Meddling with school choice: comparing education policy interventions and their impact on school segregation

Boterman, Willem; Lobato, Isabel Rámos

doi:10.1080/03050068.2022.2055297

Cited by 6 publications

(2 citation statements)

References 49 publications

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“…Interestingly, our analysis of the interviews with representatives of the city's schools department and the Treefield school principals and of municipal documents (e.g., the school development plan) reveals that there are no explicitly defined common guidelines or shared goals on the social composition of schools, whether at city or neighborhood level. These initial findings are corroborated by Boterman and Ramos Lobato's (2022b) comparative study of school choice policy reforms in the Netherlands and Germany, demonstrating that even school reforms specifically designed to re-regulate school admissions procedures address neither the (desired) composition of schools nor segregation in schools per se. The lack of overarching guidelines or guiding principles on the social composition of schools means that school principals (have to) fill this gap with individual decisions and concepts.…”

Section: (Lacking) Guidelines On School Composition and Schools' Unde...mentioning

confidence: 94%

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Ramos Lobato,

Goldbach,

Hanhörster

2023

Front. Sociol.

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School segregation is a key topic in urban, educational and inequality research. While previous studies have mainly focused on the effects of both parental school choice and residential segregation patterns on the composition of schools, we draw attention to institutional players steering access to elementary schools as one important dimension of institutional discrimination. Combining expert interviews with school principals and the local schools department with a quantitative survey among parents, we scrutinize the interplay between institutional structures and practices and parental school choice strategies. We identify three dimensions of institutional discrimination as being particularly relevant for school access, and thus for school segregation and inequality: a school’s guidelines and strategic objectives in dealing with segregation, the enrollment process, and a school’s profiling and information policies. These factors prove to be rather subtle, yet crucial facets of institutional discrimination, co-producing and perpetuating spatial inequalities.

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Section: (Lacking) Guidelines On School Composition and Schools' Unde...mentioning

confidence: 94%

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Ramos Lobato,

Goldbach,

Hanhörster

2023

Front. Sociol.

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“…They complement the textbook with local insights from their literature. Empirical research in developing nations shows that multi-pathway therapies significantly boost student performance and learning (Boterman & Lobato, 2022). Thus, supply-side interventions that do not change instructors' views on employing extra materials are less effective.…”

Section: Introductionmentioning

confidence: 99%

Developing Local Education Content Supplementary Textbook Innovation by Referencing to Women in Floating Market

Rajiani

Prayitno

Kot

et al. 2023

IJOLAE

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For local content is required in the Indonesian curriculum, the current study aims at determining local values derived from women struggling in floating markets of South Kalimantan, Indonesia. Five distinctive values were revealed using direct observation and Delphi Techniques: a high tolerance for ambiguity, sustainable innovation, independence, high risk-taking propensity, and external locus of control. Since teachers consist-ently claim that materials centred on events on the island of Java (Java-based approach) dominate social studies instruction, the finding of this study can be used as a model for developing supplementary materi-al based on the real example of locality uniqueness.

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Rethinking educational strategies through Bourdieu´s “trialectic” of space: insights from the Chilean case

Abufhele,

Théodore,

Angelcos

et al. 2024

Educational Review

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Meddling with school choice: comparing education policy interventions and their impact on school segregation

Cited by 6 publications

References 49 publications

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools

Developing Local Education Content Supplementary Textbook Innovation by Referencing to Women in Floating Market

Rethinking educational strategies through Bourdieu´s “trialectic” of space: insights from the Chilean case

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