School Choice Research Articles

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

Empowering Nontraditional College Students: A Self-Transformative Intervention for Promoting Positive Identity Development

ABSTRACT Identity development has been consistently linked to a variety of positive adjustment indicators and plays a critical role during times of uncertainty. Despite this, only a handful of interventions have been developed to promote positive identity development. However, these interventions have not only focused on adolescent and emerging adults, but apart from a handful of social identity interventions, have also not targeted specific domains of identity development. In the current study, we outline the development of a domain-specific identity intervention, the Making Career and Educational Choices workshop (MCEC), and evaluate pre to posttest outcomes in a sample of 58 college students (M age = 32.33, S.D.age = 10.95; 48% White; 82% female). Students were assigned to either MCEC (n = 32) or a control (n = 26) group by random assignment of selected time slots. Two-wave latent change modeling indicated intervention gains in identity commitment making, identification with commitment, and identity exploration in breadth and in depth. Although preliminary, the relatively large estimates of intervention-related change provide support for the capacity of career-focused identity interventions to support students in choosing and committing to a future life direction. Implications, challenges, and future directions are discussed to guide future research.

The Influence of Tuition Fees, The Effectiveness of the Educational and Administrative Staff, and the Aspiration for High-Level Universities in the Future on the Choice of Private Schools in Saudi Arabia: The Moderating Effect of Accreditation Standards

This study aims to examine the effect of tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools in Saudi Arabia. Moreover, examining the moderating effect of accreditation standards on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools in Saudi Arabia. To achieve the study objectives, the researcher used the descriptive design and quantitative approach, depending on the questionnaire as the main instrument for collecting study data. The study was applied to a sample consisting of (289) parents of pupils in private schools in the Asir region, who were selected randomly. The results of this study showed that the tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools. Also, the results showed that accreditation standards have a moderating effect on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools.

Private school admission policy and the choice of public schools: Evidence from the housing market

The Ministry of Education of China started to introduce “simultaneous admission of both public and private schools” in 2018. Using housing transaction data from 2017 to 2020, we investigate the policy effects on residential properties in Hangzhou. We find increased housing price premiums for public school quality following the introduction of the new policy. The increase in the housing price premium for top-tier public schools was mainly driven by price gains for smaller, simple- and fancy-decorated, and older or quasi-new properties. In addition, we found a relative increase in the transaction volume of properties bundled with the second-best public schools versus those in the top-tier schools. It suggests that the increased price premium have led parents to choose a sub-optimal school quality, which might result in a widening inequality to be enrolled in top tier public schools.

Study on the Impact of Urban-Rural Education Resource Equitability and Student Endowment Differences on Promoting Educational Equity

Based on the empirical analysis of the China Education Panel Survey (CEPS), this paper explores the impact of the equitability of urban-rural education resources and student endowment differences on educational equity. The findings not only provide a new perspective and empirical support for the study of the theory of educational equity but also offer valuable references for policymaking and education reform to promote social equity and harmonious development. It is empirically found that cognitive abilities and parents' educational expectations have a positive impact on students' educational expectations, while the dropout situation of friends has a negative impact. Additionally, although health status has a positive influence on educational expectations, it does not significantly affect the choice of future residence. These factors together reveal the significant impact of the family environment, personal ability, and social relationships on students' education and life choices, emphasizing the necessity to optimize educational resources and family education support, holding significant theoretical and practical significance.

“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics

AbstractThis paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.

Respecting priorities versus respecting preferences in school choice: When is there a trade-off?

A classic trade-off that school districts face when deciding which matching algorithm to use is that it is not possible to always respect both priorities and preferences. The student-proposing deferred acceptance algorithm (DA) respects priorities but can lead to inefficient allocations. We identify a new condition on school choice markets under which DA is efficient. Our condition generalizes earlier conditions by placing restrictions on how preferences and priorities relate to one another only on the parts that are relevant for the assignment. Whenever there is a unique allocation that respects priorities, our condition captures all the environments for which DA is efficient. We show through stylized examples and simulations that our condition significantly expands the range of known environments for which DA is efficient. We also discuss how our condition sheds light on existing empirical findings.

