‘The best school for my child?’ Positions, dispositions and inequalities in school choice in the city of Barcelona

Alegre, Miquel Àngel; Benito, Ricard

doi:10.1080/01425692.2012.686896

Cited by 20 publications

(17 citation statements)

References 21 publications

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“…These activities can serve as mechanisms for filtering out students who may be special needs or who may require remediation-a finding which is consistent with prior research on charter school admission practices (Lubienski, 2006). Moreover, these filtering mechanisms are in addition to the fact that parents with more economic and social capital are able to spend more time in and around the school, volunteering and contributing their energy in an effort to build a relationship with the principal in an attempt to raise the value of their stock to influence admissions decisions-a finding which is also consistent with previous research (Alegre & Benito, 2012). In this way, it is not the parents who put pressure on the school through competition but rather the school that puts pressure on the parents to contribute to the school so that their child may be given priority for selection.…”

Section: Student Selectionsupporting

confidence: 80%

“…For example, on information access, Alegre and Benito (2012) reveal that parents in advantaged socioeconomic positions are better able to access privileged information (i.e., insider information on a school through social networks) than marginalized families, who must rely on "under-capitalized channels" (i.e., publically-available information). This information asymmetry influences the choice sets that parents construct when exploring options for their children (Waslander, Pater, & van der Weide, 2010).…”

Section: Theory Vs Reality In the Literaturementioning

confidence: 99%

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Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

Edwards

DeMatthews

Hartley³

2017

EPAA

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While charter schools are among the most prevalent public-private partnerships in the education sector, they are frequently only assessed by measuring outputs such as enrollment and test scores. In contrast, this article assesses the logic model behind charter schools, specifically the mechanisms of accountability and competition, through a study of the Concession Schools in Bogotá, Colombia, using a realist evaluation methodology. Despite the program's success in increasing access in marginalized areas, findings indicate that accountability and competition were hindered in practice-because of insufficient choice for parents and other unique organizational and Education Policy Analysis Archives Vol. 25 No. 10 2 political factors. For example, particular issues emerged that influenced the availability of viable charter operators to open and manage schools while political orientations, political shifts, and evaluation design issues affected the charter authorizer's ability to monitor, assess, and hold charters accountable. Successfully operationalizing public-private partnerships requires that the mechanisms underlying each link in the policy theory are carefully designed and supported, that they directly connect, and that the functioning of one does not adversely impact the others-a difficult task given the dynamic and sensitive nature of such mechanisms and the imperfect world of educational reform. The article concludes by reflecting on a number of issues, including charter school exit from the market, the need for accountability of charter authorizers themselves, the increasing political clout of charter management organizations and their allies, and the ways that these actors circumvent or avoid public accountability. Keywords: charter schools; Colombia; public-private partnerships; accountability; competition; charter authorizers Asociaciones público-privadas, rendición de cuentas y competencia: Teoría versus realidad en las escuelas chárter de Bogotá, Colombia Resumen: Si bien las escuelas chárter se encuentran entre las asociaciones público-privadas más relevantes en el sector educativo, con frecuencia sólo son evaluadas por sus indicadores de cobertura/matrícula y por los resultados de las pruebas. Tomando distancia de esta tendencia, este artículo evalúa los componentes del modelo que hay detrás de las escuelas chárter y, específicamente, se enfoca en los mecanismos de rendición de cuentas y competencia, en un estudio de caso sobre las Escuelas por Concesión en Bogotá, Colombia, utilizando una metodología de evaluación realista. A pesar del éxito del programa al permitir el aumento en el acceso a la escuela en áreas marginadas, los hallazgos indican que la rendición de cuentas y la competencia se vieron restringidas en la práctica debido a la escasa posibilidad que tienen los padres para elegir y a otros factores particulares de índole política y organizativa. Por ejemplo, surgieron problemas específicos que influyeron en la disponibilidad de agentes idóneos que pudieran asumir la apertura y ad...

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Section: Student Selectionsupporting

confidence: 80%

Section: Theory Vs Reality In the Literaturementioning

confidence: 99%

Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

Edwards

DeMatthews

Hartley³

2017

EPAA

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“…The only exception is Olmedo (2008aOlmedo ( , 2008b who employs the concept of 'magical policies' (Ball 1993) to designate school choice policies in Spain. It was only after Stephen Ball's new research on privatization had started to become well-known, that some of his policy concepts, and especially his dual typology of 'endogenous' and 'exogenous' forms of privatization, started to be used by several researchers to integrate school choice policies under the wider umbrella of privatization policies through which dominant groups try to alter existing rules of exclusion to maintain their advantages and their power (Olmedo and Santa Cruz 2010;Alegre and Benito 2012;Bernal and Lacruz 2013).…”

Section: Choice Markets and Neoliberal Policiesmentioning

confidence: 98%

School choice research in five European countries: the circulation of Stephen Ball's concepts and interpretations

Zanten¹,

Kosunen²

2013

London Review of Education

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This article analyzes the influence of Stephen Ball's work on research on markets and school choice in five European countries (Finland, France, Norway, Spain, and Sweden). The main focus is on the intellectual circulation of ideas, but the authors also take into account the relationship between ideas and social and political changes, as well as between ideas and the organization of research communities. Concepts derived from policy sociology are used to examine the dissemination of concepts and interpretations. Three areas of study are taken into account (school choice policies, choice as a class strategy, and choice within local education markets). The conclusion points out differences between countries and underlines the need to take into account processes of migration of ideas between national research communities in a more integrated European research area.

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“…Tais estudos observam que há distintas capacidades de escolha e que diversos fatores influenciam esse processo (Alegre & Bentino, 2012;Ball & Vincent, 1998;Bell, 2005;Holme, 2002;Resende, Nogueira, Marques, & Nogueira, 2011 (Elacqua, 2012;Glenn, 2009;Gorard, Taylor, & Fitz, 2003;Noreisch, 2007).…”

Section: O Debate Sobre Escolha Escolar E Acesso àS Escolasunclassified

Dinâmicas de matrícula em escolas públicas na cidade do Rio de Janeiro

et al. 2016

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Resumo Este estudo discute, com base na análise da alocação de alunos em um polo de matrícula, a distribuição de oportunidades educacionais e a existência de possíveis mecanismos de segregação escolar em escolas da rede municipal do Rio de Janeiro. O objetivo é compreender a distribuição dos alunos entre escolas na transição do 5º para o 6º ano do Ensino Fundamental, analisando as ações das famílias e da direção das escolas. O estudo combinou análises quantitativas e qualitativas. Utilizou-se a base de dados da Secretaria Municipal de Educação para análise dos padrões de envio de alunos. Realizaram-se entrevistas com 30 famílias e 3 diretores, para compreender os critérios das famílias para escolha de escolas, as estratégias para acessá-las e os procedimentos de matrícula adotados pelos gestores. Os resultados apontam a existência de padrões para envio de alunos a escolas com características semelhantes e mostram que as famílias seguem caminhos distintos para conseguir vagas nas escolas e que a direção das escolas tem papel ativo na seleção do alunado.

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‘The best school for my child?’ Positions, dispositions and inequalities in school choice in the city of Barcelona

Cited by 20 publications

References 21 publications

Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

School choice research in five European countries: the circulation of Stephen Ball's concepts and interpretations

Dinâmicas de matrícula em escolas públicas na cidade do Rio de Janeiro

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