School Choice in London and Paris – A Comparison of Middle‐class Strategies

Benson, Michaela; Bridge, Gary; Wilson, Deborah

doi:10.1111/spol.12079

Cited by 47 publications

(40 citation statements)

References 43 publications

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“…Some evidence has suggested that parents from higher socioeconomic (SES) backgrounds are more likely to value academic performance than those from lower SES backgrounds (Hastings, Van Weelden, and Weinstein 2007;Leroux 2015) providing motivation to gain entry to selective schools. A body of research has also indicated the role of peer group and social mix in influencing the schools that parents consider and choose (Bagley, Woods, and Glatter 2001;Benson, Bridge, and Wilson 2015;Burgess et al 2011). In line with earlier work (Francis and Archer 2005;Modood 2003), Cribb, Sibieta, and Vignoles (2013, 8) suggest that "differences in educational attitudes and aspirations" may play a role in where children attend school and their attainment.…”

Section: Why Are Fewer Disadvantaged Pupils Attending Grammar Schools?mentioning

confidence: 72%

Reframing the English grammar schools debate

Morris

Perry

2016

Educational Review

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Section: Why Are Fewer Disadvantaged Pupils Attending Grammar Schools?mentioning

confidence: 72%

Reframing the English grammar schools debate

Morris

Perry

2016

Educational Review

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“…Some proponents of school choice argue that expanding non-neighbourhood options can 'liberate' lower-SES and nonwhite students from traditional public schools in lower-resourced neighbourhoods. Critics, however, worry that the increasing provision of school choice provides white and higher-SES parents greater opportunities to bypass schools with a higher proportion of minority or low-income students, thus upholding school segregation, as recent work in the US (Renzulli and Evans, 2005;Saporito, 2003;Saporito and Sohoni, 2006), UK (Benson et al, 2015;Hamnett et al, 2013) and Europe (Noreisch, 2007;Oberti, 2007) suggests. As whites opt out of neighbourhood public schools with a higher presence of nonwhite and poor students, the racial compositional match between neighbourhoods and schools loosens -schools become less white than their surrounding neighbourhood.…”

mentioning

confidence: 99%

Neighbourhood change and the neighbourhood-school gap

Candipan

2019

Urban Studies

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Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.

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“…One possible reason for the inconsistency of these results is that schools do not always react as expected to parents’ school choices, because parents do not send clear signals when choosing one school over another (Manna ; Van Dunk and Dickman ). Another possibility is that parents’ perception of school quality is linked more strongly to schools’ composition and reputation than to schools’ performance, while the connection between schools’ composition and reputation on the one hand and schools’ performance on the other hand may be weak (Benson et al ). Hence, it is possible that the availability of an exit option incentivizes schools to influence school composition and reputation rather than test results.…”

Section: The Three Presuppositionsmentioning

confidence: 99%

Choice and competition in education: Do they advance performance, voice and equality?

Mascini

Braster

2017

Public Administration

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Based on a multilevel analysis of the OECD PISA 2012 data on school test results for 60 countries, we have established that three presuppositions underlying the policy recommendation to introduce more choice and competition in education are untenable.First, rather than choice and competition, we find that parental voice and targets and performance measurement incentivize schools to improve students' test results. Second, we do not find that choice and competition increase parental voice's impact on students' test results. Third, we do not find that choice and competition have more equal outcomes in terms of students' test results than has parental voice. Students from high-SES families not only benefit most from parental voice, but they also benefit most from choice and competition. Overall, we do not find support for the policy recommendation to shift the balance in education in the direction of the choice-and-competition model.

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School Choice in London and Paris – A Comparison of Middle‐class Strategies

Abstract: Abstract

Cited by 47 publications

References 43 publications

Reframing the English grammar schools debate

Reframing the English grammar schools debate

Neighbourhood change and the neighbourhood-school gap

Choice and competition in education: Do they advance performance, voice and equality?

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