School Choice in California: Who Chooses Private Schools?

Buddin, Richard; Cordes, Joseph J.; Kirby, Sheila Nataraj

doi:10.1006/juec.1997.2063

Cited by 59 publications

(52 citation statements)

References 18 publications

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“…Private schools, as such, apparently represented a more attractive option for students attending lowerperforming public schools. This finding is consistent with other scholars' analyses of private school enrollments in California (Buddin, Cordes, and Kirby, 1998). At this phase in the program, it still is not clear whether those who used vouchers in New York came from more advantaged social backgrounds than those who opted to remain in public schools.…”

Section: Who Initially Takes Vouchers?supporting

confidence: 93%

“…Numerous scholars have examined how public and private school students differ from one another (Betts and Fairlie, 2001;Buddin, Cordes, and Kirby, 1998;Figlio and Stone, 2001;Lankford and Wyckoff, 1992;Long and Toma, 1988). For the most part, these studies show that private school families have especially strong religious commitments, have higher incomes, and live in districts whose public schools score relatively low on standardized tests and have higher student-to-teacher ratios.…”

Section: The Literaturementioning

confidence: 99%

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Dynamic selection effects in means‐tested, urban school voucher programs

Howell

2004

J Policy Anal Manage

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Much of the controversy surrounding school vouchers, and privatization schemes generally, stems from concerns about social stratification. This paper identifies the form and magnitude of selection effects in a means-tested New York City voucher program. It compares students who applied for vouchers, with the eligible population of public-school students; those who initially used vouchers, with those who declined them; and those who remained in private schools, with those who eventually returned to public schools. Differences along the lines of ethnicity, residential mobility, mother's education, and income are observed. In addition, specific aspects of a child's education-parental satisfaction, school uniform requirements, and larger class sizes-all increased the length of time voucher students remained in private schools. Throughout the program's life span, however, the largest and most consistent effects revolved around families' religious identity and practices. © 2004 by the Association for Public Policy Analysis and Management.

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Section: Who Initially Takes Vouchers?supporting

confidence: 93%

Section: The Literaturementioning

confidence: 99%

Dynamic selection effects in means‐tested, urban school voucher programs

Howell

2004

J Policy Anal Manage

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“…Vouchers for admission to private schools in New York, distributed on a random basis to 2000 children from poor families, indicated no significant difference for white Americans but did find a significant impact for African-Americans (Howell and Peterson, 2002) although this effect was later contradicted by another study (Krueger and Zhu, 2002). A study in California, which tested a range of voucher designs using an econometric model of school choice, found that vouchers mainly subsidize the private education of existing pupils and do have a significant impact on utilization of private schooling amongst the poor (Buddin et al, 1998). In Wisconsin a scheme was launched to permit 1000 low-income students to attend private schools (West, 1997).…”

Section: Consumer-led Dsf In Educationmentioning

confidence: 92%

“…In these countries there does appear to be a genuine concern that choice is mainly a benefit accruing to higher income groups since providers tend to cluster 280 T. ENSOR in areas with a denser, wealthier population. One study of vouchers in California, for example, noted the higher cost of transport among the poor as a limitation to effective choice amongst this group (Buddin et al, 1998). A more active variant of this argument is that providers may actively seek to take only cheaper cases.…”

Section: Consumer-led Demand Side Financing 279mentioning

confidence: 97%

Consumer‐led demand side financing in health and education and its relevance for low and middle income countries

Ensor

2004

Health Planning & Management

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There is increasing awareness that supply subsidies for health and education services often fail to benefit those that are most vulnerable in a community. This recognition has led to a growing interest in and experimentation with, consumer-led demand side financing systems (CL-DSF). These mechanisms place purchasing power in the hands of consumers to spend on specific services at accredited facilities. International evidence in education and health sectors suggest a limited success of CL-DSF in raising the consumption of key services amongst priority groups. There is also some evidence that vouchers can be used to improve targeting of vulnerable groups. There is very little positive evidence on the effect of CL-DSF on service quality as a consequence of greater competition. Location of services relative to population means that areas with more provider choice, particularly in the private sector, tend to be dominated by higher and middle-income households. Extending CL-DSF in low-income countries requires the development of capacity in administering these financing schemes and also accrediting providers. Schemes could focus primarily on fixed packages of key services aimed at easily identifiable groups. Piloting and robust evaluation is required to fill the evidence gap on the impact of these mechanisms. Extending demand financing to less predictable services, such as hospital coverage for the population, is likely to require the development of a voucher scheme to purchase insurance. This suggests an already developed insurance market and is unlikely to be appropriate in most low-income countries for some time.

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“…Most of the studies evaluate the competition effects of private school enrollment relative to public schools (Hoxby, 1994;Lankford et al, 1995;Buddin et al, 1998;Epple and Romano, 1998;Goldhaber et al, 1999), showing that an increase in school choice is related with more efficient public schools, a greater sorting of students by ability and positive peer effects.…”

Section: Introductionmentioning

confidence: 98%

The effects of school competition on the achievement of Italian students

Ponzo¹

2010

Manage. Decis. Econ.

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In this paper, we study the impact of the degree of school competition on the achievement of Italian students. Specifically, competition is measured as the number of schools available to students in a given area. The aim is to evaluate whether an increase in school choice improves the quality of education. Using the Programme for International Student Assessment (PISA, 2006) dataset we investigate with simple Least Squares regression models, controlling for a host of individual and school characteristics, if secondary school students with a wider range of schools choices perform better than those students whose choice is more limited. We find a significant positive correlation between students' performance and the degree of local schools competition. Moreover, we show that students achieve much better outcomes if schools operating in more competitive environments also experience a higher pressure on academic standards coming from parents.

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School Choice in California: Who Chooses Private Schools?

Cited by 59 publications

References 18 publications

Dynamic selection effects in means‐tested, urban school voucher programs

Dynamic selection effects in means‐tested, urban school voucher programs

Consumer‐led demand side financing in health and education and its relevance for low and middle income countries

The effects of school competition on the achievement of Italian students

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