Parent Decision-Making and School Choice

Jabbar, Huriya; Lenhoff, Sarah Winchell

doi:10.4324/9781351210447-25

Cited by 15 publications

(12 citation statements)

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“…And, how do socioeconomic differences among them further constrain or enable choices (Singer, 2020)? Even in a landscape that is structurally constrained by racial segregation and restrictive policies, these “demand side” dimensions of school choice must be understood (Jabbar & Lenhoff, 2019).…”

Section: Directions For Future Researchmentioning

confidence: 99%

“…In these racialized landscapes, families’ choices are also racialized. Choosing schools is a cognitive, emotional, and subjective act (Jabbar & Lenhoff, 2019), and thus one’s racial socialization plays a role (Bonilla-Silva et al, 2006; Yoon, 2017). For example, White (and middle class) parents may use racial (and socioeconomic) composition and other racialized signifiers as shorthand to identify “good” and “bad” schools (Jenkins, 2020; Roda & Wells, 2013).…”

Section: The Racial and Spatial Dynamics Of School Choicementioning

confidence: 99%

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Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

Singer

Lenhoff

2022

AERA Open

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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.

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Section: Directions For Future Researchmentioning

confidence: 99%

Section: The Racial and Spatial Dynamics Of School Choicementioning

confidence: 99%

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

Singer

Lenhoff

2022

AERA Open

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“…One is the revealed-preference approach, which focuses on the actual enrollment behavior of households. The other is the expressed or stated preference approach, which focuses on what parents say about the school choice process, using interviews or survey data (Jabbar & Lenhoff, 2020). Studies from both approaches highlight some important considerations when choosing schools: families care about schools' achievement test scores or other measures of academic quality, distance to home, tuition, school's socioeconomic composition, among other factors (Altenhofen et al, 2016;Burgess et al, 2015;Cooper, 2005;Denice & Gross, 2016;Elacqua et al, 2006;Harris & Larsen, 2015;Hofflinger et al, 2020;Madero Cabib & Madero Cabib, 2012;Mandic et al, 2017;Maroulis et al, 2019).…”

Section: School Choice Decision-making Processmentioning

confidence: 99%

Mechanisms Underlying Choice-Set Formation: The Case of School Choice in Chile

Canals

Maroulis

Canessa

et al. 2022

Social Science Computer Review

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Many decisions involve selecting among many more options than an individual can effectively examine and consider. Therefore, people usually consider smaller and different “choice sets” as viable options. To better understand the processes affecting choice-set formation, we developed a computational model of how households become aware of potential choices in a context for which understanding household decision-making has important public policy implications: market-based reforms in education. In the model, households learn about the schools to which they can send their children through three mechanisms: find out about geographically proximate schools, access to publicly available information, and information gathered from interactions with other households. We calibrated the model using data from four cities in Chile, where students are not required to attend their neighborhood school. We then used the model to conduct hypothetical computational experiments that assessed how each mechanism impacted the sets of schools known to households before they make their choice (their “awareness set”). We found that the inclusion of a social interaction mechanism was crucial for producing simulated awareness sets that matched the awareness sets provided in a survey conducted by the Chilean Ministry of Education. We also found that the social interaction mechanism played the largest role in determining the quality and price range of the choices available in households’ awareness sets. Our findings highlight the importance of social interactions in a stage of decision-making before the direct impact of other individuals is typically made explicit. Moreover, it validates an approach that can be used in future models where understanding how decision-makers become aware of their options may be as important as the way they choose among them.

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“…At the same time, the theory says that they are able to demand effective action from local schools and teachers. Though the modern researches show that rational choice theory is totally useless to explain the school choice process from the parents (Jabbar and Lenhoff, 2020).…”

Section: School Choice Process By the Parentsmentioning

confidence: 99%

Factors influencing the choice of private or public schools: Evidence from Georgia

Tarkhnishvili

Strielkowski

2022

Front. Educ.

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The existence and development of public schools is influenced by a plethora of factors. Through the creation of education policies, any state education system is striving to accomplish specific goals. Both informal and formal private schooling is taking the lead in all cultures and societies. Unmistakably, the distinction between private and public schools is evident. However, given the different circumstances, choosing the best alternative for a child is regularly a fervently discussed topic among parents. There is no universal answer to the question whether private schools are actually better than or superior to the public schools. Our research aimed to describe the school choice process, it focuses on unveiling the factors and their interrelation while the parent choosing between two types of schools—private and public. First of all, the research aims to describe the parent’s perception of achieving success at school, what is the base for such belief, what the sentence—“School—base of future success” actually mean. How important is so called social index? The significance of the reputation and prestige of the educational institution during school choice process—as a guarantee for future success. The key questions for the research were as follows: (1) How interested the parents are to be actively involved in school choice process and spend certain period of time for that? (2) What factors are considered by the parents during school choice and what is the source they receive information from? (3) Does the family’s socioeconomic condition and the kids gender have influence on the process? It’s worth mentioning that, generally the research results fully coincide with the school choice theory arguments and the research findings conducted in the similar field. All these are described and presented in the first part of the article. The probabilities listed on the base of the current data, that the information source, the parent’s information level, the parents’ engagement as well as the family’s socioeconomic and demographic status play integral role in the school choice process appeared to be genuine. Apparently, the parents are much interested to provide perfect future for their kids, though socioeconomic conditions, environment, poor educational system limits their choice. Once our results compared to the existing literature and theory, one can see that our study conducted in Georgia follows the trends of the developed countries, known as the “Heyneman-Loxley effect.”

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Parent Decision-Making and School Choice

Cited by 15 publications

References 0 publications

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

Mechanisms Underlying Choice-Set Formation: The Case of School Choice in Chile

Factors influencing the choice of private or public schools: Evidence from Georgia

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