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Journal articles on the topic 'School choice'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of scho

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Holme, Jennifer Jellison. "Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality." Harvard Educational Review 72, no. 2 (2002): 177–206. http://dx.doi.org/10.17763/haer.72.2.u6272x676823788r.

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In this article, Jennifer Jellison Holme explores how parents who can afford to buy homes in areas known "for the schools" approach school choice in an effort to illuminate how the "unofficial" choice market works. Using qualitative methods, Holme finds that the beliefs that inform the choices of such parents are mediated by status ideologies that emphasize race and class. She concludes that school choice policies alone will not level the playing field for lower-status parents, as choice advocates often suggest.

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Zhan, Crystal. "SCHOOL CHOICE PROGRAMS AND LOCATION CHOICES OF PRIVATE SCHOOLS." Economic Inquiry 56, no. 3 (2018): 1622–45. http://dx.doi.org/10.1111/ecin.12560.

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Schreurs, Zoë Elisabeth Antonia, and Shu-Nu Chang Rundgren. "Neighborhood, Segregation, and School Choice." Multidisciplinary Journal of School Education 10, no. 2 (20) (2021): 111–33. http://dx.doi.org/10.35765/mjse.2021.1020.06.

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Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to

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Vega-Bayo, Ainhoa, and Petr Mariel. "A Discrete Choice Experiment Application to School Choice." Revista Hacienda Pública Española 230, no. 3 (2019): 41–62. http://dx.doi.org/10.7866/hpe-rpe.19.3.2.

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Preston, Teresa. "A Look Back: Taking stock of public school choice in Kappan." Phi Delta Kappan 103, no. 1 (2021): 6–7. http://dx.doi.org/10.1177/00317217211043617.

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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.

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Singer, Jeremy, and Sarah Winchell Lenhoff. "Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices." AERA Open 8 (January 2022): 233285842110672. http://dx.doi.org/10.1177/23328584211067202.

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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in

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Logan, Stephanie R. "A Historical and Political Look at the Modern School Choice Movement." International Journal of Educational Reform 27, no. 1 (2018): 2–21. http://dx.doi.org/10.1177/105678791802700101.

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School choice in the United States can be traced back to the start of civil society when wealthy families selected a school based on educational philosophy, location, or religious tradition. As common schools emerged, larger portions of the population were able to gain access to education. However, many discovered that quality public schools were not a reality for all students. In response, some looked to school choices within and outside of the public school sector. This literature review chronicles school choice efforts to emerge following the 1954 Brown decision and highlights liberal and c

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Abdulkadiroğlu, Atila, Yeon-Koo Che, and Yosuke Yasuda. "Expanding “Choice” in School Choice." American Economic Journal: Microeconomics 7, no. 1 (2015): 1–42. http://dx.doi.org/10.1257/mic.20120027.

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Gale-Shapley's deferred acceptance (henceforth DA) mechanism has emerged as a prominent candidate for placing students to public schools. While DA has desirable fairness and incentive properties, it limits the applicants' abilities to communicate their preference intensities, which entails ex ante inefficiency when ties at school preferences are broken randomly. We propose a variant of deferred acceptance mechanism that allows students to influence how they are treated in ties. It inherits much of the desirable properties of DA but performs better in ex ante efficiency. (JEL D82, H75, I21, I28

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Ruijs, Nienke, and Hessel Oosterbeek. "School Choice in Amsterdam: Which Schools are Chosen When School Choice is Free?" Education Finance and Policy 14, no. 1 (2019): 1–30. http://dx.doi.org/10.1162/edfp_a_00237.

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Using discrete choice models, this paper investigates the determinants of secondary school choice in the city of Amsterdam. In this city, there are many schools to choose from and school choice is virtually unrestricted (no catchment areas, low or no tuition fees, short distances). We find that school choice is related to exam grades and the quality of incoming students, but not to progression in lower grades, no delay in higher grades, and a composite measure of quality published by a national newspaper. Furthermore, students appear to prefer schools that are close to their home and schools t

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Mtemeri, Jeofrey. "The impact of school on career choice among secondary school students." Global Journal of Guidance and Counseling in Schools: Current Perspectives 12, no. 2 (2022): 185–97. http://dx.doi.org/10.18844/gjgc.v12i2.8158.

