Who uses a means-tested scholarship, and what do they choose?

Figlio, David N.; Hart, Cassandra M. D.; Metzger, Molly W.

doi:10.1016/j.econedurev.2009.08.002

Cited by 27 publications

(25 citation statements)

References 8 publications

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“…An exception is work by Figlio, Hart, and Metzger (2010), who study the FTC program. They find that, compared to nonparticipants, voucher participants attended lower-performing public schools.…”

Section: Small-scale Voucher Programsmentioning

confidence: 99%

School Vouchers: A Survey of the Economics Literature

Epple

Romano

Urquiola

2017

Journal of Economic Literature

134

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We review the theoretical, computational, and empirical research on school vouchers, with a focus on the latter. Our assessment is that the evidence to date is not sufficient to warrant recommending that vouchers be adopted on a widespread basis; however, multiple positive findings support continued exploration. Specifically, the empirical research on small-scale programs does not suggest that awarding students a voucher is a systematically reliable way to improve educational outcomes, and some detrimental effects have been found. Nevertheless, in some settings, or for some subgroups or outcomes, vouchers can have a substantial positive effect on those who use them. Studies of large-scale voucher programs find student sorting as a result of their implementation, although of varying magnitude. Evidence on both small-scale and large-scale programs suggests that competition induced by vouchers leads public schools to improve. Moreover, research is making progress on understanding how vouchers may be designed to limit adverse effects from sorting, while preserving positive effects related to competition. Finally, our sense is that work originating in a single case (e.g., a given country) or in a single research approach (e.g., experimental designs) will not provide a full understanding of voucher effects; fairly wide-ranging empirical and theoretical work will be necessary to make progress. (JEL H52, H75, I21, I22, I28, O15)

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Section: Small-scale Voucher Programsmentioning

confidence: 99%

School Vouchers: A Survey of the Economics Literature

Epple

Romano

Urquiola

2017

Journal of Economic Literature

134

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“…A major component of this expansion is the growth of interdistrict open enrollment policies, which allow students to attend public schools located in districts other than the one in which they reside. These policies were almost nonexistent only 25 years ago, but today interdistrict open enrollment programs exist in over 40 states and they currently serve more students than any of the more visible choice policies, including school vouchers (Campbell, West, & Peterson, 2005;Chakrabarti, 2011;Cowen, 2010;Figlio, Hart, & Metzger, 2010;Howell, 2004;Lankford & Wyckoff, 2001;Paul, Legan, & Metcalf, 2007;Witte, 2000), magnet schools, and even charter schools (Buckley & Schneider, 2007;Weiher & Tedin, 2002). Despite the broad scope of interdistrict open enrollment, research into the operations and effects of these programs is limited.…”

Section: Introductionmentioning

confidence: 99%

Dynamic Participation in Interdistrict Open Enrollment

Lavery

Carlson

2014

Educational Policy

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Interdistrict open enrollment is the nation's largest and most widespread school choice program, but our knowledge of these programs is limited. Drawing on 5 years of student-level data from the universe of public school attendees in Colorado, we perform a three-stage analysis to examine the dynamics of student participation in the state's interdistrict open enrollment program. First, we explore the characteristics of students who open enroll in a defined baseline year. Second, we analyze the characteristics of students who continue to participate in the program in subsequent years. Finally, we examine the characteristics of students who-conditional on not open enrolling in the defined-baseline year-choose to participate in the program in one or more subsequent years.

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“…Existing literature, however, has focused less on gaining a theoretical understanding of the conditions that produce increases or decreases in stratification and more on the empirical question of how school choice programs affect stratification levels. These empirical inquiries typically take one of the following two primary forms: (i) An analysis of whether students who participate in school choice programs are observably different—more or less advantaged—from their nonparticipating peers (e.g., Figlio et al., ; Fleming, Cowen, Witte, & Wolf, ; Witte, ; Witte & Thorn, ) or (ii) an examination of whether advantaged participants in choice program prefer higher quality schooling options than their less advantaged peers, commonly referred to as preference heterogeneity in the literature (e.g., Bifulco, Ladd, & Ross, ; Figlio et al., ; Schneider et al., ; Weiher & Tedin, ). Only rarely do studies address each of these two factors in concert (see Bifulco & Ladd, ; Bifulco et al., ; Figlio et al., )…”

Section: Background On School Choice and Educational Stratificationmentioning

confidence: 99%

“…First, stratification can be affected by the relative characteristics of households that do and do not utilize the choice policy. Commonly referred to as “selection,” this process has been the subject of both theoretical and empirical scholarship, most commonly in the context of school voucher and charter school policies (e.g., Figlio, Hart, & Metzger, ; Ni, ; Witte, ). However, even if program participants and nonparticipants are identical along all dimensions, stratification can be affected by variability in schooling choices across groups (Kleitz, Weiher, Tedin, & Matland, ; Schneider, Marshall, Teske, & Roch, ; Weiher & Tedin, ).…”

Section: Introductionmentioning

confidence: 99%

School Choice and Educational Stratification

Carlson¹

2014

Policy Studies Journal

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Recent growth in the number of school choice programs across the country has ignited debate on the stratifying effects of these programs. In the context of interdistrict open enrollment, this paper analyzes-both theoretically and empirically-how choice programs affect stratification levels through the mechanisms of (i) the relative characteristics of program participants and nonparticipants and (ii) the schooling choices of different groups of program participants. The theoretical analysis uses Monte Carlo simulation techniques to analyze a hypothetical world where interdistrict choice is available to students in three school districts that are allowed to vary in student composition, the type of students who take advantage of the interdistrict choice program, and schooling choices of students who open enroll. The results of these simulations provide an understanding of the conditions under which an interdistrict open enrollment program leads to increases, decreases, or no changes in stratification levels. The empirical analysis uses data from the universe of students attending Colorado public schools in 2009-10 to examine how the state's interdistrict choice program affects stratification levels. It also analyzes the factors responsible for any increases or decreases in stratification and finds both participation patterns and differences in schooling decisions across groups to play important roles. The paper concludes with a discussion of its implications for research and policy.

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Who uses a means-tested scholarship, and what do they choose?

Cited by 27 publications

References 8 publications

School Vouchers: A Survey of the Economics Literature

School Vouchers: A Survey of the Economics Literature

Dynamic Participation in Interdistrict Open Enrollment

School Choice and Educational Stratification

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