School Choice and Educational Stratification

Abstract

Recent growth in the number of school choice programs across the country has ignited debate on the stratifying effects of these programs. In the context of interdistrict open enrollment, this paper analyzes—both theoretically and empirically—how choice programs affect stratification levels through the mechanisms of (i) the relative characteristics of program participants and nonparticipants and (ii) the schooling choices of different groups of program participants. The theoretical analysis uses Monte Carlo simulation techniques to analyze a hypothetical world where interdistrict choice is available to students in three school districts that are allowed to vary in student composition, the type of students who take advantage of the interdistrict choice program, and schooling choices of students who open enroll. The results of these simulations provide an understanding of the conditions under which an interdistrict open enrollment program leads to increases, decreases, or no changes in stratification levels. The empirical analysis uses data from the universe of students attending Colorado public schools in 2009–10 to examine how the state's interdistrict choice program affects stratification levels. It also analyzes the factors responsible for any increases or decreases in stratification and finds both participation patterns and differences in schooling decisions across groups to play important roles. The paper concludes with a discussion of its implications for research and policy.