policy question is whether charter expansion is likely to produce similar effects on a larger scale. To address this question, I use the structural model to predict the effects of charter expansion for the citywide achievement distribution in Boston. Estimates of the model suggest that charter applicants are negatively selected on achievement gains: low-income students and students with low prior achievement gain the most from charter attendance, but are unlikely to apply to charter schools. This form of selection implies that lottery-based estimates understate gains for broader groups of students, and that charter schools will produce substantial gains for marginal applicants drawn in by expansion. Simulations suggest that realistic expansions are likely to reduce the gap in math scores between Boston and the rest of Massachusetts by up to 8 percent, and reduce racial achievement gaps by roughly 5 percent. Nevertheless, the estimates also imply that perceived application costs are high and that most students prefer traditional public schools to charter schools, so large expansions may leave many charter seats empty. These results suggest that in the absence of significant behavioral or institutional changes, the potential gains from charter expansion may be limited as much by demand as by supply. The second chapter, written jointly with Joshua Angrist and Parag Pathak, seeks to explain differences in effectiveness across charter schools. Using a large sample of lotteried applicants to charter schools throughout Massachusetts, we show that urban charter schools boost student achievement, while charter schools in other settings do not. We then explore student-level and school-level explanations for this difference. In an econometric framework that isolates sources of charter effect heterogeneity, we show that urban charter schools boost achievement well beyond that of urban public school students, while non-urban charters reduce achievement from a higher baseline. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter schools are uniformly ineffective. Our estimates also reveal important school-level heterogeneity within the urban charter sample. A non-lottery analysis suggests that urban charters with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter schools with poor lottery records. Using a detailed survey of school practices and characteristics, we link charter impacts to inputs such as instructional time, classroom techniques and school philosophy. The relative effectiveness of urban lottery-sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education, a package of policies that includes strict discipline, increased instructional time, selective teacher-hiring, and a focus on traditional skills. In the third chapter, I use data from the Head Start Impact Study (HSIS), a nationwide randomized trial of the Head Start program, to study the relationship between site-level treatment effects and educational inputs within Head Start. Studies of small-scale, intensive early-childhood programs, including the High/Scope Perry Preschool Project, show that such programs can have transformative effects on human capital and economic outcomes. Evidence for larger-scale programs like Head Start is more mixed. I use the HSIS data to ask whether Head Start centers using practices more similar to successful model programs produce larger short-run effects on cognitive and non-cognitive skills. My results show that while there is significant variation in effectiveness across Head Start centers, centers that are more similar to the Perry Preschool Project on observed dimensions are not more effective. Specifically, Head Start centers using the High/Scope curriculum, the centerpiece of the Perry experiment, do not produce larger gains relative to other centers. Other inputs often cited as essential to the success of the Perry Project, including teacher education, teacher certification, teacher/student ratios, instructional time, and frequency of home visiting, are also unrelated to effectiveness in Head Start. These results suggest that replicating the success of small-scale programs may be difficult, as the effectiveness of such programs may be due to idiosyncratic, unmeasured inputs. JEL Classification: 121, C51, J24<br>by Christopher Ross Walters.<br>Ph.D.
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Shi, Peng Ph D. Massachusetts Institute of Technology. "Prediction and optimization in school choice." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105002.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2016.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 243-250).<br>In this thesis, I study how data-driven optimization can be used to improve school choice. In a typical school choice system, each student receives a set of school options, called the student's menu. Based on his/her menu, each student submits a preference ranking of schools in the menu. Based on the submitted preferences, a centralized algorithm determines the assignment. In Boston, New York City, Chicago, Denver, New Orleans,Washington DC, among other cities, the assignment algorithm is the student-proposing deferred acceptance (DA) algorithm, which can also incorporate a priority for each student at each school. These priorities may contain a deterministic as well as a random component. An advantage of this algorithm is incentive-compatibility, meaning that no student has incentives to misreport his/her preferences. The first research question of this thesis is how to optimize the menus and priorities so that students have equitable chances to go to the schools they want, while the city's school busing costs are controlled. The second question is how the assignment algorithm can be modified to keep the same assignment probability of every student to every school, while improving neighbors' chances of going to the same school. To answer these questions, I build a multinomial logit (MNL) model to predict how students will rank schools under new menus, and validate the predictive accuracy of this model out of sample. I also propose a simple plan for menus and priorities, called the Home-Based plan, and compare with other proposals using the MNL model. (As a result of this analysis, the Home-Based plan was adopted by Boston in 2013.) I then show how one can further optimize the menus and priorities under the MNL model, by developing a new theoretical connection between stable matching and assortment planning, as well as methodologies on solving a new type of assortment planning problem, in which the objective is social welfare rather than revenue. Finally, I show how to further optimize the correlations between students' assignments to improve neighbors' chances of going to the same school.<br>by Peng Shi.<br>Ph. D.
