Private School Choice Research Articles

Effect of the School Facilities Factor and Sport Activities Factor on Parents in terms of Private and Public School Choice at Riyadh City Saudi Arabia

There are several , primarily carried out in the Western World, that have explored the reasons why parents' choice a school, which they consider best meets their children's needs and parental aspirations for their children. In order to contribute to the established knowledge it was essential to conduct an explore into parents' reasons for their selection private or public school in the Kingdom of Saudi Arabia (KSA). Such an investigation had not been conducted previously. This article details determent a factors highly regarded as effecting parental decision making: school facilities factors and physical education and sport activities factor. Analysis and discussion along with the study's conclusions and recommendations will be cited. Randomly selected parents, whose children attend private or public schools in Riyadh City, Saudi Arabia were invited to complete a standardised questionnaire after which to participate in a semi-structured interview to identify factors that influenced their preference for school. Two methodologies analysis of the reasons given highlighted demonstrating the frequency of cited range of reasons: school facilities, Such as computer services, the classrooms are a good environment and the school has a good theatre. Also the sport activities factor, For example, good outdoor games. And good indoor games those identified as the main elements that influenced their selection decision making.

The Effect of Public and Private Schooling on Anti-Semitism

Most major American Jewish organizations oppose voucher and other school choice programs based in part on the fear that private, mostly religious, schools do not check the development of anti-Semitism as well as do government-operated public schools. To examine whether private and public schools differ in their effect on the emergence of anti-Semitic attitudes in adults later in life, we conducted a large survey of a nationally representative sample of adults in the United States. Subjects were asked to provide details on the type of school they attended each year between 1st and 12th grade, including whether the school was public or private, religious or secular, and whether it was affiliated with a particular religious institution. We also adapted a series of measures used by the Anti-Defamation League (ADL) to gauge people’s anti-Semitism.We find that the more people attended private school when they were younger, the more favorable their attitudes toward Jews. This finding holds even after controlling for a variety of background characteristics, including age, gender, race, childhood family religion, childhood economic circumstances, mother and father’s education, being raised by two parents, and being born in the United States. The reduction in anti-Semitism associated with private schooling is roughly as large as that produced by having parents who are college educated rather than high school dropouts. The benefit of attending private school on reducing anti-Semitism is concentrated among religiously affiliated private schools. Secular private schools are similar to secular public schools in the level of anti-Semitism among their former students. We therefore have some reason to believe that religious, mostly Christian, institutions are playing an important role in restraining anti-Semitism. The overall picture on American anti-Semitism is more worrisome than earlier research by the ADL suggests. The ADL measure of anti-Semitism asks respondents to agree or disagree with a series of 11 anti-Semitic statements. But the ADL survey failed to offer subjects neutral response options, like “don’t know” or “no opinion.” In our study, we added those options and discovered that between one-third and one-half of the subjects switched to a neutral answer. A large portion of people who the ADL would have coded as not anti-Semitic are in fact ignorant or indifferent when confronted with anti-Semitic stereotypes. Although the level of anti-Semitism uncovered in our survey remains relatively low, the situation is more concerning than earlier research would lead us to believe.If we wish to reduce anti-Semitism, major Jewish organizations may wish to reconsider their historic opposition to vouchers and other private school choice programs. Rather than posing a threat, private, especially religious, schools appear to help restrict the development of anti-Semitism.

Intra-Household Gender Disparity in School Choice: Evidence from Private Schooling in India

This paper explores gender inequality within households in the decision of private versus government school choice in India. Using a three-period longitudinal dataset on rural households from Uttar Pradesh, a northern state of India, this paper estimates a household fixed effects model that also takes into account non-random enrollment decision. The results show that there is an intra-household gender gap of 5.4 percentage points in private school enrollment among children aged 6 to 19 years. Female disadvantage in private school choice is significant among both younger and older children, and is rising over time. Moreover, a larger cost-difference between private and government schools is associated with a significantly higher gender gap. The village-specific difference in direct cost, particularly school fees, is the most prominent factor in explaining the gender gap. Robustness analysis considering the potential endogeneity of the cost variables indicates that the coefficients are unlikely to be driven by omitted variables.

