Challenging the market logic of school choice: A spatial analysis of charter school expansion in Chicago

Farmer, Stephanie; Poulos, Chris; Baber, Ashley

doi:10.1080/07352166.2018.1555437

Cited by 13 publications

(11 citation statements)

References 32 publications

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“…A second theoretical category included those studies, about a quarter of all included studies, that drew on literature or theoretical constructs stemming directly from the phenomena of study. For example, several studies drew on the literature on school choice decision-making (e.g., Parsons et al, 2000) or used spatial methods to directly test the logical links in market theories (e.g., Farmer et al, 2019). Again, these studies were nearly all quantitative and fell into the education policy issue area.…”

Section: Resultsmentioning

confidence: 99%

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Butler

Sinclair

2020

Review of Research in Education

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Place is an inescapable aspect of daily life and is intimately linked to our life experiences. An expanding body of research has investigated how place shapes the “geography of opportunity” as well as students’, families’, and stakeholders’ experiences in and around schools. While researchers have begun to investigate the spatial context of education, the notion of place remains somewhat underconceptualized in education research. This chapter draws on an interdisciplinary review of 60 empirical, education-related studies to understand how researchers have accounted for place, the theoretical and conceptual frames in which they ground their work, and their data collection methods. We find that researchers have used place inquiry and spatial methods to investigate diverse education-related phenomena, such as school choice and teaching and learning. Beyond using place to identify and describe inequalities, we argue that place inquiry and spatial methodologies can strengthen the potential of education research to disrupt systems of power and oppression by also advancing our knowledge of the nature of and potential solutions to educational injustice.

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Section: Resultsmentioning

confidence: 99%

Place Matters: A Critical Review of Place Inquiry and Spatial Methods in Education Research

Butler

Sinclair

2020

Review of Research in Education

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“…Henig [19] built a complex model for choosing schools by the geographic information system (GIS). Some research focused on public and charter schools [20] and school campus network planning and design in a specific area [21]. irdly, former researchers have paid more attention to the spatial relationship between educational resources and public facility allocation.…”

Section: Literature Reviewmentioning

confidence: 99%

Modelling the Spatial Distribution Differences of Compulsory Education Resource

Liang

2021

Discrete Dynamics in Nature and Society

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This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.

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“…Moreover, critical race spatial analysis offers a visual representation of inequities and resistance, and these visual representations can include maps, historical and contemporary data (i.e., news articles, historical documents, and other forms of media), individuals 'or groups' experiences, and statistical analyses over time (Du Bois, 1899;Farmer et al, 2020;Soja, 2010;Tate, 2008). From these elements emerge a more robust examination of the multiscalar realm (e.g., borderlands); a socially constructed and interconnected dimension composed of macro-geographical (global), meso-geographical (regional), and micro-geographical (local) layers (Morrison et al, 2017;Soja, 2010).…”

Section: Critical Race Spatial Analysismentioning

confidence: 99%

“…A noticeable difference is that Houston ISD contained multiple densely populated census tracts, whereas the surrounding ISDs had centralized clusters of residential density typically around transportation infrastructure. The urban emergent and characteristic ISDs contained multiple schools situated in the same type of spatial density as urban intensive districts, revealing that for select schools the potential for overcrowding was a reality; and a forewarning of future tensions regarding zoning and new traditional and charter school locations (Farmer et al, 2020;Spring ISD, n.d.).…”

Section: Locationmentioning

confidence: 99%