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Wilson, Joan. "Mobility and school choice in England." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019921/.
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State sector education policy in England aims to deliver raised standards of attainment and equality of educational opportunity through offering fair access to schools for all pupils from any background. Two initiatives of 'school choice' and `school improvement' have been specifically introduced for this purpose. Choice policies came about in the late 1980s. They propose to provide equal access through breaking the historical geographical link between the home and the school attended. Pupils can apply for admission to any preferred school from their current home location. An equal distribution of better standards in education is thought to be achieved through the scheme's creation of school competition for pupils. Improvement strategies took off in the early 2000s under the Academies Programme. The initiative targets the re-emergence of low-performing schools as viable competitors for pupils through a process of institutional reform. It aspires to raise standards and equality by providing more opportunities for all pupils to have access to better-quality schools. The National Pupil Database is an administrative annual census of state school pupils that allows enrolment-related activity in schools to be tracked. It is used here to address whether fairness is an outcome of the two education policies. Evaluation considers (i) if pupils of differing backgrounds gain access to popular primary schools without moving home under the choice system and; (ii) if failing secondary schools that convert into Academies remain accessible to all pupils. Evidence indicates that the connection between the school attended and home location persists partly because entry rules by popular schools reinstate school-home proximity as an admissions criteria. Meanwhile, there is exclusivity in entry to Academies, with proportionally fewer underprivileged, low-ability pupils featuring in the renewed schools. These outcomes suggest that education policy has a long way to go if fair access to schools is to be achieved.
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Graham, Justin W. "School choice : a discrete optimization approach." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127294.
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Thesis: S.M., Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, May, 2020<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 32-34).<br>An equitable and flexible mechanism for assigning students to schools is a major concern for many school districts. The school a student attends dramatically impacts the quality of education, access to resources, family and neighborhood cohesion, and transportation costs. Facing this intricate optimization problem, school districts often utilize to stable-matching techniques which only produce stable matchings that do not incorporate these different objectives; this can be expensive and inequitable. We present a new optimization model for the Stable Matching (SM) school choice problem which relies on an algorithm we call Price-Costs-Flexibility-and- Fairness (PCF2). Our model leverages techniques to balance competing objectives using mixed-integer optimization methods. We explore the trade-offs between stability, costs, and preferences and show that, surprisingly, there are stable solutions that decrease transportation costs by 8-17% over the Gale-Shapley solution.<br>by Justin W. Graham.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center
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Ball, Annahita. "Parent/Guardian Empowerment & School Choice." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343488332.
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Little-Hunt, Catherine Cecchini. "Silent Policy Feedback Through School Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3949.
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Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public school system is at risk. Using Schattschneider's policy feedback process as a model, the purpose of this research was to gain an in depth understanding of the role policy perception plays on the decision-making process by parents. Data for this qualitative single-case study were collected through interviews with 8 charter school parents residing in a single top-performing Florida public school district. All data were inductively coded and then subjected to a thematic analysis procedure. Key findings indicated that participants elected school choice based on perceptions that diminished curricular rigor and diminished classroom safety are the direct result of the classroom compositions found in a general education classroom in a traditional public school. The participants opined that the inability of traditional public schools to adequately accommodate for the diverse abilities of students placed in general education classrooms in accordance with current policy results in higher-achieving students being disenfranchised. The social change significance is showing how parental perception of existing policy impacts school choice election, thus providing guidance to lawmakers about legislative reforms that could limit the school choice migration and secure the viability of traditional public schools for those children limited in school choice options.
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Tan, Christine Joy. "College Choice in the Philippines." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9916/.
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This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes.
For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not appear to apply. Among Philippine private high school students, academic ability may account for differences in assessment of the importance of college choice factors. Using a survey method alone to study college choice is limiting. Future studies should utilize a variety of methods to collect data and should involve several schools.
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Childers, Roberts Amy. "Gentrification and school choice: Where goes the neighborhood?" Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/88.
