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"School Choice"
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Low-fee private schooling and poverty in developing countries
In Low-fee Private Schooling and Poverty in Developing Countries , Joanna Härmä draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed by both government and private schools.
eBook
Dynamic Matching in School Choice: Efficient Seat Reassignment After Late Cancellations
In the school choice market, where scarce public school seats are assigned to students, a key operational issue is how to reassign seats that are vacated after an initial round of centralized assignment. Practical solutions to the reassignment problem must be simple to implement, truthful, and efficient while also alleviating costly student movement between schools. We propose and axiomatically justify a class of reassignment mechanisms, the permuted lottery deferred acceptance (PLDA) mechanisms. Our mechanisms generalize the commonly used deferred acceptance (DA) school choice mechanism to a two-round setting and retain its desirable incentive and efficiency properties. School choice systems typically run DA with a lottery number assigned to each student to break ties in school priorities. We show that under natural conditions on demand, the second-round tie-breaking lottery can be correlated arbitrarily with that of the first round without affecting allocative welfare and that
reversing
the lottery order between rounds minimizes reassignment among all PLDA mechanisms. Empirical investigations based on data from New York City high school admissions support our theoretical findings.
This paper was accepted by Gad Allon, operations management.
Journal Article
Brown in Baltimore
In the first book to present the history of Baltimore school desegregation, Howell S. Baum shows how good intentions got stuck on what Gunnar Myrdal called the \"American Dilemma.\" Immediately after the 1954 Brown v. Board of Education decision, the city's liberal school board voted to desegregate and adopted a free choice policy that made integration voluntary. Baltimore's school desegregation proceeded peacefully, without the resistance or violence that occurred elsewhere. However, few whites chose to attend school with blacks, and after a few years of modest desegregation, schools resegregated and became increasingly segregated. The school board never changed its policy. Black leaders had urged the board to adopt free choice and, despite the limited desegregation, continued to support the policy and never sued the board to do anything else. Baum finds that American liberalism is the key to explaining how this happened. Myrdal observed that many whites believed in equality in the abstract but considered blacks inferior and treated them unequally. School officials were classical liberals who saw the world in terms of individuals, not races. They adopted a desegregation policy that explicitly ignored students' race and asserted that all students were equal in freedom to choose schools, while their policy let whites who disliked blacks avoid integration. School officials' liberal thinking hindered them from understanding or talking about the city's history of racial segregation, continuing barriers to desegregation, and realistic change strategies. From the classroom to city hall, Baum examines how Baltimore's distinct identity as a border city between North and South shaped local conversations about the national conflict over race and equality. The city's history of wrestling with the legacy of Brown reveals Americans' preferred way of dealing with racial issues: not talking about race. This avoidance, Baum concludes, allows segregation to continue.
eBook
Unsettling Choice
How the Great Recession revealed a system of school
choice built on crisis, precarity, and exclusion
What do universal rights to public goods like education mean
when codified as individual, private choices? Is the \"problem\" of
school choice actually not about better choices for all but,
rather, about the competition and exclusion that choice
engenders-guaranteeing a system of winners and losers?
Unsettling Choice addresses such questions through a
compelling ethnography that illuminates how one path of neoliberal
restructuring in the United States emerged in tandem with, and in
response to, the Civil Rights movement.
Drawing on ethnographic research in one New York City school
district, Unsettling Choice traces the contestations that
surfaced when, in the wake of the 2007-2009 Great Recession, public
schools navigated austerity by expanding choice-based programs.
Ujju Aggarwal argues that this strategy, positioned as \"saving
public schools,\" mobilized mechanisms rooted in market logics to
recruit families with economic capital on their side, thereby
solidifying a public sphere that increasingly resembled the
private-where contingency was anticipated and rights for some were
marked by intensified precarity for poor and working-class Black
and Latinx families.
As Unsettling Choice shows, these struggles over public
schools-one of the last remaining universal public goods in the
United States-were entrapped within neoliberal regimes that
exceeded privatization and ensured exclusion even as they were
couched in language of equity, diversity, care, and rights. And yet
this richly detailed and engaging book also tracks an architecture
of expansive rights, care, and belonging built among poor and
working-class parents at a Head Start center, whose critique of
choice helps us understand how we might struggle for-and
reimagine-justice, and a public that remains to be won.
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descriptions.
eBook
A contest without winners : how students experience competitive school choice
\"With a focus on Chicago Public High Schools, A Contest without Winners argues that competitive choice policy intensifies and exacerbates socioeconomic inequalities. Phillippo examines how urban infrastructure, income inequality, and racial segregation all shape policy enactment and interpretation as policymakers and educators ask students to compete for access to public resources. Her study amplifies the voices of students regarding how policies shape their lives, revealing how the individuals most impacted by school choice policy experience it academically, developmentally and civically\"-- Provided by publisher.
Book
Parental rights or parental wrongs: Parents’ metacognitive knowledge of the factors that influence their school choice decisions
School choice initiatives–which empower parents to choose which schools their children attend–are built on the assumptions that parents know what features of a school are most important to their family and that they are capable of focusing on the most important features when they make their decisions. However, decades of psychological research suggest that decision makers lack metacognitive knowledge of the factors that influence their decisions. We sought to reconcile this discrepancy between the policy assumptions and the psychological research. To do so, we asked participants to complete Choice-Based Conjoint surveys in which they made series of choices between different hypothetical schools. We then asked participants to self-report the weight they placed on each attribute when making their choices. Across four studies, we found that participants did not know how much weight they had placed on various school attributes. Average correlations between stated and revealed weights ranged from r = .34–.54. Stated weights predicted different choices than revealed weights in 16.41–20.63% of decisions. These metacognitive limitations persisted regardless of whether the participants were parents or non-parents (Study 1a/1b), the nature of the attributes that participants used to evaluate alternatives (Study 2), and whether or not decision makers had access to school ratings that could be used as metacognitive aids (Study 3). In line with prior psychological research–and in contract to policy assumptions–these findings demonstrate that decision makers do not have particularly strong metacognitive knowledge of the factors that influence their school choice decisions. As a result, parents making school choice decisions are likely to seek out and use the wrong information, thus leading to suboptimal school choices. Future research should replicate these results in more ecologically valid samples and test new approaches to school choice that account for these metacognitive limitations.
Journal Article