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Many factors affect how people make career choices. The study sought to investigate school influence on career pathways among secondary school students in the Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choices from a well-informed perspective. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the stu

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Villavicencio, Adriana. "“It’s Our Best Choice Right Now”: Examining the Choice Options of Charter School Parents." education policy analysis archives 21 (October 20, 2013): 81. http://dx.doi.org/10.14507/epaa.v21n81.2013.

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One of the underlying premises of the charter school movement is that quality drives consumer choice. As educational consumers, parents are viewed as rational actors who, if given the choice, will select better performing school. In examining the choice processes of charter school parents, however, this study calls into question the extent to which some parents can make optimal choices. Interviews with parents enrolled in two different charter schools indicate that charter parents do not necessarily choose higher performing charter schools; nor do they necessarily leave low performing charter

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Lens, Vicki, and Margaret Gibelman. "School Choice." Social Policy Journal 1, no. 3 (2002): 37–50. http://dx.doi.org/10.1300/j185v01n03_04.

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Dumais, Susan A. "School Choice." Contemporary Sociology: A Journal of Reviews 33, no. 6 (2004): 723–24. http://dx.doi.org/10.1177/009430610403300658.

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Glass, Gene V. "School Choice." education policy analysis archives 2 (February 20, 1994): 6. http://dx.doi.org/10.14507/epaa.v2n6.1994.

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Eighteen educators and scholars discuss vouchers as a means of promoting school choice and introducing competition into education. The discussion centers around the thinking of the economist Herbert Gintis, who participated in the discussion, and his notion of market socialism as it might apply to education. In 1976, Gintis published, with Samuel Bowles, Schooling in Capitalist America; in 1994, he is arguing for competitive markets for the delivery of schooling.

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Myers, Richard S. "School Choice." Catholic Social Science Review 8 (2003): 167–81. http://dx.doi.org/10.5840/cssr2003813.

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Condliffe, Barbara F., Melody L. Boyd, and Stefanie Deluca. "Stuck in School: How Social Context Shapes School Choice for Inner-City Students." Teachers College Record: The Voice of Scholarship in Education 117, no. 3 (2015): 1–36. http://dx.doi.org/10.1177/016146811511700304.

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Background High school choice policies attempt to improve the educational outcomes of poor and minority students by allowing access to high school beyond neighborhood boundaries. These policies assume that given a choice, families will be able to select a school that supports their child's learning and promotes educational attainment. However, research on the effects of public school choice programs on the academic achievement of disadvantaged students is mixed, suggesting that families do not necessarily respond to these programs in ways that policymakers intend. Purpose The purpose of this a

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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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19

Cookson, Peter W. "School Choice: Meaningless without Good Schools." Brookings Review 14, no. 4 (1996): 2. http://dx.doi.org/10.2307/20080676.

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Denice, Patrick, and Betheny Gross. "Choice, Preferences, and Constraints." Sociology of Education 89, no. 4 (2016): 300–320. http://dx.doi.org/10.1177/0038040716664395.

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Does ‘‘choosing a home’’ still matter for ‘‘choosing a school,’’ despite implementation of school choice policies designed to weaken this link? Prior research shows how the presence of such policies does little to solve the problems of stratification and segregation associated with residentially based enrollment systems, since families differ along racial/ethnic and socioeconomic lines in their access to, and how they participate in, the school choice process. We examine how families’ nearby school supply shapes and constrains their choices. Drawing on a unique dataset consisting of parents’ r

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Lauen, Lee Lauen. "Contextual Explanations of School Choice." Sociology of Education 80, no. 3 (2007): 179–209. http://dx.doi.org/10.1177/003804070708000301.

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Participation in school-choice programs has been increasing across the country since the early 1990s. While some have examined the role that families play in the school-choice process, research has largely ignored the role of social contexts in determining where a student attends school. This article improves on previous research by modeling the contextual effects of elementary schools and neighborhoods on high school enrollment outcomes using population-level geocoded administrative data on an entire cohort of eighth graders from one of the largest urban school districts in the United States.

