The Politics of School Choice Research: Fact, Fiction, and Statistics

Abstract

This article examines past and present research on school choice within its larger political context, focusing on market-driven choice programs such as vouchers and charter schools. Although methodologically and theoretically the domain of choice research is in its infancy, a growing number of increasingly sophisticated studies of choice programs allow us to start drawing more definitive conclusions about the effects of choice on students and schools. After a brief overview of the larger political context in which choice research takes place, we examine in detail the current state of knowledge on school choice: who is participating in choice programs, the effect of choice on parent and student satisfaction and student achievement, and the impact of choice programs on school districts and school reform. We conclude with a brief discussion of the implications of the politics of research on market-driven choice for American education.

Practising citizenship in new spaces: Rights and realities of charter school activism

“…Charter schools are part of a larger school-choice movement, which some argue is propelled by politicians and public personas rather than educators and allies of public education (Cookson, 1994;Henig, 1994;Powers and Cookson, 1999). A central theme for charter school advocates revolves around issues of autonomy (Wohlstetter et al, 1995;Bulkley and Fisler, 2003), which includes freedom from state regulations, autonomy for parents to choose schools and autonomy for individual schools to determine curriculum, budgets and personnel.…”

When Opting Out is Not a Choice: Implications for NCLB's Transfer Option from Charlotte, North Carolina

“…They believe public access to reports will help parents make informed decisions about their children's education and stimulate greater parental involvement. Advocates believe that giving parents information and the right to transfer their child will force educators in lowperforming schools to improve their capacity to educate all children (Ali, 2004;Chubb & Moe, 1990;Powers & Cookson, 1999).…”

Policy Narratives and Public Opinion concerning Charter Schools

“…It is difficult to navigate the massive literature on charter schools without paying special attention to charter school politics. As early as 1999, Powers and Cookson stated that “the politics of the school choice movement is a textbook case of how social science can be misused but also how it can be beneficially used; if the devil (or God) is in the details, social science can be of great service for looking below the surface of public debate and posturing” (Powers and Cookson , 112). Unfortunately, social psychology research has shown that scientific facts and evidence are insufficient to promote the acceptance of evidence‐based practices and policies (Cin, Zanna, and Fong ; Meisel and Karlawish ).…”