Choice of Ontario high schools and student sorting by ability

Leonard, Philip S.J.

doi:10.1080/00036846.2015.1047087

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…As noted earlier, Ontario legislation requires separate boards to allow non-Catholics to enroll in secondary grades, thus creating enhanced opportunities for both interdistrict and intradistrict choice within Catholic districts. Leonard's (2013) study of student attendance patterns in eight Toronto area districts found that while 46% of TDSB students attended a high school other than the one to which they were initially assigned, a whopping 71.4% of students in the TCDB attended a high school other than the one closest to their residence. Overall, the average proportion of students in the eight districts studied who were attending other than their assigned or closest high school was 41%.…”

Section: District Initiated School Choicementioning

confidence: 99%

School Choice in Canada: Diversity Along the Wild–Domesticated Continuum

Allison

2015

Journal of School Choice

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Policies governing school choice in each of Canada's 10 provinces are summarized and then compared using a conceptual continuum contrasting "domesticated" and "wild" organizations. Analysis focuses on the evolution of school choice in the six most populous provinces accounting for 93% of the Canadian population. Ontario, the largest province, accounting for 38% of population, emerges as displaying the greatest contrast between highly domesticated public schools and notably wild nonpublic schools.

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Section: District Initiated School Choicementioning

confidence: 99%

School Choice in Canada: Diversity Along the Wild–Domesticated Continuum

Allison

2015

Journal of School Choice

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Non-public competition and public school performance: evidence from West Virginia

2016

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In this study, we investigate whether nonpublic school enrollment affects the performance of public school districts. If homeschooling and private schools act as competition, public school districts test scores should be positively associated with nonpublic enrollment. Using data on West Virginia county school districts, and controlling for endogeneity with an instrumental variables approach, we find that a one standard deviation increase in relative nonpublic enrollment in a county is associated with statistically significant increases in public school district test scores. Our findings thus confirm that nonpublic enrollment and the competition it provides act to improve, rather than impede, public school performance.

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