The determinants of success in educational choice

This year’s Nobel Prize in Economics goes to Claudia Goldin from Harvard University. She is a labour economist as much as an economic historian, and only the third woman to receive the Nobel Prize in Economics. Goldin revolutionised our knowledge and understanding of women’s educational and occupational choices, their labour market careers and the family obligations they have faced over the centuries. Her work is extremely broad, spanning from historical studies of girls’ educational choices in the 19th century to the determinants of the gender pay gap in the 21st century. Her work sheds light on important economic and social developments that many have been overlooked. She identifies patterns and relationships that were previously hidden or unknown, and shows novel causal mechanisms for long-run changes that are di˚cult to identify empirically.

This paper contributes to what is known about the impact of school quality, by documenting its effect on the incomes of Black South Africans, using data from the 1996 South African census and two national surveys of school quality. South Africa provides an interesting laboratory for studying the impact of school quality on labor market outcomes. Under the Apartheid system, Blacks faced extremely limited residential and school choices, which limits the extent to which results are attributable to the endogeneity of school and residential choice. In addition, Black schools' funding and staffing decisions were made rather arbitrarily by a White government that was at best indifferent to the needs of Black schools. Large differences in pupil/teacher ratios developed between Black schools, differences much larger than those observed in the United States. Using a two-state estimation procedure similar to that employed by Card and Krueger (1992) and by Heckman et al. (1996), we find that the quality of schools in a respondent's magisterial district of origin has a large and significant effect on the rate of return to schooling for Black men. The South African results are notable, moreover, because they are so similar to those estimated by Card and Krueger (1992) for the United States.

ABSTRACTWe study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from the first choice school. These indicators show that school choice is actively used by many households in England. We use the rich data available to describe how choices vary by pupil, school and neighbourhood characteristics and how school choice is used differently by different groups and in different parts of the country. For the first time, we are able to present national data on how the school choices made by parents vary according to pupils’ ethnic group and across urban and rural areas. We show, contrary to some existing literature that has relied on smaller and less representative samples of parents and pupils, that school choices do not vary significantly by social background. We show that parents pro-actively use the choice system and present new evidence on the extent to which the current school admissions criteria that prioritise distance penalise poorer families.

PurposeThis paper aims to identify the determinants of school choice and factors that define the success of a school as perceived by the parents and then compare “Public” and “Private” schools with respect to the explored criteria to determine the strengths and weaknesses of the institutions.Design/methodology/approachThe study is based on 1,121 quantitative data collected through survey questionnaire from the parents living in urban areas of Bangladesh. The school choice model was developed and validated by applying structural equation modeling.FindingsThis paper offers a statistically significant, robust and reliable five-dimensional 23-item school choice model that includes both school characteristics and preferred outcomes as perceived by the parents. Characteristic-wise comparisons in terms of characteristics revealed that public schools are superior to private institutions in fulfilling several choice criteria such as parents–teacher relationships, performance of the teachers, offerings of special programs, safety assurance in the campus and in having bigger campus with playground. On the other hand, private schools dominate in providing better educational environment, arranging training to the teachers, ensuring satisfactory library services and delivering information effectively to the parents. Among outcome determinants, government schools are well ahead in creating self-discipline, morality and good work habits among students. Private schools are superior in developing critical thinking skill of the kids.Originality/valueThere is a gap of comprehensive empirical study on school choice in South Asia region that includes both school characteristics and outcomes. Therefore, this paper contributes significantly to the relevant literature.

The influence of location as exemplified by neighbourhood factors and school characteristics on primary education is examined in the context of the school choice movement of the last two decades. The analysis incorporates statistical information about schools and population data from Census 2000 describing neighbourhoods and schools in one district in the State of Colorado in order to minimise structural variables affecting parent decisions, such as tax rates and district leadership. Comparisons of statistical data identified patterns of socioeconomic factors linking school characteristics and neighbourhood characteristics. These patterns targeted distance as a predominant factor in school choice. Most parents move students to a nearby school they perceive as better than the current situation, rather than choosing a school at a greater distance that might have stronger performance indicators. It appears that both neighbourhood characteristics and school characteristics together influence parents’ and guardians’ choice of schools. These conclusions lead to questions about whether public school choice and voucher funding policies as currently conceived will have the intended effect of improving education for all children.

Personality traits, preferences and educational choices: A focus on STEM

Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and women are still underrepresented in many high-status occupational fields—particularly those associated with physical science, engineering, and applied mathematics. Many factors, ranging from outright discrimination to the processes associated with gender role socialization, contribute to these gendered patterns of educational and occupational choices. This paper summarizes a set of social and psychological factors that Eccles and her colleagues have been studying for the past 15 years in an effort to understand the occupational and educational choices of women and men. The paper summarizes the key features of the theoretical model they developed and provides an overview of the empirical support now available for key aspects of this model. The implications of this model for understanding the link between gender roles and gendered educational and occupational decisions are discussed.