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This dissertation explores parent-gentrifiers’ lived experiences of the school-selection process, including the social networking and the influence of those social networks in their selection of schools. School choice and parent involvement are forms of social capital, and such social capital represents the results of social networking and parental agency. The unknown is how this scenario manifests itself in gentrifying parents’ school-selection process in Atlanta’s Kirkwood and Grant Park neighborhoods. Gentrifying children’s absence in urban public schools is of interest as residential areas integrate, while schools (re)segregate. The research paradigm is interpretivist as it investigates the qualitatively different ways in which people experience or think about a phenomenon (Marton, 1986). Purposive snowball sampling is used to reach 30 eligible participants in two neighborhoods. The methodological approach is qualitative phenomenographic interviews. The research found five options considered by parent-gentrifiers in the school-selection process that are consistent with the previous literature: public school, charter school, private school, homeschool and undecided/not yet. The forms of communication utilized in the social networking were face-to-face, phone, e-mail, social networking sites, and texting. Participants varied by work schedule, neighborhood communication infrastructure, and level of social network in their forms of communication. Parent-gentrifiers’ approaches to school selection included: activating agency, social networking, operating in social spaces, their social agenda with regard to diversity, and their educational agenda with regard to curriculum, instruction, and school characteristics. The results show that while parents espouse racial and socioeconomic diversity, their choices in the option-demand system in Grant Park resulted in racial segregation among the schools. In contrast, the lack of formal options in Kirkwood resulted in racial integration in the public elementary school. The actions interpreted and ideas constructed in the process of selecting schools as a parent-gentrifier are of practical value to district efforts to understand the urban middle-class school-selection process. In light of increasing school segregation and student attrition, continued urban revitalization efforts and the sustainability of those efforts for many major cities in the United States is highly dependent on their ability to regenerate and maintain quality schools that attract the middle-class.
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Zimmerman, Jill. "School Choice, Opportunity and Access: A Geographic Analysis of Public School Enrollment in New Orleans." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1681.
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The primary objective of the study is to identify the extent to which the current school choice policy in New Orleans has afforded students in underserved neighborhoods or city planning districts the opportunity to attend quality schools elsewhere in the city. Though all students in New Orleans have access to schools outside their neighborhood, more than two-thirds (68%) of public school students attended a school within their planning district or in the adjacent planning district in the 2011-12 school year. In staying close to home, just one-fifth (22 percent) of students attended a quality school. A clear relationship existed between a planning district’s service level and its socio-economic and racial make-up as well as the performance level of its students’ schools. The results of this analysis suggest that the lack of quality schools in low-income and minority areas significantly limits those families’ access to quality schools even under New Orleans’ far-reaching school choice policy.
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Oakley, Hugh T. "Parental choice of elementary schooling alternatives in an affluent suburban community /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399026271.
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Seo, Youngme. "WHO CARES ABOUT SCHOOL QUALITY? THE ROLE OF SCHOOL QUALITY IN HOUSEHOLD PREFERENCE, SCHOOL DISTRICT CHOICE, AND WILLINGNESS TO PAY." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246567102.
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Thesis(Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 175-183). Available online via the OhioLINK ETD Center and also available in print.
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Tsang, Chi-ming. "An investigation of the relationship between the socio-economic status and the parental choice of secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379638.
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Sibert, Courtney. "School Choice and Voucher Systems: A Comparison of the Drivers of Educational Achievement and of Private School Choice." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/106.
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Despite promotion by well-known economists and supporting economic theory, econometric analyses of voucher systems often find that they have been unsuccessful in improving traditional measures of educational success. This paper examines a possible explanation of this phenomenon by comparing the drivers of educational achievement and of school popularity by examining private school choice. The findings of this paper indicate that there is a disconnect between school success and school popularity, which adversely effects both the demand and supply-side benefits of voucher systems. Additionally, this paper reviews matching mechanisms that seek to efficiently match students with schools based on both student and school preferences.
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Sills, Janice Brown. "Relationship between parents' perception of school choice and their knowledge of vouchers, charter schools, Clayton county school choice provisions, and no child left behind." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/38.