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Audah, Ali. "FORMAT PEMBELAJARAN PILIHAN GURU UNTUK ANAK KEMBALI SEKOLAH SELAMA PANDEMI COVID-19." PREMIERE : Journal of Islamic Elementary Education 2, no. 2 (2021): 1–12. http://dx.doi.org/10.51675/jp.v2i2.94.

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In the midst of the Covid-19 pandemic, there is a need to understand teacher choices for the format of teaching children at the start of the 2020-2021 academic year. The aim of the study was to assess teacher choices in school versus virtual at home learning during the 2019–2020 school year and the factorsassociated with the choice. Participants were 100 samples of teachers on elementary, junior and high school in the City of Jombang. Teachers are asked to fill out an online survey about initial options for students to return to the school learning environment. The results showed that teachers

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Ellison, Scott, and Ariel M. Aloe. "Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice." Educational Policy 33, no. 7 (2018): 1135–70. http://dx.doi.org/10.1177/0895904818755470.

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The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through

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Marcarelli, Gabriella, and Paola Mancini. "HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?" International Journal of the Analytic Hierarchy Process 11, no. 1 (2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.

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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and t

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Lebedev, Oleg E. "The choice of school and the school of choice." Izvestia: Herzen University Journal of Humanities & Sciences, no. 198 (2020): 83–88. http://dx.doi.org/10.33910/1992-6464-2020-198-83-88.

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Lucas, Adrienne M., and Isaac M. Mbiti. "The Determinants and Consequences of School Choice Errors in Kenya." American Economic Review 102, no. 3 (2012): 283–88. http://dx.doi.org/10.1257/aer.102.3.283.

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School choice systems designed to help disadvantaged groups might be hindered by information asymmetries. Kenyan elite secondary schools admit students from the entire country based on a national test score, district quotas, and stated school choices. We find even the highest ability students make school choice errors. Girls, students with lower test scores, and students from public and low quality schools are more likely to make such errors. Net of observable demographic characteristics, these errors are associated with a decrease in the probability that a student is admitted to an elite seco

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Guenther, John, and Sam Osborne. "Choice-less choice for Rural Boarding Students and their Families." Australian and International Journal of Rural Education 30, no. 2 (2020): 111–26. http://dx.doi.org/10.47381/aijre.v30i2.257.

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The term 'choice-less choice' in education arises from the ethical dilemma where parents are left with no option other than one they do not want to choose. In this article, we draw particularly from David Mander's (2012) use of the term, where he applied it to First Nations students from Western Australia. In Australia, choice-less choice applies to many rural parents where the local school does not offer secondary education options. They must 'choose' a boarding option for their child, or another option such as moving their family to a location where there is a secondary school, or perhaps di

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Swift, Adam. "The Morality of School Choice." Theory and Research in Education 2, no. 1 (2004): 7–21. http://dx.doi.org/10.1177/1477878504040574.

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Summarising the arguments of How Not to Be A Hypocrite: School Choice for the Morally Perplexed Parent (Routledge Falmer 2003), the article discusses three questions. The first is whether parents who disapprove of elite private schools to such an extent that they would vote to ban them are acting hypocritically or inconsistently with their principles if they send their children to such schools. My answer is that they need not be. The second is whether parents should have the option of sending their children to such schools; whether those schools should be allowed to exist. My answer is that th

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Frankenberg, Erica, Genevieve Siegel-Hawley, and Jia Wang. "Choice without Equity: Charter School Segregation." education policy analysis archives 19 (January 10, 2011): 1. http://dx.doi.org/10.14507/epaa.v19n1.2011.

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The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools.

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Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg, and Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, no. 5 (2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation,

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Yasmeen, Kausar, Ambreen Anjum, Zuriat -ul-Zahra, and Kashifa Yasmeen. "Minority Parent’s Characteristics in Choice of Religious Verses Non-Religious Schools." International Journal of Industrial Marketing 1, no. 2 (2011): 20. http://dx.doi.org/10.5296/ijim.v1i2.1011.

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The estimations above tell us about the minority household choice of religious verses non-religious schooling. There are various parameters effect household schooling decision we have estimated parents characteristics with school choice. We have found that school choices among different minority households are varied. Almost household prefer religious schools very few prefer non-religious schools because of looking bright future of their children. Income, parents education, general reputation, Value of Physical Assets, location and parents income is positively related but there is negative eff

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Cash, Trent N., and Daniel M. Oppenheimer. "Parental rights or parental wrongs: Parents’ metacognitive knowledge of the factors that influence their school choice decisions." PLOS ONE 19, no. 4 (2024): e0301768. http://dx.doi.org/10.1371/journal.pone.0301768.

