Abstract
School choice policies have led to a proliferation of new schools opening. While economic theory suggests that new charters would open in high demand locations, limited work examines whether this is, indeed, occurring. Framing our study in geography, we explore both space factors and place factors as contrasting explanations for where new charters may open. By using geographic information system (GIS) mapping, we explore where new charters open in New York City (NYC) using data from NYC public schools and the Census. Results suggest that charters are responding to poor student achievement and possibly to poverty density, but not to parental satisfaction.
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