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The purpose of this study was to examine school choice perceptions of parents in Clayton County public school system. The researcher was interested in knowing the belief system from which parents drew conclusions about school choice. The researcher analyzed the relationship between five independent variables: knowledge level of vouchers, knowledge level of charter schools, knowledge level of No Child Left Behind, knowledge level of Clayton County choice and knowledge of No Child Left Behind and two dependent variables: acceptance of school choice and belief in the effectiveness of school choice to improve education. The study was significant due to a gap regarding research that has been conducted, which provided a better understanding of the motivation underlying parents' arguments supporting or opposing various school choice initiatives. 4 quantitative research design was used in the study. A Likert rating scale survey was distributed to parents of children attending one Title I elementary school in Clayton County, Georgia to determine if a significant relationship existed between the independent and dependent variables. The researcher found a statistically significant relationship between three independent variables and one dependent variable (Socioeconomic Status, Effectiveness of School Choice to Improve Education and Knowledge level of Charter Schools and Clayton County's School Choice Options, Acceptance of School Choice). A significant relationship also existed between one independent variable and two dependent variables (Knowledge level of Vouchers, Acceptance of School Choice and Effectiveness of School Choice to improve Education). It was recommended that school system personnel provide more information to parents regarding school choice options in Clayton County. Options in Clayton County.
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Rittman, Joan Bernice. "Parent choice of public school alternative programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60267.pdf.
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Brown, Celia Alison. "Student medical school choice in the UK." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403890.
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Delery, Alan. "School Choice: The Black Middle-class Dilemma." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.
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This case study assesses the elementary school choice decision-making process of black middle-class families living in the Algiers community of New Orleans following Hurricane Katrina. The concept of community has been central to the success of blacks in America since Reconstruction. However, as the Civil Rights Movement helped eliminate some of the legal obstacles facing blacks and provided them with more access to opportunities, it also had the unfortunate consequence of redirecting the attention of blacks more inwardly to the success of their own families, thus diminishing some of the formerly needed sense of community responsibility. These families are not oblivious to the racism that still exists. Yet, they go about a process of prioritizing their options within their choice sets in order to strike the best, if not optimal, balance of school characteristics, such as Catholic tradition, racial diversity and academic rigor, to ensure the success of their children.
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Hostetler, Traci J. "School Choice: Academic, Financial, and Societal Implications." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479.
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Borchert, Michael. "Career choice factors of high school students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.
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Lloyd, Christine Berry. "THE FIRST GRADE PRIVATE SCHOOL SECTOR: TAXONOMY, CHOICE, AND ACHIEVEMENT." Lexington, Ky. : [University of Kentucky Libraries], 2007. http://hdl.handle.net/10225/706.
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Thesis (Ph. D.)--University of Kentucky, 2007.<br>Title from document title page (viewed on March 31, 2008). Document formatted into pages; contains: x, 196 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 184-195).
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Davids, Nuraan. "Learner and school : the interplay of school choice : a comparative case study of two Western Cape schools : what is the interplay between learner choice and school selection of learners?" Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9754.
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Bibliography: leaves 65-69.<br>The purpose of this study is to examine the interplay between learner choice and the school selection of learners. This interplay has two points of departure. The one is whether the logic of school choice is different depending on the choice-maker (parent or learner). The other is the process of school selection processes at each school, and how this impacts on, or constrains the choice of the choice-maker. The study is based on two comparative micro- case studies at two high schools - one a former HOR, and the other a former HOA school - in the Western Cape. Data was collected at the two schools by means of interviews with selected staff and questionnaires were issued to 410 grade eight learners at each school. The conceptual framework, incorporating the literature review, has positioned this study on two levels. Firstly, through setting the scene for the international school choice debate, with a specific focus on what parents and learners want from the school of their choice. And secondly, in establishing the trends amongst schools in terms of selection processes. Linked to both these positions is whether school choice policies lead to the empowerment of the choice-maker.
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Tsang, Chi-ming University of Hong Kong. "An investigation of the relationship between the socio-economic status and the parental choice of secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960480.
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Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.
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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools.
The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years.
The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound.
The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates.
This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.
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Aghazadian, Megan Alicia. "Willing to go the distance relationships between school characteristics and school choice in DC public schools /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/455328804/viewonline.
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Tan, Christine Joy Newsom Ron. "College choice in the Philippines." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9916.
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Nicholson, Andrew. "What factors influence school choice, with particular reference to school reputation?" Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701686/.
