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Article
Publication date: 11 April 2016

Dennis de Kool and Victor Bekkers

The purpose of this paper is to investigate the perceived value-relevance of open data published by the Dutch Inspectorate of Education in the parents’ choice of Dutch primary…

Abstract

Purpose

The purpose of this paper is to investigate the perceived value-relevance of open data published by the Dutch Inspectorate of Education in the parents’ choice of Dutch primary schools.

Design/methodology/approach

Empirical data were collected through a mixed method strategy including quantitative and qualitative methods: quantitative surveys among parents of pupils in 25 primary schools; and semi-structured in-depth interviews using a topic list.

Findings

Parents make little use of the Inspectorate’s website compared to other information sources. The perceived usefulness of this website to parents choosing a primary school is also relatively low. Personal information gathered by school visits, written information from schools and information from other parents are more important sources.

Research limitations/implications

Subjective considerations, such as the atmosphere and ambience of a school, play an important role in parents’ choice behavior. Pragmatic considerations also play a role, such as a school’s nearness. This study shows that it is necessary to rethink the rational assumptions behind publishing performance data.

Practical implications

This study observed a mismatch between the demand and supply of open data about primary schools. The Inspectorate’s publication strategy is based on “hard” and “written” data presented on a website, but parents also appreciate “soft” and personal “oral” data. Parents state that the Inspectorate should not only focus on negative school results for censuring (“naming and shaming”), but also give attention to schools that perform well (“naming and faming”).

Originality/value

Research about parents’ and citizens’ use of quality information in general is scarce. These findings show that parents’ choice behavior is less rational than assumed. Relativistic notions about decision-making processes are recognized in other studies also, but they suggest that highly educated parents are over-represented in the group of parents who actively make school choices, whereas this study found no indications that parents’ educational level affects their choices.

Details

International Journal of Public Sector Management, vol. 29 no. 3
Type: Research Article
ISSN: 0951-3558

Keywords

Article
Publication date: 1 March 2000

Charles S. Hausman

Although school choice programs are expected to alter the traditional roles and responsibilities of all stakeholders involved in the education of children, empirical evidence on…

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Abstract

Although school choice programs are expected to alter the traditional roles and responsibilities of all stakeholders involved in the education of children, empirical evidence on differences between principals in schools of choice and traditional schools is scant. Relying primarily on the theoretical frameworks posited by Kerchner and Crow, this study compares self‐reported survey data from principals of magnet schools (i.e. schools of choice) to principals of nonmagnet schools (i.e. traditional neighborhood schools) to ascertain how the principal’s role may differ in choice environments. Despite the predictions of market theorists, collectively, the findings from this study suggest that magnet schools do little, if anything, to alter the role of the principal. Specifically, no significant differences were found in the extent to which the principals of these school types served as entrepreneurial leaders, middle managers, or instructional leaders. Potential explanations for the lack of differences in role are provided.

Details

Journal of Educational Administration, vol. 38 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 17 June 2020

Verónica Gottau

School choice is a global phenomenon with significant variations in terms of conception, design, and viability. In the city of Buenos Aires, State funding to the private sector of…

Abstract

School choice is a global phenomenon with significant variations in terms of conception, design, and viability. In the city of Buenos Aires, State funding to the private sector of education allows for free choice. The purpose of this study is to analyze the values that are at stake in the family process of school choice. I draw on the theory of cultural evolution (Inglehart, 2018) to analyze the interviews. I interviewed 30 parents who live in the city of Buenos Aires and had to choose school for their children. It was possible to infer four categories that condense the materialistic and post-materialistic values: preeminence of materialistic values relative to security and protection; preeminence of materialistic values relative to academic achievement; preeminence of post-materialistic values relative to socialization and preeminence of post-materialistic values relative to political concerns.

Details

Annual Review of Comparative and International Education 2019
Type: Book
ISBN: 978-1-83867-724-4

Keywords

Book part
Publication date: 25 August 2006

Hamilton Lankford and James Wyckoff

The pattern of racial segregation in U.S. elementary and secondary schools has changed significantly over the last 25 years. This chapter examines the relationship between the…

Abstract

The pattern of racial segregation in U.S. elementary and secondary schools has changed significantly over the last 25 years. This chapter examines the relationship between the racial composition of schools and the choices white parents make concerning the schools their children attend. Restricted access files at the Bureau of the Census allow us to identify each household's Census block of residence and, in turn, suburban public school districts and urban public school attendance areas. We find that the racial composition of schools and neighborhoods are very important in the school and location decisions of white families.

