Allocating Pupils to Their Nearest Secondary School: The Consequences for Social and Ability Stratification

Allen, R. G. D.

doi:10.1080/00420980601184737

Cited by 100 publications

(90 citation statements)

References 31 publications

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“…For this reason there is clear evidence of a premium placed on housing in good catchment areas (Leech and Campos (2003), Allen (2007) and Gingrich and Ansell (2014)). Gibbons, Machin and Silva (2013) calculate that a school at the top of the league tables attracts a premium, in 2006, of 12% in house prices, which was equivalent then to roughly £21,000.…”

Section: Background and Related Literaturementioning

confidence: 99%

Collective choice and individual action: Education policy and social mobility in England

Jennings

2015

European Journal of Political Economy

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It is recognised that expressive preferences may play a major role in determining voting decisions because the low probability of being decisive in elections undermines standard instrumental reasoning. Expressive and instrumental preferences may deviate and in electoral settings it is more important to make policies expressively appealing. But policies are even more attractive if they can be made both expressively and instrumentally appealing. This paper studies education policy in England and proposes that the argument for increased state spending in school education is expressively appealing as it appears equitable, but the allocation of students to schools by catchment area is also instrumentally appealing to middle-class families. Allocation to schools by lottery may be expressively but not instrumentally appealing. Cutting education spending and dividing the proceeds between a tax cut to the affluent and a cash transfer to the poor may be instrumentally but not expressively appealing. The effort to provide instrumentally appealing policies with sufficient ethical content to satisfy expressive preferences may lead to inefficiency and distract attention from more serious ethical problems related to the policies. JEL Classification: D72; I2

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Section: Background and Related Literaturementioning

confidence: 99%

Collective choice and individual action: Education policy and social mobility in England

Jennings

2015

European Journal of Political Economy

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“…The level of school segregation in this case is explained entirely by the geographical distribution of students from different socioeconomic levels within the city (residential segregation) and by school location. The difference between this segregation level and the actual level is what Allen (2007) terms post-residential segregation, because it measures the additional effect of the choices of families who send their children to a school other than the one closest to their residence, whether by their own decision or because that school is not accessible to the student.…”

Section: The Design Of the Counterfactual Scenariomentioning

confidence: 99%

“…We employ a method similar to the one used by Allen (2007), who simulates a counterfactual scenario where students attend the school closest to their place of residence. The level of school segregation in this case is explained entirely by the geographical distribution of students from different socioeconomic levels within the city (residential segregation) and by school location.…”

Section: The Design Of the Counterfactual Scenariomentioning

confidence: 99%

Socioeconomic school segregation in Chile: Parental choice and a theoretical counterfactual analysis

Santos¹,

Elacqua²

2016

CEPAL Review

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In this article, we examine the hypothesis that the policy of parental school choice in Chile has increased socioeconomic school segregation. We use a georeferenced database of students and schools in the Greater Metropolitan Area of Santiago to compare actual segregation with the segregation that would occur in the hypothetical case that students attended the school nearest to their place of residence. The results indicate that school segregation is higher in the actual scenario than in the counterfactual scenario, which suggests that the interaction between family preferences and school entry barriers (tuition and selective admission process) tend to increase school segregation beyond the city's underlying residential segregation.

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“…Exercising parental choice often implies that students travel further distances from home to school. In the United Kingdom, 11-16 year-olds are estimated to travel five million kilometres more per day than if they would attend the school nearest to where they live (Allen, 2007). If new choice regimes encourage mobility between home and school, parents may take on greater travel costs.…”

mentioning

confidence: 99%

“…Both ethnic and socio-economic school segregation were found to increase after the introduction of open enrolment in the United Kingdom (Reay, 2004;Allen, 2007) and New Zealand (Fiske and Ladd, 2000;Woodfield and Gunby, 2003).…”

mentioning

confidence: 99%

Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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Allocating Pupils to Their Nearest Secondary School: The Consequences for Social and Ability Stratification

Cited by 100 publications

References 31 publications

Collective choice and individual action: Education policy and social mobility in England

Collective choice and individual action: Education policy and social mobility in England

Socioeconomic school segregation in Chile: Parental choice and a theoretical counterfactual analysis

Markets in Education

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