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Lacireno-Paquet Natalie & Brantley Charleen (2008). Who chooses schools, and why ? The characteristics and motivations of families who actively choose schools. Education Public Interest Center - EPIC. En ligne : < ... /EPSL-0801-247-EPRU.pdf>. 
Added by: Brigitte Bacconnier (12 Jan 2008 10:38:25 Europe/Paris)   Last edited by: Brigitte Bacconnier (12 Jan 2008 11:17:53 Europe/Paris)
Resource type: Government Report/Documentation
BibTeX citation key: LacirenoPaquet2008
Categories: General
Keywords: carte scolaire
Creators: Brantley, Lacireno-Paquet
Publisher: Education Public Interest Center - EPIC
Views: 1338/2534
Views index: 18%
Popularity index: 4.5%
URLs     http://epsl.asu.ed ... -0801-247-EPRU.pdf
This policy brief examines empirical research on the demographic characteristics of students and families who actively engage in school choice as well as the research on the motivations, preferences and behavior of families who actively choose schools. Although there have been many surveys asking parents about their preferences for schools or about what they would choose if they had a choice, such studies are not the focus of this brief. Rather, the research reviewed here is only that which focuses on those who have actively chosen a school. The choice options examined here include home schooling, private schools, vouchers, and public school choice programs such as controlled choice districts, charter schools, and magnet schools.
Among the formal choice programs, including vouchers, charters, magnets, and controlled choice, the characteristics of those who exercise choice to some extent depend on the population targeted and the design of the choice program. For example, private school choosers are predominantly White and non-poor, which reflects that the cost of this option often makes private school inaccessible for many Americans. Those who use vouchers to attend private schools, on the other hand, tend to be poor and minority, which reflects that the design of these programs frequently target low-income and minority populations in urban areas. Charter schools are more widely available. However, many are concentrated in urban areas, and a majority of charter choosers nationwide are minorities. Yet within choice options, the data also indicate that trends in enrollment by race and income vary widely among states and even districts.
In contrast, there is much less variation in why parents and students
exercise choice. The primary stated motivation in all types of choice is perceived academic quality; the primary influence in terms of documented behavior is peer composition in terms of race and class. The specific reasons for, and approaches to, choosing depend on each unique family, but the evidence does show that White parents tend to avoid schools with high minority concentrations, and minority parents tend to avoid schools with high percentages of low-income students. Accordingly, school choice programs have the possibility of increasing racial and ethnic segregation, but policy design may be able to mitigate these effects.(auteurs)
Added by: Brigitte Bacconnier  Last edited by: Brigitte Bacconnier
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