The Desegregation Aims and Demographic Contexts of Magnet Schools: How Parents Choose and Why Siting Policies Matter

Smrekar, Claire; Honey, Ngaire

doi:10.1080/0161956x.2015.988545

Cited by 32 publications

(30 citation statements)

References 18 publications

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“…The top reason for the creation of magnet schools was to promote racial, ethnic, and socioeconomic student diversity (Blank, 1983;Butler, Carr, Toma, & Zimmer, 2013;DOE, 2004;Rossell, 1991;Smrekar, 2009;Smrekar & Honey, 2015;Taylor, Phillips, & Goldring, 2010).…”

Section: Introductionmentioning

confidence: 99%

Parental preferences in the choice for a specialty school

Prieto

Agüero-Valverde

Zarrate-Cardenas

et al. 2018

Journal of School Choice

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Choosing a specialty school involves huge challenges for families. This research aims to understand the behavioral process that leads families to choose among various specialty school programs. Discrete choice models, based on revealed preferences data from middle school applications in a large school district in Florida, are estimated using both, the top and all-ranked alternatives. This study returns insights into geographic settings, theme specialties and socioeconomic characteristics of applicants, schools and their relationships. Distance from home, the school's academic quality, the school's theme specialty, and the high percentage of applicant's own race are found to be the strongest factors related to the decision to apply.

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Section: Introductionmentioning

confidence: 99%

Parental preferences in the choice for a specialty school

Prieto

Agüero-Valverde

Zarrate-Cardenas

et al. 2018

Journal of School Choice

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show abstract

“…Koedel et al (2009) provide evidence that magnet programs increase exposure of Black and White students to one another as well as Latino students to Whites. Consistent with the goals of early desegregation era policies supporting expansion of magnet schools, other scholars find that magnets mitigate racial imbalance between schools by drawing students from different parts of a district to schools that are located outside their own residential neighborhoods (Betts, Kitmitto, Levin, Bos, & Eaton, 2015;Grant, 2009;Orfield & Frankenberg, 2013;Parcel & Taylor, 2015;Smrekar & Honey, 2015).…”

Section: School Segregation By Race and Classmentioning

confidence: 93%

Do magnet and charter schools exacerbate or ameliorate inequality?

et al. 2018

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School choice typically refers to opportunities to enroll youth in public and/or private educational alternatives to traditional neighborhood public schools. While these options continue to grow in the United States under the umbrella of school choice, magnet and charter schools are the most common forms of public school choice. In this article, we review the development of school choice and the differing historical and philosophical origins of magnet and charter schools. We then summarize what we know about the extent to which these public choice options exacerbate or ameliorate two forms of inequality—academic achievement and school segregation by race and class. Research suggests that magnet schools often encourage racial and class diversity, while charters contribute to racial and socioeconomic isolation. While low‐income minority students may benefit academically from attending magnet schools, it is unclear whether charter schools have any effect on achievement when comparing charter school students to their counterparts in traditional public school. We expect that continued growth of magnet schools will likely promote school diversity both within and between districts, though some types of magnets may also inadvertently promote segregation. However, expansion of the charter school sector will heighten school segregation and exacerbate racial and socioeconomic isolation.

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“…What we begin to understand is that the primary concerns of low-income (LI) parents who choose schools are high academic quality and a curriculum that meets their children's learning needs (Teske, Fitzpatrick, & Kaplan, 2007). LI parents use as indicators standardized tests and/or evaluations of teacher quality (Smrekar & Honey, 2015). They also consider a school's learning climate (Martinez & Thomas, 1994).…”

Section: Literature: Low-income Families' School Choice Practices Andmentioning

confidence: 99%

How do marginalized families engage school choice in inequitable urban landscapes? A critical geographic approach

Yoon

Lubienski

2017

EPAA

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This paper examines the K-12 school choice practices and patterns of marginalized urban families whose relative living conditions have worsened in recent decades with growing income disparities. In particular, the paper draws from critical geography and the sociology of education to examine the significance of habitus, capital, field as well as site as space and place in understanding the choices made by low-income and racialized minority families. We apply an innovative mixed-methods critical geographic approach to better understand marginalized urban families’ phenomenology of school choice, while also analyzing their school choice mobility patterns through a geo-spatial analysis in Vancouver, one of the most rapidly diversifying and polarizing cities in the world.

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The Desegregation Aims and Demographic Contexts of Magnet Schools: How Parents Choose and Why Siting Policies Matter

Cited by 32 publications

References 18 publications

Parental preferences in the choice for a specialty school

Parental preferences in the choice for a specialty school

Do magnet and charter schools exacerbate or ameliorate inequality?

How do marginalized families engage school choice in inequitable urban landscapes? A critical geographic approach

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