School Choice Research Articles

Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets

ABSTRACT The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.

Strategic Fertility, Education Choices, and Conflicts in Deeply Divided Societies

Abstract Fertility becomes a strategic choice for minorities when having a larger share of the population helps to increase power. If parents invest resources to educate their children, raising fertility for strategic reasons might be at the cost of future human capital. We dispel this view using census data from several developing countries. We show that religious and ethnic minorities in Indonesia, China and Malaysia tend to invest more in both education and fertility compared to larger groups. Solving for the Nash equilibrium of an appropriation game between two groups with education and fertility being prescribed as group-specific behavioral norms, we offer a rationale for the observed patterns provided that human capital is an important input to appropriation.

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.

Reducing the gender gap on adolescents’ interest in study fields: The impact of perceived changes in ingroup gender norms and gender prototypicality

AbstractDespite some progress towards gender equality in Western societies, traditional gender norms still shape career choices, perpetuating a gender gap where girls are more likely to pursue traditionally feminine fields like healthcare, elementary education, and domestic roles (HEED), while boys are drawn to masculine domains such as science, technology, engineering, and mathematics (STEM). This research investigates whether, and under which conditions, the perception that gender norms are progressively changing towards less gender dichotomy can reduce this gender gap in academic fields. We recruited a sample of 642 high-school students (394 women and 248 men), and experimentally manipulated both the salience of changes in gender norm (stability vs change) and participants’ gender prototypicality. The main dependent variable was participants’ interest in stereotypically feminine (HEED) and masculine (STEM) academic fields. The results indicated a slight decrease in the gender gap for stereotypically feminine fields (HEED) among participants who saw themselves as typical members of their gender group, but no significant change was observed for stereotypically masculine fields (STEM). These findings suggest that shifting perceptions of gender norms may have a limited effect on modifying traditional educational and career choices, underscoring the resilience of entrenched gender stereotypes.

Measurement of Anthropometry of Community School Children Affected from Day Snacks

Purpose: To access the current snacking habits of community school children’s dietary habits and health status. Design/Methodology/Approach: The study was conducted in a Kathmandu community school to identify the problem of inadequate access to nutritious snacks, school choices, and regular monitoring and collaboration among the students. Used mixed methodologies, reviewed relevant day snack literatures, discussed with the school's early childhood department head, and measured height, weight, and MUAC to identify the nutrition status of children. Collected information was analysed using Ena (WHO software). Total Managl Secondary School, Kirtipur, Kathmandu participated in research n=26 (boys 16 and girls 10) and Mahendra Adarsha Secondary School, Mahalaxmi -4, Imadol, Lalitpur n=27 (boys 15 and girls 12) total numbers of participants 53 were. Findings/Results: There were (14) 63.6% boys and (8) 36.4% girls out which (2) 7.7% moderate and (1) 3.8% severe (1) 3.8% malnutrition in Mangal Secondary School where as (15) 55.6%boys and (12) 44.6% girls out of which (3) 11.1% moderate and equal (3) 11.1% severe malnutrition in Mahendra Adarsha Secondary School. There were severe wasting total (1) 4.5%, Moderate wasting (1) 4.5% and normal (20) 90.9% in Mangal Secondary School, Kirtipur -10, Kirtipur, Kathmandu whereas Moderate Wasting was (3) 11.1%, and normal (24) 88.9% were in Mahendra Adarsha Secondary School. At Mangal Secondary School, Kirtipur -10, Kirtipur, Kathmandu, the prevalence of stunting by age based on height-for-age Z-score showed severe stunting in children aged 42-53 months at 9.1%, moderate stunting at 13.6%, and normal height at 77.3%. Similarly, at Mahendra Adarsha Secondary School, Mahalaxmi -4, Imadol, Lalitpur, the total prevalence showed moderate stunting in children aged 42-53 months at 33.3% and normal height at 66.7%. Mid Upper Arm Circumference (MUAC) is used for emergency and screening purposes to assess the nutritional status of children. Originality/Value: This research provides insights for policy maker to guide for improvements on Day Snacks Program. Paper Type: Research Analysis

Reflections on Sexuality and The Invisibility of The Dissenting Body of People with Disabilities

Introduction: Throughout history, people with disabilities have consistently been perceived by society through a lens of stigma and prejudice, linked to an ableist ideology that they cannot or are incapable of leading a full life with rights guaranteed to work, education, sexuality, or gender choice.
  