A student self-determination profile of occupational and educational choices was examined through the concepts of Locus of Causality and Locus of Orientation. Research questions associated with respondents’ certainty of occupation and orientation to vocational education were answered. The tested hypotheses were as follows: (a) Independence, initiative, self-guidance, choice of discussion forums, and gender are related to certainty of future occupation choice and choice of vocational education; (b) certainty of occupation relates to choosing vocational education; (c) negatively biased media lessens interest in vocational education; and (d) vocational education choices are related to gender. A survey of ninth-grade students in Finnish comprehensive school was conducted after implementation of a work-orientation program defined in the national comprehensive school curriculum. At the local school system level, 649 subjects of the mean ages of 16.0 years participated in an Internet survey in two school districts in southwestern Finland in 2008. The variables were inserted in Linear Multiple Regression Analysis in IBM SPSS. The means of vocational school choice and certainty of occupation, and vocational school choice and negative media image were compared in SPSS means. An independent-samples t test for vocational school choice and sex was conducted. Statistically significant regression models of loci of orientation and locus of causality were found. The more the respondents were certain of their occupation choice, the more they expressed their secondary education orientation to be vocational school. When students discussed their choices less at home, their orientation to vocational education weakened. A negative media image was not associated with vocational school choice in this data. The measured means for girls’ and boys’ orientations to vocational school did not show statistically significant differences.

The effect of the Free High School Tuition law on upper-secondary school choice in Japan

Purpose: This study investigates parental empowerment, involvement, and satisfaction in charter, Catholic, Christian, and district-run public schools. The analyses of these indicators across school types also differentiate parents who chose district-run public schools through residential selection from those who did not. Research Design: A survey of 1,699 parents residing in Indiana was linked to school-level administrative data for the analyses. Parents in schools of choice were first compared with parents in district-run public schools using controls for demographic, school, and geographic characteristics. Parents in schools of choice were then compared with parents who chose district-run public schools through residential selection. Findings: Patterns were largely consistent with charter, Christian, and Catholic schools exhibiting greater parental empowerment, involvement, and satisfaction relative to district-run public schools. However, when parents in these schools of choice were compared with parents who chose district-run public schools through residential selection, these differences decreased. Strong negative relationships with parental empowerment, involvement, and satisfaction were observed for parents who did not choose district-run public schools through residential selection. Conclusions: This study highlights the importance of parental selection into district-run public schools through choice of residence—a typically unobserved form of school selection in the literature. In district-run public schools, results suggest that deliberate strategies may be needed to support nonchoosers. Findings also indicate a need for future research on possible approaches that leaders use in different school types that contribute to greater parental empowerment, involvement, and satisfaction.

Little is known about the influence of school choice programs on race and economic segregation in public schools. Studies of housing segregation suggest that small differences in the preferences of particular race or socioeconomic groups have the potential to produce large-scale patterns of segregation. In this study, I raise three questions regarding the link between individual choice and educational segregation: first, are the school choices of higher status families driven by a desire to avoid schools populated by students they consider to be of lower race or class status? Second, can other school features, such as safety, appearance, and educational quality, explain apparent raceor class-based choices? Third, can families' choices of schools be linked directly with segregation patterns independent of school district policies that may interfere with (or galvanize) the ability of people to exercise their choices? To answer these questions, I analyze magnet school application data from a large city to explore the choices of families for schools that vary in racial and economic composition. Findings show that white families avoid schools with higher percentages of non-white students. The tendency of white families to avoid schools with higher percentages of non-whites cannot be accounted for by other school characteristics such as test scores, safety, or poverty rates. I also find that wealthier families avoid schools with higher poverty rates. The choices of white and wealthier students lead to increased racial and economic segregation in the neighborhood schools that these students leave. Moreover, the link between choice and segregation cannot be explained by school district policies. Findings suggest that laissez faire school choice policies, which allow the unfettered movement of children in and out of schools, may further deteriorate the educational conditions for disadvantaged students left behind in local public schools.

