Walk the Walk: School Choice Process Consistency in Large U.S. Public School Districts

Abstract

School choice has become increasingly prevalent since the twentieth century, but simply offering school options is not an automatic path to educational equity. The literature identifies many ways that school choice policies and practices have fallen short in providing truly accessible opportunities to all students, particularly low-SES students. This study seeks to answer two research questions. First, to what extent are school districts consistent in their adoption of choice policy? Second, what are predictors of districts having higher or lower access and academic selection?

I compiled district profiles on a team under Professor Jennings at the ERS at Princeton University. We created a code to quantify the ten aspects of school choice that are used as the main variables in this study. I present a conceptual framework through which elements of choice can be evaluated. I compiled percentage tables and conducted bivariate analyses, and regression analyses using district covariates.

First, I find that the majority of districts have some choice and an overall positive trend towards having some level of making that choice accessible. Second, I find that when tested against each other, majority percentages showed consistency between an indication of a goal and the application of tha goal in the real world (family’s action) or lack thereof. Third, I find district characteristics that predict both access and academic selection. Per-pupil expenditure and percent of 5-17-year-olds in poverty are associated with higher access, while being an urban setting is correlated with lower access. Enrolling greater than 200,000 students predicts having more academic selection.