Effects of a career education classroom course on high school students' career management competencies and career orientation in Hungary

AbstractSeveral researchers have highlighted the need to strengthen school-based career education in Hungary. After reviewing the international literature on similar programs, this study reports on the impact of an innovative, multi-method career education course. It aimed to support Hungarian high school (ISCED 344) students in grades 10–11 in making decisions on further education and career choices, and in dealing with related uncertainties and difficulties, mainly through developing career management competence. Using a quasi-experimental design, the intervention group of 92 students showed significantly better results on half of the 20 career orientation variables assessed six months after the end of the intervention of 12 three-quarter-hour sessions, with low effect sizes compared to the pre-intervention assessment, and the 96-student control group. In addition to a self-developed questionnaire, the CDDQ Career Decision-Making Difficulties Questionnaire; and the CFI Career Factors Inventory were used. The effectiveness of the intervention was independent of factors such as gender, age, academic performance, and parental education. The study concludes with the suggestion that an enhanced version of the course could be an officially recommended supplementary career education program in Hungarian high schools.

Migration for school choice: urbanisation and rural social stratification in China

ABSTRACT The peidu trend has become prevalent in rural China in the last decade, with many rural children seen studying in urban schools accompanied by their adult family members in county capitals. Essentially, peidu is a practice of migration for school choice. However, unlike in the international context, this school choice phenomenon in rural China is not driven by marketisation reform, but by a strategy of the local government to achieve urbanisation. Based on questionnaires and interviews, this study reveals that peidu is stratified by family socioeconomic status. As the rural middle and top strata migrate out of the countryside by choosing urban schools for their children, rural schools further deteriorate and children of the most disadvantaged families are left behind in deeper struggles. Similar to school choice effects in other countries, peidu reinforces the rural-urban educational disparities and calls into question the urbanisation strategy in China.

Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources.

Learning to thinking critically about health information and choices can protect people from unnecessary suffering, harm, and resource waste. Earlier work revealed that children can learn these skills, but printing costs and curricula compatibility remain important barriers to school implementation. We aimed to develop a set of digital learning resources for students to think critically about health that were suitable for use in Kenyan, Rwandan, and Ugandan secondary schools. We conducted work in two phases collaborating with teachers, students, schools, and national curriculum development offices using a human-centred design approach. First, we conducted context analyses and an overview of teaching strategies, prioritised content and collected examples. Next, we developed lessons and guidance iteratively, informed by data from user-testing, individual and group interviews, and school pilots. Final resources include online lesson plans, teachers' guide, and extra resources, with lesson plans in two modes, for use in a classroom equipped with a blackboard/flip-chart and a projector. The resources are accessible offline for use when electricity or Internet is lacking. Teachers preferred the projector mode, as it provided structure and a focal point for class attention. Feedback was largely positive, with teachers and students appreciating the learning and experiencing it as relevant. Four main challenges included time to teach lessons; incorrect comprehension; identifying suitable examples; and technical, logistical, and behavioural challenges with a student-computer mode that we piloted. We resolved challenges by simplifying and combining lessons; increasing opportunities for review and assessment; developing teacher training materials, creating a searchable set of examples; and deactivating the student-computer mode. Using a human-centred design approach, we created digital resources for teaching secondary school students to think critically about health actions and for training teachers. Be smart about your health resources are open access and can be translated or adapted to other settings.

Caste-Based Differences in Rural Areas and Its Effect on Educational Opportunities of Youth

This study explores the impact of caste-based discrimination on the educational opportunities of youth in rural areas of Jhelum District, Pakistan. The research seeks to investigate the extent of caste-based differences, examine the education status and opportunities of marginalized castes, explore how caste influences access to educational opportunities, and examine the influence of caste-based discrimination on educational aspirations and choices. The research uses a qualitative approach. Caste-based discrimination in rural areas of Pakistan hinders educational opportunities for youth. This study examines the extent of caste-based differences and their impact on education access and aspirations. It affects education opportunities for youth. This study investigates the issue and its impact on access, aspirations, and educational outcomes. The findings of this study will contribute to a better understanding of the complex issue of caste-based discrimination in education and provide insights for policymakers to develop effective policies that promote equity and inclusivity in educational opportunities for all.

An examination of Emotional Intelligence disparities between first-year B.Sc. Students choosing Physical Education and BCA students: a Comparative Analysis