After the publication of “School Choice: A Mechanism Design Approach” by Abdulkadiroglu and Sonmez (2003), a Boston Globe reporter contacted us about the Boston Public Schools (BPS) system for assigning students to schools. The Globe article highlighted the difficulties that Boston’s system may give parents in strategizing about applying to schools. Briefly, Boston tries to give students their firstchoice school. But a student who fails to get her first choice may find her later choices filled by students who chose them first. So there is a risk in ranking a school first if there is a chance of not being admitted; other schools that would have been possible had they been listed first may also be filled. Valerie Edwards, then Strategic Planning Manager at BPS, and her colleague Carleton Jones invited us to a meeting in October 2003. BPS agreed to a study of their assignment system and provided us with micro-level data sets on choices and characteristics of students in the grades at which school choices are made (K, 1, 6, and 9), and school characteristics. Based on the pending results of this study, the Superintendent has asked for our advice on the design of a new assignment mechanism. This paper describes some of the difficulties with the current mechanism and some elements of the design and evaluation of possible replacement mechanisms. School choice in Boston has been partly shaped by desegregation. In 1974, Judge W. Arthur Garrity ordered busing for racial balance. In 1987, the U.S. Court of Appeals freed BPS to adopt a new, choice-based assignment plan. In 1999 BPS eliminated racial preferences in assignment and adopted the current mechanism.

Previous studies on the natural history of moderate to severe idiopathic scoliosis show contradictory results. Some studies reported an increased incidence of back pain and disability in severe curves, while other studies reported no difference in health-related quality of life (HRQoL) compared to age-matched adult controls. None of these studies addressed HRQoL using currently recommended and validated questionnaires. To examine the long-term HRQoL in non-surgically treated adult idiopathic scoliosis patients with a curve of 45° or higher. In this retrospective cohort study, all patients were retrospectively identified in the hospital's scoliosis database. Patients (1) with idiopathic scoliosis; (2) born before 1981 (to ensure 25-year follow-up after skeletal maturity); (3) with a curve of 45° or more by Cobb's method at the end of growth; and (4) no spinal surgical treatment were selected. Patients received digital questionnaires of the Short Form-36, Scoliosis Research Society-22, Oswestry Disability Index and Numeric Rating Scale. Outcomes of the SF-36 were compared with a national reference cohort. Additional measures with questions regarding choice of education and occupation were used. Forty-eight of 79 (61%) eligible patients completed the questionnaires, at an average follow-up time of 29.9 ± 7.7years. Their average age was 51.9 ± 8.0, and median Cobb angle at adolescence was 48.5°. Five of the eight SF-36 subdomains were significantly lower in the scoliosis group compared to the nationwide cohort: physical functioning (73 vs 83, p = 0.011), social functioning (75 vs 84, p = 0.022), role physical functioning (63 vs 76, p = 0.002), role emotional functioning (73 vs 82, p = 0.032), and vitality (56 vs 69, p = < 0.001). The scoliosis-specific SRS-22r score of the patients was 3.7 ± 0.7 on a 0-5 scale. The mean NRS score for pain of all patients was 4.9 ± 3.2, and eight patients (17%) reported a NRS of 0 and 31 (65%) a NRS above 3. At the Oswestry Disability Index, 79% of the patients reported minimal disabilities. Thirty-three patients (69%) reported that their scoliosis had influenced their choice of education. Fifteen patients (31%) reported that their scoliosis had influenced their choice of work. Patients with idiopathic scoliosis and curves of 45° or higher have reduced HRQoL. Although many patients experience back pain, the disability reported on the ODI was limited. Scoliosis had noteworthy effect on choice of education.

To explore how school and specialty characteristics impact the geographic match location of U.S. senior medical students. The authors collected student match data between 2018 and 2020 from U.S. MD-granting medical schools and calculated the distance between students' medical schools and residency training programs. They use the term "match space" to describe this distance. Match space was codified on a 5-point ordinal scale by where the student matched: 1 = home institution, 2 = home state, 3 = an adjacent state, 4 = the same or adjacent U.S. Census division (and not adjacent state), and 5 = skipped at least one U.S. Census division. Ordinal logistic regression correlated school and specialty characteristics with match space. During the study period, 26,102 medical students, representing 66 medical schools from 28 states, matched in 23 specialties. Fifty-nine percent of students were from public institutions, and 27% of schools ranked in the top 40 of National Institutes of Health (NIH) research funding. The match space was higher for students graduating from private institutions (odds ratio [OR] 1.14; 95% confidence interval [CI], 1.06 to 1.22) and matching into more competitive specialties (OR 1.07; 95% CI, 1 to 1.14). The match space was lower for students graduating from top NIH-funded institutions (OR 0.89; 95% CI, 0.85 to 0.94) and from schools with a higher percentage of in-state matriculants (OR 0.75; 95% CI, 0.72 to 0.77). School characteristics such as region, public/private designation, NIH funding, and percentage of in-state students were associated with residency match geography. Matching into more competitive specialties also showed a marginal increase in match distance. These findings suggest that a student's choice of specialty and medical school may impact subsequent geographic placement for residency training, which should be considered by students and residency programs alike.

Joint parental school choice: Exploring the influence of individual preferences of husbands and wives