Jockeying for position: Strategic high school choice under Texas' top ten percent plan

Cullen, Julie Berry; Long, Mark C.; Reback, Randall

doi:10.1016/j.jpubeco.2012.08.012

Cited by 51 publications

(21 citation statements)

References 16 publications

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“…Many families prefer to enrol their children in a nearby school instead of choosing a distant option. But longer commutes from home to school and the questionable ability to shoulder transportation costs also discourage students from leaving nearby schools in homogeneous communities (Cullen et al, 2013;Glazerman, 1998;Goldring & Hausman, 1999;Hastings et al, 2005;Jacobs, 2013;Marshall et al, 2010;Theobald, 2005).…”

Section: The Potential Of Gis In School Choice Researchmentioning

confidence: 99%

Geo‐spatial analyses in education research: the critical challenge and methodological possibilities

Lubienski

Liu

2016

Geographical Research

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The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo‐spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo‐spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo‐spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.

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Section: The Potential Of Gis In School Choice Researchmentioning

confidence: 99%

Geo‐spatial analyses in education research: the critical challenge and methodological possibilities

Lubienski

Liu

2016

Geographical Research

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“…these policies is to increase access to those from underserved populations and from lower socioeconomic strata, the problem is that the plan's success depends on highly segregated schools: if a school is well integrated, the percent rule may no longer guarantee the diversity of admitted cohorts (Tienda and Sullivan 2010). Also, the policy may be associated with a decrease in retention and graduation rates of lower ranked minority students (Cortes 2010), and it may introduce an incentive to enroll in a high school with lower achieving peers (Cullen et al 2011).…”

Section: Rural Disadvantage In Georgian Higher Education Admissionsmentioning

confidence: 99%

Rural Disadvantage in Georgian Higher Education Admissions: A Mixed-Methods Study

Chankseliani¹

2013

Comparative Education Review

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“…This gave high school students in the top decile of their class automatic admission to any public university in Texas. Student rank for this rule was determined in 11 th or 12 th grade Cullen et al (2013). document that some students changed their enrollment behaviour in response to this rule.…”

mentioning

confidence: 99%

“…document that some students changed their enrollment behaviour in response to this rule. However, the number of students was small-Cullen et al (2013) estimate that 211 students per cohort changed the high school they attended and that this was driven by students opting out of magnet schools and into their assigned public school. This sorting is very unlikely to be driving 3 rd grade sorting into SSCs for a number of reasons.…”

mentioning

confidence: 99%

Class Rank and Long-Run Outcomes

2018

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This paper considers a fundamental question about the school environment-what are the long run effects of a student's ordinal rank in elementary school? Using administrative data from all public school students in Texas, we show that students with a higher third grade academic rank, conditional on ability and classroom effects, have higher subsequent test scores, are more likely to take AP classes, graduate high school, enroll in college, and ultimately have higher earnings 19 years later. Given these findings, the paper concludes by exploring the tradeoff between higher quality schools and higher rank.

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Jockeying for position: Strategic high school choice under Texas' top ten percent plan

Cited by 51 publications

References 16 publications

Geo‐spatial analyses in education research: the critical challenge and methodological possibilities

Geo‐spatial analyses in education research: the critical challenge and methodological possibilities

Rural Disadvantage in Georgian Higher Education Admissions: A Mixed-Methods Study

Class Rank and Long-Run Outcomes

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