 Objective: This paper endeavors to delve into the aspects encompassing the domain of sexuality and the body of people with disabilities as beings endowed with desires, capable of being desired, and holding the right to exercise their sexuality with their inherent particularities.
  
 Method: The methodology employed was a qualitative approach, underpinned by investigation and bibliographical analysis, incorporating books, articles, dissertations, legislation, and statistical data.
  
 Theoretical Framework: The theoretical framework is grounded on scholarly studies concerning the social construction of the body, sexuality, and social policies, as well as legislation pertinent to individuals with disabilities.
  
 Results and Discussion: The findings illuminate a paradigm enshrouded in ideals of conformity, martyrdom, and pity concerning the sexuality of these individuals, accentuating the necessity for enhanced implementation of affirmative actions and public policies that acknowledge the specificities of this segment.
  
 Research Implications: Investigations into this theme can contribute to demystifying narratives and prejudices associated with the functionality of the body of the person with disabilities, fostering their empowerment and the formulation of policies on gender, sexual and reproductive health, mindful of human diversity.
  
 Originality/Value: Thus, the significance of this paper lies in reflecting upon and challenging stigmatized notions, for in the contemporary society where corpornormativity is deemed the aesthetic benchmark, predicated on the ideal of perfect bodies, the perspective on individuals with bodies deviating from this standard is relegated to mere commiseration and denial of rights, a situation that necessitates rectification, aspiring towards dignity, respect, and equality of opportunities for all individuals, across all life's facets.

School Choice and Improvement Program—Magnet Schools Assistance Program (ED)

School Choice and Improvement Program—Magnet Schools Assistance Program (ED)

Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth

This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.

Returns to different levels of education in Russia

PurposeEducation system stimulates the development of human capital and provides informative signaling allowing to differentiate productivity of individuals. If education system is efficient then higher levels of education usually associated with greater returns on labor market. To evaluate the efficiency of Russian education system we aim to estimate the effect of vocational education and different levels of higher education on wages.Design/methodology/approachWe use data on 8,764 individuals in the years 2019–2021. Our statistical approach addresses two critical issues: nonrandom selection into employment and the endogeneity of education choice. To tackle these problems, we employed Heckman’s method and its extension that is a structural model which addresses the issue of self-selection into different levels of education.FindingsThe results of the analysis suggest that there is a significant heterogeneity in the returns to different levels of education. First, higher education, in general, offers substantial wage premiums when compared to vocational education. Specifically, individuals with specialist’s and bachelor’s degrees enjoy higher wage premiums of approximately 23.59–24.04% and 16.43–16.49%, respectively, compared to those with vocational education. Furthermore, we observe a significant dis-parity in returns among the various levels of higher education. Master’s degree provides a substantial wage premium in comparison to both bachelor’s (19.79–20.96%) and specialist’s (12.64–13.41%) degrees. Moreover, specialist degree offers a 7.16–7.55% higher wage premium than bachelor’s degree.Practical implicationsWe identify a hierarchical pattern in the returns associated with different levels of higher education in Russia, specifically “bachelor-specialist-master.” These findings indicate that each level of education in Russia serves as a distinct signal in the labor market, facilitating employers' ability to differentiate between workers. From a policy perspective, our results suggest the potential benefits of offering opportunities to transition from specialist’s to master’s degrees on a tuition-free basis. Such a policy may enhance access to advanced education and potentially lead to higher returns for individuals in the labor market.Originality/valueThere are many studies on returns to higher education in Russia. However, just few of them estimate the returns to different levels of higher education. Also, these studies usually do not address the issue of the endogeneity arising because of self-selection into different levels of education. Our structural econometric model allows addressing for this issue and provides consistent estimates of returns to different levels of education under the assumption that individuals with higher propensity to education obtain higher levels of education.

