Everyday Politics of School Choice in the Black Community

Pattillo, Mary

doi:10.1017/s1742058x15000016

Cited by 115 publications

(131 citation statements)

References 72 publications

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“…School choice requires that parents have the time and knowledge to research school options, navigate complicated choice systems, and, in some cases, provide their own transportation to school. Not surprisingly, research shows that low-income families and families of color are less likely to participate in school-choice programs (Pattillo, 2015;Pattillo, Delale-O'Connor, & Butts, 2014;Pérez, 2011;Rhodes & DeLuca, 2014). As a result, even programs designed to create racial diversity can end up unintentionally excluding low-income families and families of color.…”

Section: School Choice and School Diversitymentioning

confidence: 99%

Racial and Economic Diversity in U.S. Public Montessori Schools

Debs

2016

JoMR

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As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.

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Section: School Choice and School Diversitymentioning

confidence: 99%

Racial and Economic Diversity in U.S. Public Montessori Schools

Debs

2016

JoMR

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“…Charter school personnel also plays a role in shaping who attends schools of choice. Pattillo () found African American parents felt charter school operators appeared to “choose” them, not the reverse. Charters can target high‐achieving students who are disproportionately White and from higher socioeconomic backgrounds, a process referred to as “cream skimming” or “creaming” (Jabbar, ).…”

Section: Empirical Evidence: Do Magnets and Charters Ameliorate Or Exmentioning

confidence: 99%

Do magnet and charter schools exacerbate or ameliorate inequality?

et al. 2018

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School choice typically refers to opportunities to enroll youth in public and/or private educational alternatives to traditional neighborhood public schools. While these options continue to grow in the United States under the umbrella of school choice, magnet and charter schools are the most common forms of public school choice. In this article, we review the development of school choice and the differing historical and philosophical origins of magnet and charter schools. We then summarize what we know about the extent to which these public choice options exacerbate or ameliorate two forms of inequality—academic achievement and school segregation by race and class. Research suggests that magnet schools often encourage racial and class diversity, while charters contribute to racial and socioeconomic isolation. While low‐income minority students may benefit academically from attending magnet schools, it is unclear whether charter schools have any effect on achievement when comparing charter school students to their counterparts in traditional public school. We expect that continued growth of magnet schools will likely promote school diversity both within and between districts, though some types of magnets may also inadvertently promote segregation. However, expansion of the charter school sector will heighten school segregation and exacerbate racial and socioeconomic isolation.

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“…Academic performance is one of parents' most important criteria in defining a quality school (Armore and Peiser ; Kleitz et al . ; Patillo ). Parental satisfaction is also correlated to school letter grades, which are mostly based on test scores (Charbonneau and Van Ryzin ), and this satisfaction changes as school grades change (Jacobsen and Saultz ).…”

Section: Retrospective Voting and Test Scoresmentioning

confidence: 99%

“…Parents are more likely to choose higher performing schools when presented with test score data than when they do not have these data (Hastings and Weinstein 2008). Academic performance is one of parents most important criteria in defining a quality school (Armore and Peiser 1998;Kleitz et al 2000;Patillo 2015). Parental satisfaction is also correlated to school letter grades, which are mostly based on test scores (Charbonneau and Van Ryzin 2012), and this satisfaction changes as school grades change (Jacobsen and Saultz 2013).…”

Section: Retrospective Voting and Test Scoresmentioning

confidence: 99%

The Buck Stops with the Education Mayor: Mayoral Control and Local Test Scores in U.S. Urban Mayoral Elections

Lay

Tyburski

2017

Politics & Policy

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Several U.S. cities have turned control of their schools from elected boards to the mayor. Advocates of mayoral control have argued that this structure allows voters to hold the mayor directly accountable for the performance of local schools. Now that public schools have to report their test scores each year, it is possible for voters to attribute responsibility for test scores. This article analyzes survey data from 16 cities in the United States that have been matched with data on test scores. We find that, in general, test score changes are not associated with support for incumbent mayors, except in districts with mayoral control, where voters reward incumbents when test scores rise. Further, voters' beliefs about local schools condition their support for the incumbent. In cities with mayoral control, voters who evaluate schools positively reward mayors while voters who believe their schools are poor are not swayed by this positive information. Related Articles Related Media Baltimore Sun. . “Make the Mayor Accountable for the Schools.” February 23. http://www.baltimoresun.com/news/opinion/editorial/bs-ed-city-schools-20170223-story.html BethFertig. . “After 12 Years of Bloomberg, Data Reigns in the Schools.” WNYC. http://www.wnyc.org/story/303900-bloombergs-schools-legacy-use-data/

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Everyday Politics of School Choice in the Black Community

Cited by 115 publications

References 72 publications

Racial and Economic Diversity in U.S. Public Montessori Schools

Racial and Economic Diversity in U.S. Public Montessori Schools

Do magnet and charter schools exacerbate or ameliorate inequality?

The Buck Stops with the Education Mayor: Mayoral Control and Local Test Scores in U.S. Urban Mayoral Elections

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