School Choice and Educational Stratification

Carlson, Deven

doi:10.1111/psj.12059

Cited by 9 publications

(12 citation statements)

References 22 publications

(53 reference statements)

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“…Furthermore, such initiatives can encourage increased racial segregation (Frankenberg et al 2017;Knoester and Au 2017;Phillips et al 2015;Stein 2015). Although US Supreme Court decisions prohibit schools from overtly considering racial identity within admissions decision making, other allowable admissions and academic standards encourage white students to "choose" certain schools and students of color to "choose" other schools (Ahn and McEachin 2017;Carlson 2014).…”

Section: Advancing Self-determination: Indigenous Epistemologies and mentioning

confidence: 99%

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Stanton¹

2019

American Journal of Education

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Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetuate settler-colonialism? Findings reveal bordertown discourse that excludes Indigenous epistemologies, restricts selfdetermination, and defines the function of knowledge and peoples to reinforce Eurocentric power structures. The study offers implications for policy makers, district leaders, and community members working to enhance equity, particularly given increased pressure for school choice expansion. During the westward expansion of the United States, the doctrine of Manifest Destiny sought to justify forced removal of Indigenous peoples from their lands through fortification of Eurocentric ideals surrounding individualism, settlement, and capitalism (Brayboy 2005). 1 For hundreds of diverse Indigenous nations, Manifest Destiny did not advance "expansion"-it signaled a physical and cultural invasion by European and Euro-American settlers and colonists. Within many of today's schools, administrators, school board members, and other "policy insiders" (Bertrand et al. 2015, 3) continue to uphold a form of educational Manifest Destiny through their use of policy discourse that values obedience, individualism, and economic prestige. These settler-colonial definitions of success enact and reinforce institutional racism, which "exists when in-Electronically published

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Section: Advancing Self-determination: Indigenous Epistemologies and mentioning

confidence: 99%

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Stanton¹

2019

American Journal of Education

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“…Studies of the stratifying effects of interdistrict choice programs reach more varied conclusions, providing evidence of both increases (Institute of Metropolitan Opportunity, ) and no meaningful effects on racial stratification (Powers, Topper, and Silver, ). Carlson's () analysis concludes that Colorado's program produces a decrease in racial segregation across districts, but a slight increase in socioeconomic stratification. Considered together, these studies suggest that the segregating effects of interdistrict transfer programs are likely context specific…”

Section: Interdistrict Open Enrollment: Background Context and Priomentioning

confidence: 99%

Should I Stay or Should I Go? Open Enrollment Decisions and Student Achievement Trajectories

Carlson

Lavery

Hughes

2018

Social Science Quarterly

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Objective Analyze achievement trajectories of students who transfer out of their district of residence via Colorado's interdistrict open enrollment policy. Methods Drawing on a data set containing annual individual‐level records from the universe of students attending Colorado public schools between 2005–2006 and 2009–2010, we estimate the achievement trajectories of open enrollment participants via ordinary least squares (OLS) models containing student fixed effects. Results and Conclusion Our analyses indicate that the achievement of open enrollment participants gradually declines in the years leading up to their transfer. After open enrolling, students whose participation is stable through the duration they are observed in our data exhibit small achievement gains, but those who reenroll in their district of residence exhibit additional small declines. On average, those who use open enrollment as a long‐term education option tend to enroll in districts that are more advantaged on traditional measures of educational quality than their district of residence.

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“…Současné nastave-ní vzdělávací politiky tak může v konečném důsledku vést ke zvýšení stratifi kace, přičemž dopady na etnickou, socioekonomickou a akademickou stratifi kaci se mohou lišit v závislosti na konkrétním nastavení podmínek umožňujících výběr a mohou být pro každou z výše zmíněných oblastí různé -vliv na socioekonomickou stratifi kaci se může zásadně lišit od vlivu na etnickou nebo akademickou stratifi kaci [Carlson 2014].…”

Section: Diskuse a Závěryunclassified

Primary School Choice in the Czech Republic and Related Factors

Straková¹,

Simonová²

2015

Czech Sociological Review

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Abstract:The infl uence of family background on educational attainment in the Czech Republic is strong compared to other countries and there is great variation in the composition and academic performance of students between schools. Research to date has focused primarily on this issue in reference to multi-year gymnasia. This article concentrates on variation at the primaryschool level, on which there are only limited empirical data available on the distribution of students. It looks at how important the choice of primary school by parents of preschool-age children is, how that choice is realized over time, and what parental characteristics infl uence their choice of school. The answers to these questions are obtained from an analysis of data from a questionnaire survey conducted in 2014 amongst a representative sample of 2008 parents of preschool-age children. The authors employ a logistic regression analysis and compare data for 2014 with data obtained in 2009 in a survey of parents with children who were of compulsory school age. These analyses reveal that there is currently universal support amongst parents for the right to choose between schools. The possibility to choose puts at an advantage those children whose parents have at least upper secondary education and live in large towns, who are able to effectively obtain information on the quality of schools, the potential effect of which is to reinforce existing educational inequalities.

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School Choice and Educational Stratification

Cited by 9 publications

References 22 publications

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Should I Stay or Should I Go? Open Enrollment Decisions and Student Achievement Trajectories

Primary School Choice in the Czech Republic and Related Factors

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