This research paper explores the dimensions of Emotional Intelligence (EI) among first-year college students in two distinct academic disciplines: Physical Education within the Bachelor of Science (B.Sc.) program and Computer Applications (BCA). Recognizing the potential impact of educational choices on emotional competencies, the study investigates whether students in these fields exhibit nuanced differences in EI. The focus arises from the divergent curricular emphases, with Physical Education emphasizing physical wellness, teamwork, and leadership, while BCA delves into the complexities of computer science. Emotional Intelligence is contextualized as a crucial factor in academic, personal, and professional realms, encompassing self-awareness, self-regulation, empathy, motivation, and social skills. The objectives involve both analysis and comparison of EI between the two groups of students. The research employed a survey method with random sampling of 40 male students from Holkar Science College, Indore, aged 18-21. Emotional Intelligence was measured using the Emotional Intelligence Scale (EIS) developed by Anukul Hyde, Sanjyot Pethe, and Upindar Dhar (2005). Descriptive statistics and the Independent T-test were applied for analysis. Results: reveal no significant differences in the ten factors of Emotional Intelligence between B.Sc. students in Physical Education and those pursuing BCA. The study concludes that, based on the statistical analysis, the chosen academic path does not lead to a significant variance in Emotional Intelligence levels among these first-year students. This finding contributes to our understanding of how different academic trajectories may not necessarily shape distinct emotional competencies during this crucial phase of higher education.

Development of Distance Education Attitude Scale for Higher Education Students

Distance education has been constantly developed for decades and became the only choice for education during the COVID-19 pandemic. In the Turkish higher education, distance education practices were carried out for three semesters during the pandemic. Once again, distance education became the only means of education for higher education after the devastating earthquakes that hit Türkiye in February 2023. Assessing the students’ attitudes towards distance education gained importance in order to enhance the learning outcomes of distance education and to define the problems the students had faced. Thus, the researchers aimed to develop a Distance Education Attitude Scale for Higher Education Students in this study. The data were collected from 875 undergraduate students from Turkish state universities. Explanatory Factor Analysis (nEFA= 583) unfolded a two-factor structure with 16 items – explaining 57% of the total variance. For the scale and its two factors, the Cronbach Alpha internal consistency coefficient (.917, .914, .807) and McDonalds Omega coefficient (.920, .925, .811) were found satisfactory. Confirmatory Factor Analysis (nCFA= 292) supported the model-data fit and confirmed the reached structure. The "Distance Education Attitude Scale for Higher Education Students" is found to be valid and reliable. The scale is believed to contribute to the quality and efficiency of tertiary distance education practices.

Freedom of Choice and Social Needs in Modern Russian Higher Education

Freedom of Choice and Social Needs in Modern Russian Higher Education

Understanding the influence of business innovation context on intentions of enrolment in master education of STEM students: a multi-level choice model

This article studies educational decisions, focusing on intentions of enrolment in master’s education of STEM bachelor students. Integrating human capital theory with concepts of cultural and social capital, we propose a two-level model for the choice of pursuing master’s degrees. First level (individual) includes factors covering individual habitus and organisational habitus (higher education institutions of bachelor students), while the second level (local) reflects the local business innovation environment. The proposed model was empirically tested on data collected from a sample of STEM and non-STEM bachelor students enroled in 10 public universities located in Romania. The results show that STEM students display a higher propensity to enrol in master's education, and the gap between STEM and non-STEM majors varies across regions. We find that educational decisions related to master’s degrees are shaped by local circumstances reflecting the business innovation intensity as more innovative business contexts are less conducive for enrolment of students in master programmes. In addition, the findings of the study show that local circumstances are not independent of the field of study when shaping students’ educational choices, highlighting the complex way in which individual and local levels factors interplay and shape educational decisions. STEM students’ propensity to enrol in master’s degrees is more influenced by the innovative business environment than other students. This study has implications for higher education policy and practice aiming to support longer educational careers in STEM.

Conflict, Competition, and Collaboration in Co-Located Schools: School Leaders Navigating Structural Distrust

Purpose:This study focuses on school leaders’ daily practices, decisions, and understandings to illuminate the role that distrust plays in school co-location in Denver. In order to inform decisions about the policy's implementation, we examine the relationships between structural dimensions of co-location policy and the ways that school leaders characterize and shape interactions between teachers and students in co-located schools. Research Methods: Drawing from a larger qualitative study, we conducted in-depth, semi-structured interviews with leaders of co-located schools in Denver to explore school leaders’ perspectives and experiences related to school co-location. We analyzed 11 school leaders’ experiences on 7 focal “shared campuses”–buildings housing more than one K-12 school–to identify their understandings of, experiences with, and responses to school co-location. Findings: Although leaders on all focal campuses attempted to keep school communities separate within co-located buildings, most still reported that conflict arose between staff and students from different schools. In some cases, leaders facilitated collaboration between schools, bringing some of the intended benefits of school co-location to fruition. More often they cited competition, which was incentivized by the district's policy of school choice, as a barrier to such efforts. Our data suggest that structural distrust embedded in the policies and processes surrounding school co-location shaped both these everyday interactions among school communities and the opportunities that school leaders saw (or didn’t see) for positive outcomes. Implications: Remedies available to those in authority–including policymakers and school leaders–require that they explicitly acknowledge distrust and change the power imbalances present among stakeholders in co-located schools.