Details

Improving School Accountability
Type: Book
ISBN: 978-1-84950-446-1

Article
Publication date: 28 July 2023

Athar Ullah and Anirban Mukherjee

The purpose of this study to add to the body of knowledge by examining and discussing school choice trends through the perspective of rational choice theory. This qualitative…

Abstract

Purpose

The purpose of this study to add to the body of knowledge by examining and discussing school choice trends through the perspective of rational choice theory. This qualitative research explores rationale behind the choice of government schools by middle-class parents in contemporary India. This research will also shed light on the features of the schools that parents consider while making school selection process. Finally, research focuses upon the process and context of decision-making and dynamics involved therein. In other words, the attempt is being made to understand what is the yardstick used by parents to differentiate “good” and “bad” school.

Design/methodology/approach

This qualitative research was conducted in two government (central and state) schools in Lucknow, India. The findings of the study are based on 22 qualitative interviews conducted with parents of school-going children, and principal or headmaster of the school. The interviews were unstructured and open-ended and were supported by observations. The observation was not only made of the social setting but also the reaction of the participants. The idea was to develop an emic view of the subject by exploring valid narratives. Pseudonyms were used to report the finding so as to maintain the confidentiality of the research subjects.

Findings

This research found that the majority of the parents chose school according to their social class, that is, the lower middle-class parents sent their wards to state government primary school, while the middle-class parents preferred to send their wards to central government school (Kendriya Vidyalaya). This study, therefore, lends credence to the contention that the middle class is a variegated social category and the dynamics of school choice vary across its subcategories. This lends credence to the contention that school choice decision is not solely a utilitarian choice and may be guided by emotion as well.

Originality/value

The originality of the research lies in the fact that the authors are extending the arguments made by the rational choice theory. The theory proposes that individual makes rational decisions motivated by self-interest and people look for the finest product or service and in pursuing them attempt to maximize their overall utility. Derivatively, Indian parents rationally make school choice decisions for their wards, gathering information and weighing various options and subsequently choose the “best” school for their children. This study moves beyond the prevailing perception that public schools offer low-quality education, and nobody attends such schools out of choice.

Details

Asian Education and Development Studies, vol. 12 no. 2/3
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 11 December 2017

Amit Sharma, Joonho Moon, Lisa Bailey-Davis and Martha Conklin

Few states or local school districts mandate a minimum time for lunch. With increasing pressure on schools to maximize instructional time, many US students have witnessed…

Abstract

Purpose

Few states or local school districts mandate a minimum time for lunch. With increasing pressure on schools to maximize instructional time, many US students have witnessed continued reductions in the time allotted to lunch periods and, thus, less time to choose from an increasing number of food options. This study aims to investigate middle and high school students’ preferences regarding the time available for school lunches and whether the amount of time would affect their food choice preferences.

Design/methodology/approach

This study investigated students’ self-reported lunchtime constraints and food choice preferences through a paper-and-pencil survey. The categorical and ratio responses were analyzed using ordinal logistic regression.

Findings

Students responded that they rarely had enough time to eat school lunch and that the lunch line waiting time strongly or very strongly influenced their food choices. For the students for whom time available for lunch and time in the lunch line influenced what they ate, they were more likely to prefer limited food choices in several categories of the school lunch menu.

Practical implications

Foodservice professionals who wish to actively promote better nutrition might consider practical ways to reduce the foodservice wait time for students. While making healthier default options (e.g. a fruit or fresh vegetable side) could increase service convenience, time required for students to make informed meal choices should not be compromised.

Originality/value

Because lunch line waiting time is related to students’ food choices, schools need to review the number and types of food choices offered in terms of whether they encourage students to make more healthful choices. This study offers a unique perspective on the relationship between time and individual food choices in the school lunch environment and how this relationship affects the quality of children’s diets and their eating behaviors.

Details

International Journal of Contemporary Hospitality Management, vol. 29 no. 12
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 5 October 2018

Shimelis G. Assefa and Mary Stansbury

The purpose of this study is to investigate information seeking behavior of immigrants in disadvantaged communities in the state of CO, USA, using school choice decisions as a…

Abstract

Purpose

The purpose of this study is to investigate information seeking behavior of immigrants in disadvantaged communities in the state of CO, USA, using school choice decisions as a problematic situation. The study investigated the extent to which immigrant families in poor neighborhoods took advantage of school choice policies and the extent to which these decisions were mediated by information seeking activities.