The distributional effects of introducing a lottery system in school assignment rule: Evidence from an experiment in Beijing, China

This paper examines the distributional effects of a multi-school districting reform, involving lottery property allocation, on families’ school choice behavior in Beijing, China. Employing a competitive school district housing market model, we investigate the reform's implications on housing prices and school enrollment patterns. Using a unique dataset that combines second-hand housing transaction records and school enrollment data, we document this notable consequence: a substantial 4.57% decrease in housing prices in Haidian District post-reform, resulting in enhanced access to high-quality schools for middle-income families. However, the impact on school choice behavior exhibits structural disparities. While the reform creates opportunities for middle-income families, lower-income families may encounter challenges in accessing public primary schools, where housing prices with improved educational quality have risen by 1.21%. Conversely, affluent families opt for private schools to secure high-quality educational resources, evident in a 4.25% increase in corresponding rent. Additionally, Chinese families prefer proximity to schools to minimize commuting expenses, as reflected in a 0.56% rise in rents near public primary schools. These findings emphasize the importance of addressing both “excessive school choice competition” and the diverse educational preferences of families when implementing school assignment rule reforms in developing countries. Our research expands the literature on primary education and extends concepts for education reform in other developing countries.

Study on the Influencing Factors of Chinese Students Attending Private High Schools

After the official implementation of China's ‘General Employment Diversion’ policy on high school entrance examination, only about 50 percent of students will win the competition for senior high school education while the rest will enter vocational schools. This policy has led to the trend of parents choosing private high schools in China. Based on a detailed explanation of the general employment diversion policy, this paper analyzes the factors that affect Chinese parents' choice of private high schools and vocational schools by integrating three representative cases through interview analysis, and analyzes the family and social conflicts caused by the general employment diversion policy from a multi-dimensional perspective, as well as possible solutions. Through the reference of the existing research results of the general employment diversion policy and the interview of three cases, Chinese parents with different economic conditions are more inclined to choose high school education, which leads to the competition of educational resources in private high schools, as well as family conflicts and economic burdens. To standardize and improve the teaching and management of private high schools and vocational schools, and to change the cognitive limitations of public opinion on vocational education are crucial to realizing the equity of high school education.

Minority Student Perceptions of the Impact of Financial Cost of Pharmacy School and Career Choice at a Historical Black College and University (HBCU)

ObjectiveOne of the barriers that might prevent an underrepresented minority (URM) individual from pursuing a professional career in the United States is finances. The high disproportionate burden of student debt among URM students further perpetuates the racial wealth gap. Therefore, this study sought to evaluate the extent to which URM students’ personal finance perceptions, and current and projected student loan indebtedness, affect post-graduation career intentions. MethodsA cross-sectional analysis was conducted using data from 4 cohorts of pharmacy students using a survey from November 2, 2022 to February 1, 2023. The financial perception survey included subscales namely personal finance self-efficacy, debt influence and pressure, and risk mitigation and retirement. Descriptive statistics, simple logistic regression, and multivariate logistic regression analyses were conducted. Results93 students completed the survey and had a mean age of 28.1+5.3 years. Seventy-one percent of the respondents were female, and 67.7% had completed a 4-year bachelor's degree. There was a significant association between age and the intention to pursue postgraduate training as well as a significant association between risk mitigation and retirement perceptions and intention to pursue postgraduate training after adjusting for other factors. ConclusionAmong students from largely minority backgrounds, age and confidence in their ability to make wise investment decisions for retirement are associated with a greater likelihood of pursuing post-graduate training opportunities.