Misogyny or Rational Preferences of Households? An Analysis of Gender Gap in Private School Enrolment in India

Using two nationally representative datasets from household surveys conducted in India in 2005 and 2012, the present paper examines the causal effect of gender in private school choice. We argue that the gender of the child is potentially endogenous in India because parents continue to have children until they have a son. To redress this potential endogeneity, we exploit the variation in private school choice among 7-18 year olds born to the same parents within the same household in an attempt to minimize both child-invariant and child-varying household-level omitted variable bias. We then explore the nature of female (dis)advantage across different types of households, communities and years with a view to assess the role of parental preferences in this respect and also its change. Significant female disadvantage exists in both survey years, though the size of this disadvantage varies across sub-samples and years. Female disadvantage is significantly higher among younger (relative to eldest) girls and also in northern and northwestern (relative to western) regions, but it is lower among girls from poor (relative to rich) households, Christian (relative to Hindu high caste) households, and those with more educated mothers. We infer that the observed within-household variations in female disadvantage across sub-samples reflect variations in non-altruistic parental preferences linked to deeply held cultural norms (for example, sons acting as old-age security and the exogamy of girls), access to schools and other public goods, thus posing considerable challenges to securing 'education for all.'

Private School Choice in the Chicago Metropolitan Area

The determinants of private school choice in the Chicago metropolitan area are examined. Particular attention is given to the effects of race and ethnicity. Results include non-Hispanic White, Blacks, and Hispanics having a higher demand for private schools where there are higher concentrations of Blacks. Non-Hispanic Whites also have a higher demand for private schools in areas with higher concentrations of Hispanics.

Customer Satisfaction and Educational Outcomes: Experimental Impacts of the Market-Based Delivery of Public Education

ABSTRACTSchool choice, through private school vouchers or direct government subsidies, is a mechanism of outsourcing government services in the United States, Europe, South America, and the Pacific Rim. While extensive research exists on the effects of private school choice programs, nearly all focus on test score outcomes. Lost in the heated debates about the effectiveness of private school vouchers is substantial discussion of the effects on parental satisfaction. Drawing from a federally funded evaluation of a means-tested private school choice program in Washington, DC, we examine whether customer satisfaction is greater when education is delivered through a market-based governance structure. Because the program was oversubscribed in its early years of operation, vouchers were awarded by lottery, allowing us to experimentally determine the impacts. Our analysis reveals evidence that the program had a sustained positive impact on parental satisfaction. Moreover, positive student achievement and attainment impacts strengthen the validity of parental satisfaction as a reliable outcome measure.

Encouraging Efficiency, Rewarding Quality: Lessons for School Choice Policy and Practice

There is strong evidence that the fiscal position of states moving forward will require K–12 schooling to become less expensive. States are projected to see spikes in pension contributions for public sector workers and increased expenditures related to Medicaid expansion. While these bills are coming due, the country is also projected to change demographically, increasing the number of dependents (the old and the young) relative to the number of workers contributing taxes into the system (Vincent & Velkoff, 2010). Taxpayer-supported private school choice programs offer a powerful mechanism to create more efficient educational options. This article offers lessons from the private sector that schools of choice and designers of choice programs could leverage to improve the efficiency of the American K–12 education system.

The Economic Costs and Benefits of Dental Education: An Empirical Analysis

The rising costs associated with obtaining a dental education have caused some to question the financial benefit of pursuing a dental degree. There is a concern that recent graduates may have difficulty finding professional opportunities that provide the income necessary to service their accumulated educational debt. The aim of this study was to evaluate the trends in educational costs to aid in making an accurate appraisal of the financial benefit of a dental education. Adjusted into constant dollar terms, data from a variety of sources were collected for economic variables such as tuition, fees, student indebtedness, and dentists' earnings. These variables were then analyzed to determine the true costs and benefits of obtaining a dental education. The results showed that, over the course of the last decade, educational costs increased faster than the real net income of practicing dentists, which led to a decline in the return on investment in dental education. However, regardless of an applicant's choice of public or private dental school, there continues to be a positive economic return on students' commitment of both financial resources and time to receive a dental education.

