Inter-District School Choice: Transfer Policy and Practice in a Fragmented Metropolitan Region

Ganski, Helen

doi:10.5070/b85110009

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…As a result, residency requirements for school enrollment become pervasive in cases where districts with more minority students and highly educated adults are situated next to ones with more minority students and less-educated adults. This supports previous findings that white families and families of higher socioeconomic status are more likely to use interdistrict open-enrollment policies and leave disadvantaged school districts for better-performing ones (Brunner et al, 2012; Ganski, 2015; Iarussi & Larwin, 2015; Lavery & Carlson, 2015). When local authorities are aware of the dissimilarities between neighboring school districts, the allowance of nonresident students to cross-over district lines may be seen as a potential source of harm and uncertainty for the local forms of identity and governance.…”

Section: Illustrative Evidencesupporting

confidence: 90%

New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

Lee

2021

SAGE Open

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Local education governance has allowed neighborhood schools to offer community-oriented curricula and activities, and public schools have been operated to serve only residents’ children within the defined areas. The rise of neoliberalism may, however, undermine political foundations of the traditional political systems. This article explores how self-governed local education authorities function and evolve under neoliberalism by revisiting core values in localism and neoliberalism. By looking into the voluntary open-enrollment policy in Ohio, this study finds that the local governments surrounded by dissimilar neighborhoods are more likely to depend on the mechanism of localism to protect local authorities and locational privileges. This research argues that neoliberal policies safeguard community interests by deeply engaging with interchanging resources across their borders in regional market environments.

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Section: Illustrative Evidencesupporting

confidence: 90%

New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

Lee

2021

SAGE Open

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“…Typically, researchers have used three different theories to study attendance zones. Several scholars have used Tiebout's (1956) theory of public choice to guide their work (e.g., Bischoff, 2008;Clotfelter, 2004;Faw & Jabbar, 2020;Ganski, 2015;Holme & Finnigan, 2013;Orfield, 2002;Schmidt, 1992;Weiher, 1991). In the context of the public educational system, this theory asserts that attendance zone boundaries hold the potential to segregate ''because individuals choose where to live in part on the basis of their neighbors-often opting to live near people more similar to them in terms of race/ethnicity-as well as on the basis of the school that their child will attend'' (Richards, 2014(Richards, , p. 1121.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Defining the “Community” in Community College: A National Overview and Implications for Racial Imbalance in Texas

Baker

Edwards

Lambert

et al. 2023

American Educational Research Journal

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At least 38 states have created service areas or “districts” for each of their community colleges. However, little is known about the geographic boundaries of community college districts and the policymaking process that defines them. We studied state policy documents nationally and the actual district boundaries of Texas community colleges to investigate the larger policymaking processes of determining boundaries. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that the majority of Texas’s community college districts appear to reflect their larger local environments, although a small number may exhibit evidence of racial imbalance.

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“…Other school-choice policies, like inter- or intra-district transfer plans, were touted as simple ways of facilitating mobility, creating access to high-quality local options, and mitigating segregation. Yet studies find that instead of privileging the least advantaged students, these programs are plagued by issues of fragmentation, power hoarding, and biased decision making (Ganski, 2016), creating the illusion of choice and empowerment while simply reinforcing the status quo.…”

Section: Research Backgroundmentioning

confidence: 99%

Poor Choices: The Sociopolitical Context of “Grand Theft Education”

Faw

Jabbar

2016

Urban Education

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In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”

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Inter-District School Choice: Transfer Policy and Practice in a Fragmented Metropolitan Region

Cited by 5 publications

References 42 publications

New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

Defining the “Community” in Community College: A National Overview and Implications for Racial Imbalance in Texas

Poor Choices: The Sociopolitical Context of “Grand Theft Education”

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