In-Person or Virtual Educational Preferences in Patients With Fibromyalgia: A Cross-Sectional Survey Study at an Academic Medical Center

PurposePatient education is a core component of treating fibromyalgia and central sensitization disorders. We sought to evaluate whether patients with fibromyalgia prefer virtual or in-person educational classes as part of their treatment program, identify underlying factors with their educational modality choice, and highlight benefits or barriers associated with in-person or online educational sessions. DesignA cross-sectional survey with a qualitative feedback component was utilized. MethodsA voluntary, anonymous survey was distributed to all participants (in-person and virtual) of the Fibromyalgia and Chronic Fatigue Clinic treatment program from October 2021 through March 2022. ResultsIn total 90 participants completed the survey. Nearly all (94%) agreed that the pathophysiologic education was relevant and valuable and (98%) agreed to feeling confident with implementing management strategies. Perceived connection between the participants varied between groups (85% of in-person vs 48% of online; p<0.001), as did perceived engagement (100% of in-person vs 71% of online; p=0.001). ConclusionsPatients value education and find it useful in treating fibromyalgia, regardless of the educational modality. The online group reported more limitations including less engagement, class participation, and connection with peers. Clinical ImplicationsAs virtual education platforms become more widely available and may be easier to access than in-person options, it is important to understand patient preferences, benefits, and disadvantages of educational modalities to ensure education and patient outcomes remain equitable.

The Role of English in China’s Matchmaking Market

Research has focused on how English proficiency influences Chinese people’s education and occupational opportunities and choices. However, little is known about how it impacts the matchmaking practice in such context. Drawing on Bourdieu’s theory of capital, this study examines the role of English in the biggest matchmaking market in Shanghai, China. Field study was conducted in People’s park in Shanghai. Information regarding marriage candidates’ English competence as presented on matrimonial posters was collected and subjected to further grounded-theory based thematic analysis. The results reveal that English competence is primarily advertised as a form of institutionalized cultural capital (e.g., the possession of particular jobs, certificates, degrees, or citizenship) to boost candidates’ socioeconomic status, and used as a gatekeeper to weed out “disqualified” candidates, meaning that non-English speaking candidates may be rejected as ineligible for matchmaking opportunities. Issues related to the commodification of English competence in the matchmaking context are discussed at the end of the paper.

The Influence of The Marketing Mix on Educational Decision-Making is a Fascinating Area of Study

AbstractThis research employs a quantitative approach, utilizing a survey method as its chosen research design to investigate factors influencing students' decisions in choosing private junior high schools in Sekupang Subdistrict, Batam. Through the distribution of questionnaires to 159 students in the specified area, data is collected on various marketing mix components and their correlation with school choice decisions. The collected data undergoes rigorous multilinear regression analysis using the SPSS tool, employing statistical methods to test formulated research hypotheses and establish relationships between marketing mix variables and school choice decisions. The interpretation of results is presented, drawing meaningful conclusions and offering implications and recommendations for further development in the context of private junior high school selection. The final stage encompasses the meticulous creation of a research report adhering to scientific standards, comprehensively detailing the research stages, findings, data analysis, conclusions, and recommendations. This study contributes to a quantitative understanding of the multifaceted factors influencing students' decisions in the specified educational context.

Review of “The Color of Homeschooling: How Inequality Shapes School Choice”

Review of “The Color of Homeschooling: How Inequality Shapes School Choice”

Strategies of Professional and Educational Choice among Technical University Applicants

Introduction. There is an acute shortage of labor resources in the modern labor market, especially with engineering qualifications. A significant part of university students do not reach the stage of obtaining a diploma. Efficient spending of federal budget funds for training of high-class technical specialists becomes extremely necessary. The purpose of this study is to identify the main strategies of choosing a university among first-year students participating in the “Priority-2030ˮ program. Materials and Methods. The goals and objectives of this descriptive study suggest obtaining a more complete understanding of professional and educational applicants’ strategies when choosing technical universities. The questionnaire method implemented in the form of an online survey was used as the main method of collecting primary empirical data. The survey was conducted in May 2023 (n = 1,888). Results. The main motives and factors influencing the professional and educational strategy of choosing a higher educational institution are determined: the characteristics of the university (its type and academic authority, position in university rankings, its transport accessibility and the availability of dormitories); prospects for further employment in the speciality received; the financial capabilities of the applicantʼs family, the main trajectories of admission to the university. The most relevant aspects of the attractiveness of the university for applicants are formulated. Discussion and Conclusion. The authorʼs conclusions contribute to the development of scientific approaches to the study of trends in the development of higher education, the theory and practice of organizing the educational process in educational organizations, the problems of professional self-determination and career guidance, methods of supporting studentsʼ professional choice. The materials of the article can be useful to Russian universities in developing an effective system of career guidance.