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Legislative changes in Great Britain in the 1980s introduced a competitive, quasi-market in education (Woods, Bagley and Glatter, 1998) in which parents are able to exercise choice about the school they wish their child to attend. Parents specify (and sometimes rank) their preferred schools and places are allocated on the basis of those preferences, if school capacity permits (Woods et al, 1998). In order to thrive in this educational market, schools must appeal to parents and will use a variety of means to make a positive impression. This study asks three questions about school choice. 1. To what extent do parents and school staff agree which are the most important factors parents consider when choosing a school for their child? 2. To what extent do parents and school staff have a shared understanding of the concept of ‘school reputation,’ and what is the relative importance both place on it as a factor when choosing a school? 3. What are the implications for schools? The study is based in an all-through (educates children aged 4-18) Academy Trust of three schools (two primary and one secondary) in a socially and economically diverse town in the East of England. The inquiry paradigm adopted is one of pragmatism with the utilization of two data collection methods within a case study methodology. Quantitative data were collected from parents and school staff using a ‘card sort’ of eighteen choice criteria that were placed in order of relative importance. The card sort task was taken home by pupils for completion and returned for collation and analysis using a predesigned ‘Data Analysis Plan’. Fifty-two cards sorts were completed by staff groups and thirty-nine card sorts were returned by parents / families. Of the eighteen criteria for school choice, twelve indicate an extremely significant or very significant difference between what parents say they rank most highly, and what school staff think parents rate most highly. School staff believe parents place greater emphasis on school reputation than parents say they do Qualitative data was collected from ten semi-structured interviews (six parents and four staff) and thematically analysed to elicit a deeper understanding of parental choice in this community. The meaning of ‘school reputation’ is understood in different ways between, and within, groups of parents and school staff. Three implications for practice in the Trust schools arise from the study: 1. School leaders need to understand the social makeup and therefore the likely motivations of the people in the locality from which the intake is drawn. 2. School leaders must recognize the importance of academic achievement in school choice. 3. School reputation can be managed by improving the quality of teaching and learning. I expect my ‘particularized’ study to be of tangible use to the Academy Trust in which it is based, but as this is an issue of contemporary strategic relevance to all school leaders, the findings are likely to be transferable to other settings.
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Nicholson, Andrew. "What factors influence school choice, with particular reference to school reputation?" Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/701686/1/Nicholson_2016.pdf.
Full textAbstract:
Legislative changes in Great Britain in the 1980s introduced a competitive, quasi-market in
education (Woods, Bagley and Glatter, 1998) in which parents are able to exercise choice
about the school they wish their child to attend. Parents specify (and sometimes rank) their
preferred schools and places are allocated on the basis of those preferences, if school
capacity permits (Woods et al, 1998). In order to thrive in this educational market, schools
must appeal to parents and will use a variety of means to make a positive impression. This
study asks three questions about school choice.
1. To what extent do parents and school staff agree which are the most important
factors parents consider when choosing a school for their child?
2. To what extent do parents and school staff have a shared understanding of the
concept of ‘school reputation,’ and what is the relative importance both place on it as a
factor when choosing a school?
3. What are the implications for schools?
The study is based in an all-through (educates children aged 4-18) Academy Trust of three
schools (two primary and one secondary) in a socially and economically diverse town in
the East of England. The inquiry paradigm adopted is one of pragmatism with the
utilization of two data collection methods within a case study methodology. Quantitative
data were collected from parents and school staff using a ‘card sort’ of eighteen choice
criteria that were placed in order of relative importance. The card sort task was taken home
by pupils for completion and returned for collation and analysis using a predesigned ‘Data
Analysis Plan’. Fifty-two cards sorts were completed by staff groups and thirty-nine card
sorts were returned by parents / families. Of the eighteen criteria for school choice, twelve
indicate an extremely significant or very significant difference between what parents say
they rank most highly, and what school staff think parents rate most highly. School staff
believe parents place greater emphasis on school reputation than parents say they do
Qualitative data was collected from ten semi-structured interviews (six parents and four
staff) and thematically analysed to elicit a deeper understanding of parental choice in this
community. The meaning of ‘school reputation’ is understood in different ways between,
and within, groups of parents and school staff.
Three implications for practice in the Trust schools arise from the study:
1. School leaders need to understand the social makeup and therefore the likely
motivations of the people in the locality from which the intake is drawn.
2. School leaders must recognize the importance of academic achievement in school
choice.
3. School reputation can be managed by improving the quality of teaching and
learning.
I expect my ‘particularized’ study to be of tangible use to the Academy Trust in which it is
based, but as this is an issue of contemporary strategic relevance to all school leaders, the
findings are likely to be transferable to other settings.
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Montaño, Elizabeth. "Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/237.