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School choice initiatives–which empower parents to choose which schools their children attend–are built on the assumptions that parents know what features of a school are most important to their family and that they are capable of focusing on the most important features when they make their decisions. However, decades of psychological research suggest that decision makers lack metacognitive knowledge of the factors that influence their decisions. We sought to reconcile this discrepancy between the policy assumptions and the psychological research. To do so, we asked participants to complete Ch

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Cotto, Jr., Robert, and Sarah Woulfin. "Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic." Journal of Family Diversity in Education 4, no. 1 (2021): 42–63. http://dx.doi.org/10.53956/jfde.2021.159.

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In response to the COVID-19 global pandemic, most schools across the country closed in-person instruction for a period of time and many shifted to online schooling. Beginning in fall 2020, schools around the United States began reopening and many districts offered families a decision or “choice” to return their children to an in-person or online schooling experience. In many cities, this approach complicated existing school choice and permanent closure policies with already existing equity issues. Building upon previous scholarship on school choice and closure, this study draws on the concept

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Amatullah, Shaima, and Shalini Dixit. "Situatedness of School Choice among Muslim Students: An Intersectional Approach." Contemporary Education Dialogue 20, no. 2 (2023): 206–35. http://dx.doi.org/10.1177/09731849231187706.

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So far research on school choice sets (decision about choosing a school from an available set of schools) has primarily regarded parents as key actors. Moving beyond, this article emphasises that children are important actors as they inform parental decisions to co-produce certain choice sets. This article foregrounds how school-going Muslim children’s experiences interact with their families to produce school choices across public and private schools in Bangalore, India, while accounting for their marginalisation at the intersections of religion, class and gender. Data were collected from 4 s

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Cabanias, Juanito O. "Why Does Choice Matter?" European Journal of Education and Pedagogy 2, no. 3 (2021): 21–37. http://dx.doi.org/10.24018/ejedu.2021.2.3.88.

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This study focused on the course and school preference of select high school students, SY 2007-2008 and SY 2018-2019 and answered the following questions: What are the schools and courses preferred by the select high school students from the two batches under study? What are the possible reasons for choosing the school/s and the course/s? What are the factors affecting their decisions? What is the status of the De La Salle Medical and Health Sciences Institute (DLSMHSI) in terms of the level of preference/choice of the respondents from the two batches?; and What is the status of the DLSMHSI in

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Kosunen, Sonja, Venla Bernelius, Piia Seppänen, and Miina Porkka. "School Choice to Lower Secondary Schools and Mechanisms of Segregation in Urban Finland." Urban Education 55, no. 10 (2016): 1461–88. http://dx.doi.org/10.1177/0042085916666933.

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We explore the interconnections of pupil admission and school choice with the socioeconomic composition of schools in the city of Espoo, Finland. We analyze pupil enrollment from residential areas, and compare the schools’ expected and actual socioeconomic profiles using GIS software (MapInfo). Social-diversification mechanisms within urban comprehensive schooling emerged: Distinctive choices of language and selective classes are made predominantly by pupils from residential blocks with higher socioeconomic profiles. The role of urban segregation in school choice seems to be stronger than pred

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SHNARBEKOVA, Meruyert. "SOCIAL ASPECTS OF HIGHER EDUCATION CHOICE BY KAZAKHSTANI SCHOOL GRADUATES: A SOCIOLOGICAL MEASUREMENT." Eurasian Research Journal 7, no. 1 (2025): 49–61. https://doi.org/10.53277/2519-2442-2025.1-03.

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The article analyses educational plans and higher education choices by school graduates from different school types, such as private (fee-based) and public (free of charge) schools. Theoretical analysis of social aspects of higher education choice within categorical and modernist approaches is presented. The research aims to understand how graduates from private and public schools make their decisions about higher education. The results of structured interviews conducted with school graduates are presented. The sample contains school graduates representing different socio-economic groups. Resp

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van Dunk, Emily, and Anneliese Dickman. "School Choice Accountability." Urban Affairs Review 37, no. 6 (2002): 844–56. http://dx.doi.org/10.1177/107874037006004.

