Disconnected Reform: The Proliferation of School Choice Options in U.S. School Districts

Abstract

This article analyzes an original dataset measuring school choice availability and usage in large, urban U.S. school districts from the 1995-1996 school year through the 2002-2003 school year. The results, disaggregated by school choice type, show that publicly funded schools of choice significantly expanded their enrollments over the time period, while private school enrollments remained fairly constant. Student demographics and geographic region account for some of the variation in district level availability and usage of school choice. Further analysis suggests that the presence of one type of school choice does not necessarily lead to availability and usage of other types of choice.

Schools of Choice and Neighborhood Schools: A Texas Statewide Investigation into the Academic Achievement of Their Students of Color

“…However, the mixed results from this investigation were in contrast with a number of previous researchers who provided evidence of positive effects of school choice participation on reading and mathematics performance (e.g., Bicer & Capraro, 2018;Bonner, 2017;Kitmitto et al, 2016;Sahin et al, 2017). The mixed findings from this study, consistent with previous researchers (e.g., Berends, 2015;Browne & Slate, 2021;Cohodes, 2018;Jabbar et al, 2019;Linkow, 2011;Raymond et al, 2013) provide insufficient evidence that school choice offers the much sought-after academic benefits for students of color when compared with neighborhood campuses. Nevertheless, the positive outcomes that emerged from this investigation do not discount the potential of school choice programs to narrow the achievement gaps of students of color more specifically for Black students.…”

“…As traditional school districts expand their school choice programs to be responsive to current market-based demands for 21st century workforce skills, it is imperative to examine how existing school choice programs are influencing student achievement, which could potentially determine their success in accessing and thriving in postsecondary opportunities. A need clearly exists to determine the extent to which these programs are effectively implemented, particularly given the preponderance of studies about charter schools and magnet programs (e.g., Archbald et al, 2018;Blatt & Votruba-Drzal, 2021;Berends, 2015;Kitmitto et al, 2016;Linkow, 2011;Ni & Arsen, 2011;Teasley et al, 2016).…”

Who Chooses and Why in a Universal Choice Scholarship Program

“…Instead, suburban middle-class parents-much like their urban peers-seek out choices based on perceived educational quality, something clearly within the purview of schools. For institutions and leaders operating within an educational marketplace-which the current trajectory of school choice indicates may be an increasing number of schools and leaders (Linkow, 2011)-this means that programmatic and curricular offerings, extracurriculars, or environmental amenities may provide some "curb appeal" but do not appear to be primary motivating factors. Indeed, results reported here show that school facilities and extracurricular activities were identified by no one as the most important reason for applying for a scholarship.…”

“…In addition, the historical trajectory of choice during the past several decades has been one of additional choice programs in an increasing number of states (Linkow, 2011). Some of this is an expansion of public choice, such as charter schools, but private choice has also seen growth in the form of voucher and tax credit scholarship programs.…”

U.S. Traditional Public School Principals’ Sensemaking of Their Role as School Marketers

“…The United States is a particularly timely context to examine how school stakeholders engage in marketing as over the past several decades traditional public schools have faced increased competition for students. Charter schools in particular have proliferated in the United States and parents/guardians have more choices about where to send their children to school than in previous years (Linick & Lubienski, 2013; Linkow, 2011). Due in part to these changes to the educational landscape in the United States, traditional public schools have shifted more of their attention to marketing their schools (Loeb et al, 2011).…”