Աշխատուժի պահանջարկի կանխատեսման միջազգային փորձը / International experience in forecasting labor demand

In many countries, there is a persistent gap between the skills needed in the labor market and the skills offered by the labor force. Forecasting the demand for labor with different levels of education, qualifications, and skills is a strategic and systematic process carried out by labor market actors in order to avoid possible gaps between the demand and supply of skilled labor. It allows young students, policymakers, employers, and workers to make better choices in education and training, and through institutional mechanisms and information resources leads to more efficient use of skills and human capital. Developed countries have accumulated extensive experience in planning and forecasting the possibilities of using labor with different qualifications, based on such characteristics as the level of education, qualifications, age and gender composition of the population, occupational structure, economic activity, etc. In this context, the article discusses the best practices and tools for forecasting labor demand.

General High School or Vocational High School: School Choice for Students Near the High School Entrance Examination Score Line

The study focuses on exploring the Chinese students’ school choice decisions. In particular, it explores why some students prefer vocational schools over general high schools, even when eligible for the latter. The research also examines how pupils make sense of these dual purposes at the time of choosing. According to this study’s results which were based on in-depth interviews with eight vocational school students, most of them chose these schools because they considered the courses offered there as more important than attending prestigious general high schools. Students choose their schools according to personal feelings and understandings about educational equality and achievement in society. Students' choices reflect their subjective experiences and individual interpretations of social signals regarding educational equity and success. The findings emphasized psychological and structural determinants in selecting schools so as to foster equal learning opportunities among all children regardless of their backgrounds. This study contributes to the understanding of how students navigate the complex landscape of educational options, and how their choices are influenced by broader societal forces.

Middle‐Class Versus Working‐Class White Mothers’ Approaches to Diversity in the Netherlands

There is a large body of literature on how white middle‐class parents select schools for their children in gentrifying urban contexts. In this study, we aimed to explore the experiences of such parents after enrolling their children in ethnically mixed schools but also how these experiences varied in gentrifying urban contexts and smaller cities. We interviewed mothers without a migration background living in a large city (Amsterdam) or a medium‐sized city (Tilburg) who had chosen to send their children to an ethnically mixed school in a majority–minority neighbourhood, asking them to reflect on their neighbourhood choice, school choice, and subsequent experiences. Based on our analysis, we developed a typology of parents’ positions towards diversity, whereby they could be described as idealists, pragmatists, and realists. Aligned with previous studies, this article shows that the idealist position on diversity was more common among the white middle classes in Amsterdam, who expressed a positive attitude towards diversity but engaged with it to a controlled and limited extent. However, we also identified a group of mothers, mostly working class but also middle class, who did not take an idealized approach to diversity but embraced it as a lived reality. The study underlines the importance of mothers’ engagement with diversity during their own childhood and youth as an important factor in shaping parenting behaviour around diversity.

Travel mode choice tolerance (TMC tolerance): Exploring elementary school students' perceived ability to switch commuting modes

BackgroundAs an essential outdoor activity for children, the school commute has received repeated attention in the existing literature. Nevertheless, prior studies on the travel mode choice for school commutes have predominantly focused on the preferred commuting mode, overlooking the exploration of students' travel mode alternative behaviors. In this context, research is crucial to capture students' propensity and perceived ability to shift their travel mode from car to public and active transport. MethodsTo address this gap, our study introduces a definition of ‘Travel Mode Choice tolerance’ (TMC tolerance) to explore alternative mode behaviors during school commutes for elementary school students. The latest data from the Beijing Student Commuting Survey are adopted to analyze student populations with varying TMC tolerance levels. The chi-squared test is also employed to examine the impact of different influencing factors on TMC tolerance. ResultsBased on the empirical results derived from this definition, it is observed that students with a strong tolerance for modal shifts constitute more than half of the student population. Factors such as grade level, mode of escort, and distance were identified as significant influencers on children's TMC tolerances. Particularly noteworthy is that the percentage of students with a strong TMC tolerance significantly increases when the travel distance exceeds 2.25 km. Among students traveling alone, a higher proportion exhibits low tolerance than those with high tolerance. Additionally, the proportion of students with strong TMC tolerance increases with grade level (age). ConclusionsOperationalizing TMC tolerance as preference and ability variation can capture the collective impact of complex factors shaping commuting decisions, both observed and unobserved. According to the findings, four policy suggestions are proposed, including optimizing school site selection, establishing school buses or children-concerned transit systems, enhancing healthy travel education, and planning active travel routes.