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Parker, R. Stephen, Sherry Cook, and Charles E. Pettijohn. "School Choice Attributes." Services Marketing Quarterly 28, no. 4 (2007): 21–33. http://dx.doi.org/10.1300/j396v28n04_02.

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Lepkowska, Dorothy. "More school choice." Practical Pre-School 2010, no. 109 (2010): 7. http://dx.doi.org/10.12968/prps.2010.1.109.46205.

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Jacobs, Nicholas. "Understanding School Choice." Education and Urban Society 45, no. 4 (2011): 459–82. http://dx.doi.org/10.1177/0013124511413388.

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Walsh,, John H. "Recovering School Choice." Catholic Social Science Review 5 (2000): 345–47. http://dx.doi.org/10.5840/cssr2000538.

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Haeringer, Guillaume, and Flip Klijn. "Constrained school choice." Journal of Economic Theory 144, no. 5 (2009): 1921–47. http://dx.doi.org/10.1016/j.jet.2009.05.002.

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Agasisti, Tommaso, Rodrigo Queiroz e Melo, and Robert Maranto. "JOURNAL OF SCHOOL CHOICE SPECIAL ISSUE: School Choice in Europe." Journal of School Choice 16, no. 1 (2022): 8–10. http://dx.doi.org/10.1080/15582159.2022.2030456.

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45

Ekmekci, Mehmet, and M. Bumin Yenmez. "Common enrollment in school choice." Theoretical Economics 14, no. 4 (2019): 1237–70. http://dx.doi.org/10.3982/te2631.

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Increasingly, more school districts across the United States are using centralized admissions for charter, magnet, and neighborhood schools in a common enrollment system. We first show that across all school‐participation patterns, full participation in the common (or unified) enrollment system leads to the most preferred outcome for students. Second, we show that, in general, participation by all schools may not be achievable because schools have incentives to stay out. This may explain why some districts have not managed to attain full participation. We also consider some specific settings w

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Hofman, Roelande H., and Adriaan Hofman. "SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS." International Journal of Education and Religion 2, no. 1 (2001): 144–64. http://dx.doi.org/10.1163/1570-0623-90000035.

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The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The im

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Calsamiglia, Caterina, Guillaume Haeringer, and Flip Klijn. "Constrained School Choice: An Experimental Study." American Economic Review 100, no. 4 (2010): 1860–74. http://dx.doi.org/10.1257/aer.100.4.1860.

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The literature on school choice assumes that families can submit a preference list over all the schools they want to be assigned to. However, in many real-life instances families are only allowed to submit a list containing a limited number of schools. Subjects' incentives are drastically affected, as more individuals manipulate their preferences. Including a safety school in the constrained list explains most manipulations. Competitiveness across schools plays an important role. Constraining choices increases segregation and affects the stability and efficiency of the final allocation. Remark

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Guan, Hongzhao, Nabeel Gillani, Tyler Simko, Jasmine Mangat, and Pascal Van Hentenryck. "Contextual Stochastic Optimization for School Desegregation Policymaking." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 27 (2025): 28024–32. https://doi.org/10.1609/aaai.v39i27.35020.

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Most US school districts draw geographic "attendance zones" to assign children to schools based on their home address, a process that can replicate existing neighborhood racial/ethnic and socioeconomic status (SES) segregation in schools. Redrawing boundaries can reduce segregation, but estimating expected rezoning impacts is often challenging because families can opt-out of their assigned schools. This paper seeks to alleviate this societal problem by developing a joint redistricting and choice modeling framework, called redistricting with choices (RWC). The RWC framework is applied to a larg

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Driscoll, Mary Erina, and Jeffrey R. Henig. "Public Discourse, Public Schools, and School Choice." Educational Researcher 24, no. 1 (1995): 35. http://dx.doi.org/10.2307/1176121.

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RENZULLI, LINDA A., and LORRAINE EVANS. "School Choice, Charter Schools, and White Flight." Social Problems 52, no. 3 (2005): 398–418. http://dx.doi.org/10.1525/sp.2005.52.3.398.

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