Determinants of School Choice: Evidence from Rural Punjab, Pakistan

The objective of this study is to understand why parents in rural areas of Punjab, Pakistan, choose to send their children to private schools when free public schools are available. The study utilizes the Privatization in Education Research Initiative (PERI) school choice dataset compiled by the Lahore School of Economics in collaboration with the Punjab Bureau of Statistics. These data provide rich information on parents’ perception of their child’s school relative to alternative schools he or she could have attended. The findings suggest that parents’ perceptions play an important role in school choice. In particular, their perceptions of school quality and employment opportunities emerge as key determinants of private school choice. Additionally, expenditure on and access to private schooling relative to public schooling as well as the socioeconomic status of the household have a significant impact on parents’ probability of choosing a private school for their child.

Choice in a World of New School Types

AbstractAs school choice options have evolved over recent years, it is important to understand what family and school factors are associated with the enrollment decisions families make. Use of restricted‐access data from the Early Childhood Longitudinal Study allowed us to identify household location from a nationally representative sample of students and to match households to the actual schools attended and other nearby schools. This matching is significant as previous research generally has not been able to link individual households to school enrollment decisions. Using these data, we examined the role that socioeconomic status, race, and ethnicity play in school enrollment decisions. One of our more interesting results suggests that the newest public alternative, charter schools, attracts families with higher socioeconomic status than those that traditional public schools attract. The attraction of charter schools, however, unlike traditional public schools, appears to be racially and ethnically neutral. Families do not choose a charter school because of its racial or ethnic composition, nor do race and ethnicity within a household influence its choice of charter schools. Other socioeconomic factors influencing charter school choice are more similar to factors explaining private school choice than to those factors explaining the choice of traditional public schools. The findings suggest that policies governing the design of charter schools should focus on broader socioeconomic diversity rather than race only.

A History of Private School Choice

This article reviews the history of private school choice, from the colonial era to 2012. Taking as its approach an examination of program creation, prominent school choice court cases, and school choice research, the article finds that the evolution of choice has been an iterative process in which legislatures and courts have established constitutionally acceptable structures and procedures of choice. This review also finds that proponents’ philosophical and theoretical underpinnings for choice have appeared to shift over time from the position of freedom to economic arguments of educational marketplaces, competitive effects, and increased student achievement.

What Determines Private School Choice? A Comparison between the United Kingdom and Australia

Australian Economic ReviewVolume 44, Issue 3 p. 308-320 Policy Forum: Funding of Public and Private Schools in Australia What Determines Private School Choice? A Comparison between the United Kingdom and Australia Lorraine Dearden, Lorraine Dearden Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies.Search for more papers by this authorChris Ryan, Chris Ryan Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies.Search for more papers by this authorLuke Sibieta, Luke Sibieta Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies. The authors would like to thank the Australian Research Council (ARC) and Economic and Social Research Council (ESRC) for funding this research under their ARC–ESRC collaborative bid framework (Ref: ARC – LX0883152; ESRC – RES-000-22-2524). The authors would also like to thank Susan Dynarski and other conference participants who attended the Institute for Fiscal Studies event on ‘Determinants of Private Schooling’ on 17 June 2010 for constructive comments and suggestions. This article uses unit record data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey. The HILDA Project was initiated and is funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) and is managed by the Melbourne Institute of Applied Economic and Social Research (Melbourne Institute). The findings and views reported in this article, however, are those of the authors and should not be attributed to either FaHCSIA or the Melbourne Institute. This article also uses the British Household Panel Survey (BHPS). Data from the BHPS were supplied by the UK Data Archive. Neither the original collectors of the data nor the archive bear any responsibility for the analysis or interpretations presented here.Search for more papers by this author Lorraine Dearden, Lorraine Dearden Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies.Search for more papers by this authorChris Ryan, Chris Ryan Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies.Search for more papers by this authorLuke Sibieta, Luke Sibieta Dearden: Institute of Education, University of London and Institute for Fiscal Studies; Ryan: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; Sibieta: Institute for Fiscal Studies. The authors would like to thank the Australian Research Council (ARC) and Economic and Social Research Council (ESRC) for funding this research under their ARC–ESRC collaborative bid framework (Ref: ARC – LX0883152; ESRC – RES-000-22-2524). The authors would also like to thank Susan Dynarski and other conference participants who attended the Institute for Fiscal Studies event on ‘Determinants of Private Schooling’ on 17 June 2010 for constructive comments and suggestions. This article uses unit record data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey. The HILDA Project was initiated and is funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) and is managed by the Melbourne Institute of Applied Economic and Social Research (Melbourne Institute). The findings and views reported in this article, however, are those of the authors and should not be attributed to either FaHCSIA or the Melbourne Institute. This article also uses the British Household Panel Survey (BHPS). Data from the BHPS were supplied by the UK Data Archive. Neither the original collectors of the data nor the archive bear any responsibility for the analysis or interpretations presented here.Search for more papers by this author First published: 01 September 2011 https://doi.org/10.1111/j.1467-8462.2011.00650.xCitations: 10 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume44, Issue3September 2011Pages 308-320 RelatedInformation