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Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education.
By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism.
The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.
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Shanks, Julius Nyerere Witte James E. "Public school choice a study of the perceptions of Alabama public school principals /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/SHANKS_JULIUS_25.pdf.
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Curtin, Thomas B. (Thomas Brian) 1945. "Managing choice in research and development." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29709.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2003.<br>Includes bibliographical references (leaves 41-49).<br>Effective innovation is the product of an iterative series of key decisions by lead researchers, lead users, and lead sponsors/investors. Lead sponsors are critical. Sponsors at the efficient frontier creatively link technical communities and potential markets. The value of research and development (R&D) lies primarily in creating choices; R&D managers add value by managing choice effectively. An approach has been developed to align portfolio balance with strategic balance in managing R&D. A system dynamics model is used for strategy and a real option model for portfolios, calibrated with data from the Office of Naval Research. An implied risk strategy has been determined describing how managers have historically made R&D choices. With this profile, historical R&D budget allocations from 1962 to the present have produced of order one commercial product annually. A strategy for maximizing product development rate is described. From the perspective of a manager choosing specific projects to fund, the three phase R&D model can be viewed as a compound call option. An R&D Factor quantifies R&D contributions to the total value of effective innovation. Technical Readiness Levels (Technical Risk), Market Readiness Levels (Market Risk) and Network Connection Levels (Diversity Risk) comprise a three component risk vector whose magnitude is the project Volatility Index. Option value, calculated for a set of ONR-relevant product classes, is found to change investment decisions. Sensitivity studies reveal a critical transition interval in volatility, where managerial effort should be focused. Two organizational questions underlie this work. How can corporate managers propagate strategy without micromanagement? How can portfolio managers align project investment choices with corporate strategy without losing flexibility? To strike a balance, mechanisms for alignment of choices have been constructed. Corporate strategy is linked to portfolio management in aggregate balance through budget ratios related to target output, and in specific project prioritization through market risk parameterizations. Implications about organizational structure are discussed.<br>by Thomas B. Curtin.<br>M.B.A.
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Rodriguez, Jorge F. (Jorge Federico) 1976. "Essays in consumption and portfolio choice." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29646.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2003.<br>Includes bibliographical references (p. 123-126).<br>This thesis analyzes optimal consumption and portfolio strategy by considering three different extensions to the classic work by Merton (1971). The first chapter considers consumption and strategic asset allocation when expected returns are predictable for Epstein-Zin preferences. The second chapter focuses on the role of imperfect information in the consumption and portfolio choice problem and presents a tractable solution to the strategic asset allocation problem in incomplete markets. The third chapter considers the role of human capital in consumption and portfolio choice and presents normative evidence of hump-shaped life-cycle investment in risky assets, in line with empirical findings on asset allocation strategies. In Chapter 1 (co-authored with John Campbell, George Chacko, and Luis Viceira) we derive an approximate solution to a continuous-time intertemporal portfolio and consumption choice problem. The problem is the continuous-time equivalent of the discrete-time problem studied by Campbell and Viceira (1999), in which the expected excess return on a risky asset follows an AR(1) process, while the riskless interest rate is constant. We show also how to obtain continuous-time parameters that are consistent with discrete-time econometric estimates. The continuous-time solution is numerically close to that of Campbell and Viceira and has the property that conservative long-term investors have a large positive intertemporal hedging demand for stocks. In Chapter 2, we relax the assumption on preferences made in Chapter 1 and consider how imperfect information about expected excess returns on the risky asset shifts the asset allocation strategy. I present a model of consumption and portfolio choice with imperfect information.<br>(cont.) I solve analytically the consumption and portfolio choice problem for an investor learning about the current value of time-varying expected returns. When prices are the only observables, the investor optimally estimates the current expected returns using the realized returns. Because of this, the market is observationally complete for an imperfectly informed investor. The observational completeness of the market allows me to find analytical, closed-form solutions to the investor's consumption and portfolio choice problem. I show how learning affects both the covariance and the consumption smoothing component of the hedging portfolio. Applying the model to monthly return data, I show a significant reduction in hedging demands due to imperfect information. In contrast to portfolio choice assuming expected returns are observed, in some cases the reduction implies the agent will optimally hold a negative hedging portfolio. I solve in closed-form for the model implied R2 for the return forecast regression, in other words the predictable fraction of return variance, and discuss the relationship between the reduction in hedging demands and the reduction in the model implied R2 for the return forecast regression. Little work has been done in regards to the role of labor income when investment opportunities are stochastic. Chapter 3 considers the consumption and portfolio choice problem of an investor when interest rates are time-varying and labor income growth might be sensitive to changes in interest rates. We obtain closed-form solutions to the consumption and portfolio choice for an investor with both inelastic and elastic labor supply ...<br>by Jorge F. Rodriguez.<br>Ph.D.
