What Research Can Tell Policymakers about School Choice

Paul Teske and Mark Schneider
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Paul Teske: Political Science Department, SUNY Stony Brook, Postal: Political Science Department, SUNY Stony Brook
Mark Schneider: Political Science Department, SUNY Stony Brook, Postal: Political Science Department, SUNY Stony Brook

Journal of Policy Analysis and Management, 2001, vol. 20, issue 4, 609-631

Abstract: American school systems have implemented several different kinds of school choice policies, and most of them are controversial. The research literature on various forms of school choice reveals some areas of consensus, but other areas where the results of studies diverge. Consensus results show that parents are more satisfied with choice, that they report using academic preferences to make choices, and that they tend to be more involved with their child's education as a consequence of choice. There is some, though mixed, evidence of improved test scores for children involved with various forms of choice. Actual parental use of choice and gathering of information, however, show some evidence of stratification, not always by race or income, but often by the level of parental involvement and motivation. These results provide considerable evidence about the effects on students whose parents have made an active choice, but more policy research is needed on the effects of competition on students in schools that have not been chosen. © 2001 by the Association for Public Policy Analysis and Management.

Date: 2001
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Persistent link: https://EconPapers.repec.org/RePEc:wly:jpamgt:v:20:y:2001:i:4:p:609-631

DOI: 10.1002/pam.1020

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