Private Schools and Residential Choices: Accessibility, Mobility, and Welfare

Abstract Private schools free households from a strict link between residential location decisions and the tax-school quality bundles they consume. In order to study the impact of private schools on educational outcomes, we develop a general equilibrium model that simultaneously incorporates locational choice built on access and locational choice built on tax-school quality attributes of jurisdictions. We conclude that private school choice enhances the welfare of all households—both those attending private schools and those attending public schools—while also working to reduce the amount of housing and school segregation in equilibrium. Investigation of alternative school policies indicates that greater choice, including using targeted school vouchers, can improve welfare and achievement. Finally, we demonstrate how the fiscal burden arising from some households paying less taxes than they consume in public services varies significantly with the structure of school choice options.

The influence of private school enrollment on public school performance

School choice reform refers to changes that allow parents greater freedom to choose schools for their children. School choice reform is contentious because it fundamentally alters the environment in which public and private schools operate and could result in significant changes for both demanders and suppliers of education. This article develops a model of public education with imperfect exit to predict how private school enrollment influences performance of public schools. Empirical evidence from data on all private and public schools in California provides substantial support for the hypothesis that public school test scores are inversely related to private school enrollments and charter school enrollments when private and charter schooling reflects exiting by parents unhappy with local public schools. Implications regarding how expanded private school choice might influence public school performance in California and elsewhere are discussed.

Exit and Entry: Why Parents in Utah Left Public Schools and Chose Private Schools

This study explored the factors that influenced parental decisions to exit a public school and enroll their children in a private school. It also explored why parents chose the specific private school their child attends and the level of satisfaction they have with their private school choice. The key reasons for leaving public education were: (a) quality of the curriculum or the lack thereof, (b) religious values, (c) moral values, (d) quality of instruction, (e) class size, (f) school climate, and (g) disciplined environment. Parents listed the following as the most influential reasons to enter the private education sector: (a) quality of the curriculum or the lack thereof, (b) religious values, (c) moral values, (d) quality of instruction, (e) class size, (f) school climate, and (g) disciplined environment. It is the same rank order of factors that influenced parents to leave public education, with the exception that school climate and class size were reversed in order.

School Desegregation, School Choice and Changes in Residential Location Patterns by Race

This paper examines the residential location and school choice responses to desegregation of large public school districts. Unique data and variation in the timing of desegregation orders facilitate the analysis. The 16 percent decline in white public enrollment due to desegregation primarily led to migration to suburban districts in the South and increased private enrollment in other regions. Desegregation caused black public enrollment to increase by 20 percent outside the South largely due to population changes. The spatial distributions of responses by race to desegregation orders closely match those predicted by a model of residential location and private school choice.