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Talley, Adrian B. "School Choice| A Study of the Factors That Motivated Parents to Select the No Child Left Behind School Choice Provision." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631307.
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<p> When signed into law in 2001, the <i>No Child Left Behind</i> (NCLB) legislation ushered in broad policy affecting the federal government's engagement with local governments on education oversight and monitoring. One provision of NCLB offered parents added control over their child's education and gave them the right to leave their Title I school—when the school received the label "in need of improvement"—for another school within the district. </p><p> This study focused specifically on NCLB school choice and examined parents' decisions to opt for or against school choice. More specifically, this inquiry explored the factors that motivated parents to opt for school choice and the benefits that parents hoped to gain for themselves and their children by either staying in their home school or opting for a school of choice. </p><p> Three research questions guided this study and helped the researcher to examine parental perceptions through a social capital lens: 1. What were the characteristics of the parents who opted for NCLB school choice compared with the parents who opted to remain in their home school? 2. From the parents' perspective, what factors led to parents' decisions about selecting their home school or selecting school choice? 3. What characteristics of the school that parents choose to attend made the school a better choice for their child? </p><p> The researcher utilized a mixed methods methodology to facilitate the collection of data that included the distinct voices of the parents who accessed NCLB school choice. The use of both surveys and interviews helped the researcher to gain a better understanding of the parents' thought processes as they made their choices. </p><p> Major findings from the research indicated that parents who chose to use their school choice option focused on the students' learning environment when making their decision. Parents who decided to stay in their home school focused more on their children's well-being and their own connections to the school staff. Additionally, findings indicated that parents who opted for school choice tended to have higher incomes and were better educated. Hispanic parents were more inclined to stay in their home school, while White parents were more likely to move out of their home school. </p><p> This study provides information that policy makers should consider as they examine the option of choice for educational settings and seek to ensure that choice does not detrimentally affect students in a wide variety of school environments.</p>
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Rice, Lorien Alane. "Transportation as a determinant of education and employment outcomes /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3158464.
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Bald, Josh. "What motivates families to choose a charter school?" Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20506.
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Since the advent of charter schools in 1992, the population of students and number of schools has dramatically increased. Because a second generation of students have charter schools as a choice, it is important to understand what motivates children and their parents to choose these schools. Recent research has revealed that family motivations are complicated and differ by specific contexts. In this study, I interviewed 59 incoming parents and children at a small public charter school in southern Oregon with a unique population in its locale. Interviews were designed to elicit quantitative and qualitative data regarding motivations for choosing this specific school. Study results indicate that parents and their children leave traditional schools for primarily environmental and academic reasons, although the results were mixed. Families chose the school in this study for primarily environmental factors, particularly class and school size. I discuss implications for the charter school and its sponsoring district and suggest areas of further local research.
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Din, Ramida M. "The emigration to international schools." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752492.
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Holden, Kristian. "Essays on School Choice, Information, and Textbook Funding." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18391.
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The second chapter examines the impact of information about school quality on student enrollment. I use a regression discontinuity design to estimate the effects of a school choice program in California that provides families with signals of low school quality. I find that signals of low quality decrease school enrollment by 14.3% relative to enrollment in the previous year and 23.6% over two years. Despite the large changes in enrollment, student demographics are not affected. Additionally, the effects of school-quality signals are largest when families have alternative school choices that are nearby. I also find some evidence that student achievement in elementary schools declines, although I cannot separately identify the degree to which this is caused by changes in student composition.
The third chapter examines the effect of textbook funding on student performance. Evidence on the effects of school resources on student achievement is mixed, but quasi-experimental methods suggest that interventions like class size reductions improve student achievement. This is the first study to consider the effect of textbook funding on student achievement by using a quasi-experimental setting in the U.S. I focus on a large class action lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance in the previous year. Exploiting this variation with a regression discontinuity design, I find that textbook funding has significant positive effects on student achievement. The low cost of textbooks relative to class size reduction implies that these effects have a very high benefit-per-dollar.