Do student migrations affect school performance? Evidence from Wisconsin's inter-district public school program

Inter-District School Choice: Transfer Policy and Practice in a Fragmented Metropolitan Region

“…This observation reflects previous findings, i.e., wealthier families often benefit the most from voluntary and colorblind school choice programs (Holme & Richards, 2009;Wells & Roda, 2009). Joe, the district administrator in Clover Hills, explained that his district attracts many transfer students with its high API averages.…”

“…Since that time, inter-district choice has generally operated under one of two very different assumptions. The more conservative assumption claims that giving students a choice of schools will create competitive market pressure resulting in the improvement of all schools involved (Welsch & Zimmer, 2012). Although many researchers have attempted to support this claim, critics of free market theories argue that such reasoning only applies in affluent areas because low-income districts lack the necessary resources to compete (Wilson, 2011).…”

“…Because the transfer application used in Calderon County does not require students to identify their race or ethnicity, it is difficult to trace documented patterns beyond the observations of district administrators. However, administrator commentary and extant literature (see Wells & Roda, 2009), strongly suggest that the inter-district transfer process may exacerbate already existing segregation and disparity of access to education based on race and class. The present study reveals that administrators have the power to reinforce the legacies of older policies or reject them through their own personal approaches to inter-district mobility.…”

“…Although many researchers have attempted to support this claim, critics of free market theories argue that such reasoning only applies in affluent areas because low-income districts lack the necessary resources to compete (Wilson, 2011). Studies have also shown that school choice systems based on free market theory can actually create segregation, particularly when those systems lack the explicit goal of racial integration (Mickelson, Bottia, & Southworth, 2008;Wells & Roda, 2009).…”

“…Literature also suggests that government decision-making generally favors citizens with higher incomes and greater social status, which can greatly affect school choice policy and administration (Frankenberg, 2012, p. 34). Additionally, when choice programs are voluntary and colorblind, and thus lack the explicit goals of diversity and integration, racial and socioeconomic segregation are reinforced as affluent and White families gain or maintain access to the most desired schools (Wells & Roda, 2009). Holme and Richards (2009) also note that programs that failed to provide adequate information and free transportation options to low-income students saw low participation rates from that demographic.…”