Parent preferences and parent choices: the public–private decision about school choice

Goldring, Ellen; Phillips, Kristie J. R.

doi:10.1080/02680930801987844

Cited by 153 publications

(143 citation statements)

References 16 publications

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“…17 In a study in Nashville, Tennessee, it was found that parents who are more satisfied with their public school, who have a good relation with the school and who feel that the school meets their needs adequately are less likely to consider choice options regardless of whether those options are public or private (Goldring and Phillips, 2008). Similar patterns were found in a nationwide study in Canada and in localised studies in London and Paris.…”

supporting

confidence: 62%

“…In Nashville, apart from perceived quality by parents and quality indicators of schools, when parents experience lack of collaboration this serves as a push factor in its own right. The opposite was also true, the expectation of better communication and collaboration in private schools acts as a pull factor (Goldring and Phillips, 2008).…”

mentioning

confidence: 99%

“…11 For example, a population study of a Chicago cohort of new entrants in high school finds that -when controlled for a number of other factors -black children are less likely to attend private and selective public schools, but equally likely to attend non-neighbourhood public schools (Lauen, 2007). On the other hand, choosing to attend a private school did not seem to differ between white and black parents in Nashville, Tennessee (Goldring and Phillips, 2008). Some studies find that minority students opt more often for schools with higher proportions of minority students, while other studies find the opposite.…”

mentioning

confidence: 99%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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supporting

confidence: 62%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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“…Catholic schools, charter schools) have higher levels of parental involvement than public, non-magnet schools (Goldring & Phillips, 2008). In a recent federal analysis of trends in educational involvement of parents, researchers found that a larger percentage of private school students had parents who were involved in school activities compared with students enrolled in public schools (Grady & Bielick, 2010).…”

Section: School Context: Catholic Vs Public Differences In Parent Inmentioning

confidence: 99%

“…In this analysis, more private school parents had attended a general school meeting (98% vs. 88%), attended a school event (88% vs. 72%), and volunteered or served on a committee (69% vs. 37%). Furthermore, in comparison to parents whose children attend public schools, studies have found that parents whose children attend private schools perceive that parent involvement and parent communication are more easily facilitated and valued in private school settings (Goldring & Phillips, 2008), perhaps because private schools tend to be smaller with stronger sense of community. This sense of community is further enhanced within a religious context that intentionally fosters the interweaving of a spiritual mission within the home, the school, and the community (Boyle, 2010;Ozar & Weitzel-O'Neill, 2013).…”

Section: School Context: Catholic Vs Public Differences In Parent Inmentioning

confidence: 99%

Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

Vera¹,

Heineke²,

Carr³

et al. 2017

JOCE

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Paying for quality? Associations between private school income, performance and use of resources

Davies

2013

British Educational Res J

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Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives them freedom to make efficient choices in response to market pressures. We investigated the resource allocation decisions of income private schools using data from their financial accounts. We report the associations of private school spending and performance and teacher and non-teacher numbers, teacher salaries and regional earnings. Schools with higher fees had more teachers and non-teachers per pupil, but similar average staff wages to schools with lower income. Yet we found little evidence that achievement was associated with resource use in English private schools. That is, we found no evidence to support the view that financial autonomy enabled flexibility in using resources to promote higher achievement.

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Parent preferences and parent choices: the public–private decision about school choice

Cited by 153 publications

References 16 publications

Markets in Education

Markets in Education

Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

Paying for quality? Associations between private school income, performance and use of resources

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