Transformations of Choice and Diversity in Education: Bildung from Wilhelm von Humboldt through John Stuart Mill to Milton Friedman

AbstractThere is fierce controversy in the United States over whether parents should be able to choose their children's schools and/or curriculum. To discuss the pedagogical arguments inherent in this question, Todd Alan Price and Ruprecht Mattig begin with the classical concept of Bildung as developed by Wilhelm von Humboldt around 1800. Next, they compare Humboldt's ideas with the ideas of John Stuart Mill and Milton Friedman, who stand in the tradition of liberal thought, as Mill was strongly influenced by Humboldt and Friedman, in turn, by Mill. Finally, they consider Friedman's role as a central figure in the school choice movement, and are thus able to trace a line of thought from Humboldt to actual controversies. Price and Mattig's analysis here shows that the liberalism of Humboldt, Mill, and Friedman revolves around diversity and choice in education. Moreover, it traces that in the process of translating, translocating, and transcontextualizing Humboldt's original thought through Mill to Friedman, the complexity of arguments about education and the role of parents and the state in a liberal society has been unduly reduced. The authors conclude the paper by proposing a principle for thinking about the relationship between different educational institutions in democracies.

“It’s a Chance, Not a Choice”: Black Families, School Choice, and Gentrification in Washington, D.C.

Background: Public education reforms, such as expanded school choice, have become a critical lever for remaking urban landscapes. These reforms often aim to attract and retain affluent and White families in urban schools, so scholars have examined how these parents navigate the perceived risk of choosing these schools for their children. Purpose: This paper extends this scholarship to understand how other families experience these reforms in gentrifying landscapes. We ask: (1) How do Black parents navigate school selection in a gentrifying and expansive education marketplace? (2) How do Black parents’ perceptions of schooling shape their approach to school selection? (3) How do parents’ positionalities (e.g., gender, class, place attachments, and tenure in the city) influence their experiences? Research Design: We leverage a qualitative meta-analysis design that pools data from three separately conducted studies of gentrification in Washington, D.C. For this analysis, we center on 34 Black parents’ experiences as they navigate school selection. We reanalyzed data through the lens of critical spatial and racial theories. We paid particular attention to participants’ attachments to place, their perceptions of their choices, the school and neighborhood attributes participants valued, and how they navigated school selection. Findings: Parents considered a broad range of school and neighborhood characteristics as they constructed their choice sets. As they searched for schools, Black parents made a series of racialized compromises to find schools they perceived to be racially, physically, and socially safe for their children. Parents, for example, negotiated their desire for academic rigor with their perception of schools’ social climates and their perceptions that schools would be racially affirming and inclusive. Place and space were essential to parents’ choice set construction. Schools’ physical locations and perceptions of safety influenced whether parents viewed schools as viable options for their children. Conclusion: Our study underscores the multiple factors that bound choice set construction. Critically, Black parents’ experiences as they navigated school selection suggest that the expansive educational marketplace offered a “chance, not a choice” at high-quality educational opportunities.

Unwitting Accomplices: Equal Treatment and the Perpetuation of Racialized Information Inequality in School Choice

Abstract In public education, racially segregated schools are now often understood as a natural result of a messy mix of failed policies and parent decisions. However, parent decisions and school choice are both constrained by districts. In the case of Boston Public Schools (BPS), the staff hired to support “well-informed choices” do not provide information to families—including those who need it most—even when it could mitigate known inequities. Using data from semi-structured interviews with 37 staff, participant observation in registration sites, a supplemental survey of 1,887 registering families, and district administrative data on all registering families, I find that BPS constrains the actions of frontline staff, making them unwitting proponents of the fallacy of choice. The equal treatment of families who come with unequal access to the registration and choice systems protects racial privilege in relation to schools and harms both families of color and the staff of color who work with them. This racism of omission enacted within the choice apparatus causes staff and families to focus on the selection process rather than the limited and racialized access to the public good of schools.