Religion, religiosity and private school choice: Implications for estimating the effectiveness of private schools

In this paper, we quantify the religious factor in private education in the United States by estimating a random utility model of school-choice in which households choose among public, private-nonsectarian, Catholic and Protestant schools. The model is estimated using a multinomial logit regression of attendance at different types of private schools using individual data from the General Social Survey. We find that both religion and religiosity have important effects on the demand for private schools. We also provide evidence that previous studies that do not take into account religiosity probably over-estimate the positive influence of private schools on measures of educational attainment. Evidence on the magnitude of this bias is presented.

Irreconcilable Differences? Education Vouchers and the Suburban Response

This article discusses the limited use of education vouchers in an era of unprecedented growth in school choice. It is divided into two parts: first, a description of the policy, political, and legal barriers that may limit the expansion of large-scale voucher programs is presented. Discussion then shifts to the efforts of voucher advocates to build support among historically marginalized populations frustrated with the performance of public schools and open to limited forms of private school choice. The authors consider the consequences of these strategies and suggest that the very voucher programs that appeal to disadvantaged families may prove most offensive to middleclass and suburban voters who vigorously object to policies that undermine local authority and redistribute local resources. Specifically, vouchers have the potential to erase municipal boundaries, dissolve neighborhood ties, lower housing prices, and upset student enrollments.

Switching Schools? A Closer Look at Parents' Initial Interest in and Knowledge About the Choice Provisions of No Child Left Behind

Whether public and private school choice initiatives usher in widespread enrollment changes or whether they cater to a small niche of students critically depends on the decisions that parents make on behalf of their children. Thus far, participation rates in most programs have proved disappointing. This article focuses on parents' knowledge of and interest in the choice provisions under the No Child Left Behind Act (NCLB), for which a miniscule percentage of qualifying students nationwide have enlisted. Drawing from a survey of Massachusetts public school parents completed in the summer of 2003, 18 months after NCLB's enactment, two basic findings emerge. First, although parents claimed to be familiar with NCLB, the vast majority of those who in fact qualified for the act's choice provisions did not know that their child's school was on the state's list of underperforming schools. Second, parents with children in underperforming schools were especially interested in pursuing alternative schooling options. This interest, however, did not derive from pointed dissatisfaction with their current schools, and it was regularly directed toward options that NCLB does not afford-specifically, private schools. An essential point underscores these findings: If advocates of NCLB are to boost participation rates, and if scholars are to accurately predict the likely scope of other kinds of school choice programs, parents require considerably greater attention than they have received up until now.

The Constitutional Common School

This paper turns to historical evidence as a beginning point for understanding the constitutional vision and values of the thorough and efficient system of mandated by Article VI, Section 2 of the Ohio Constitution. First, it traces the early development of public schooling in America and the complex relationship between public education and religion. The school, as envisioned by the Ohio crusaders for its establishment, would bring diverse peoples together to create a sense of citizenship. It would provide for citizen equality, and social and economic mobility; and it would safeguard liberty by developing a polity capable of self-government. The school vision competed, however, with the existing reality of schools that were tuition-based, locally governed, diverse and sectarian. Prior to 1851, the conflict over competing visions of schooling - one embraced primarily by protestant school crusaders, the other embraced by the Catholic Church - had escalated into violent conflict in New York City and Boston. In Ohio, conflict relating to the nature of public education, and, more specifically, the use of public money for sectarian schools had not become violent, but had been vigorously debated since 1789. The inclusion of the provision for a thorough and efficient system of in the Constitution of 1851 represented a victory for the advocates of a non-sectarian, state-operated system of schools that would encourage civic participation and avoid religious indoctrination. Next, the paper addresses efforts made to revise the state's educational provisions through constitutional amendments in 1874 and again in 1912. In considering and rejecting various amendments to Article VI, Section 2, the delegates to these conventions reinforced and redefined the non-sectarian ethos of public education. They also added new provisions to centralize authority for the efficient administration of education and to ensure state oversight over a single system of schools. Finally, the authors attempt to place the constitutional common school ideal in the context of contemporary educational debates. Advocates for school choice have argued that both religious and private schools attend to the values of equality and civic participation while allowing for diversity in values, religious views and educational approaches. The authors of this paper, however, suggest that the ethos or constitutional vision of the school is at odds with expanding programs that support private and religious school choice.