Design/methodology/approach

Quantitative study using survey questionnaire was used. The study design used everyday life information seeking behavior (Savolainen, 1995) and information-poverty lived-experiences of poor people (Chatman and Pendelton, 1995) as a framework and theoretical lens, respectively. Parents of school-age children who met the criteria of “poor” based on the federal poverty guideline were recruited to participate in the study.

Findings

The study found that only 21 per cent (24 families out of 113) participated in school choice programs. Within the smaller group of parents that took advantage of school choice policy, 72 per cent gathered information before choosing a school, and of this group, about 80 per cent asked friends followed by school visit and a phone call to schools as information sources. Library use as sources of information was also selected by 61 per cent of the respondents. One important finding of this study is that although a majority of the families are aware of school choice policy, their level of participation is low and that is largely due to their economic and life circumstances.

Social implications

Access to quality education is widely investigated and multiple entities have a stake in it, including parents, policymakers, researchers and school districts. The social implications of this study are significant in that the mere presence and awareness of school choice policy did not translate into increased participation by parents from disadvantaged communities for whom the policy was designed to benefit. Consistent with findings in the extant literature, parents in low socio-economic status also value quality education for their children. To address the issue of low participation in school choice, cities need to work toward strengthening schools and library systems in poor neighborhoods instead of diverting resources away.

Originality/value

Based on two theoretical accounts – i.e. the information-poverty lived-experiences of poor people, or the outsiders, (Chatman, 1999, 1996), and theory of everyday life information seeking (Savolainen, 1995) – this study investigated how immigrants and disadvantaged communities seek, acquire and use information to navigate school choice policy in the city of Aurora, CO. The findings of this study are relevant for educators, policymakers, libraries, school districts, cities, counties and parents to determine the necessary policy measures that are required to increase school choice participation by immigrants and disadvantaged communities.

Details

Global Knowledge, Memory and Communication, vol. 67 no. 6/7
Type: Research Article
ISSN: 0024-2535

Keywords

Book part
Publication date: 22 August 2006

Dawn G. Williams

Federal involvement with closing the achievement gap was inspired by the failed local efforts in the 1960s. To aid in closing the achievement gap the federal government has…

Abstract

Federal involvement with closing the achievement gap was inspired by the failed local efforts in the 1960s. To aid in closing the achievement gap the federal government has promoted the busing of African American students in sometimes hostile white schools and financially supported educational/social programs such as Head Start. Currently, we are faced with yet another federal effort to close the achievement gap due to the failed attempts by local and state districts. Many school districts across the nation are participating in public school choice programs in response to the choice mandate in No Child Left Behind. The use of school choice, along with testing and accountability measures, is a major mechanism employed by the Bush administration to close the gap. As desegregation has shown, the transfer of students from one facility to a seemingly better facility is not enough. When looking at the majority population served in America's urban schools, we need to continue to raise the question, how do we best serve the needs of those who are most in need and have been historically and systematically placed in need?

Details

No Child Left Behind and other Federal Programs for Urban School Districts
Type: Book
ISBN: 978-0-76231-299-3

Article
Publication date: 14 September 2015

Giuseppe Lucio Gaeta and Amedeo Di Maio

– The purpose of this paper is to empirically analyze individual level determinants of Italian secondary school graduates’ educational choices.

Abstract

Purpose

The purpose of this paper is to empirically analyze individual level determinants of Italian secondary school graduates’ educational choices.

Design/methodology/approach

The authors rely on data provided by a large survey carried out by the Italian National Institute of Statistics. While previous contributions specifically focus on individual determinants of university enrollment, the authors model graduates’ choice as emerging from a comparison of three alternative options: stop studying in order to enter the job market, continue studying at University and attend a post-secondary professional course. Therefore the multinomial logit estimates enable to define the profiles of high school graduates making different post-secondary educational choices.

Findings

On the one hand, the authors find that having a good family background, with highly educated parents who hold prestigious professional positions, is associated to a preference for enrollment at university rather than stopping studying. This correlation is both direct and through the choice of academic-oriented secondary school track. On the other hand, the choice of attending professional courses rather than stopping studying seems to arise mainly from the type of secondary school track attended even if some family background characteristics influence the probability of stop studying instead of attending a professional course. Overall the results show that family background significantly affects post-secondary educational choices.

Originality/value

This paper is different from previous contributions because – more realistically – considers the Italian secondary school graduates as having three alternative options available: put themselves on the job market, continue studying at university or enroll on professional course.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 4 January 2019

Amanda U. Potterton

In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic…

Abstract

Purpose

In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues.

Design/methodology/approach

The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2).

Findings

School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition.

Practical implications

As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant.

Originality/value

This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

Details

Journal of Educational Administration, vol. 57 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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