NEPC Review: The Cost-Effectiveness of Wisconsin’s Private School Choice Programs (School Choice Wisconsin, September 2023)

A report comparing the cost and academic performance of voucher recipients in Wisconsin to public school students concludes that the voucher programs are highly &ldquo;productive,&rdquo; achieving better academic outcomes at lower costs than public schools. But the report suffers from methodological shortcomings that undermine its conclusions. It ignores recent literature examining the effectiveness of voucher programs in other states, overlooks important considerations regarding true school funding costs, and fails to assess the voucher program against an appropriate comparison group of students.&nbsp;</p

Rural /urban disparities in science achievement in post-socialist countries: The evolving influence of socioeconomic status

Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoplesΓÇÖ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban) using all available waves of the Trends in International Mathematics and Science Study (TIMSS). We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO) 2015 Education for All goals

Pursuing Higher Education in Rural Pennsylvania Schools: Shaping the College Path

Rural youth are now graduating from high school at rates comparable to their peers in urban and suburban schools, however far fewer rural youth pursue postsecondary education. Using a comparative case study method, we explore postsecondary preparation efforts at three rural school districts. Each case represents a different classification of rural: fringe, distant, and remote. We find that while all three districts offered similar postsecondary preparation programs, the amount and array of available course offerings and levels of additional support provided by the community differed. We also explore how the values and philosophies of school administrators shaped the postsecondary preparation efforts. These findings are considered through the lens of previous research on factors that influence the educational outcomes of rural youth, including literature on rural brain drain

Access to Dual Enrollment in the United States: Implications for Equity and Stratification

Dual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9thgrade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy.Educatio

A exploração de escolha da escola e as consequências para a segregação racial de alunos em escolas charter transferências Pennsylvania

Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students’ self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with higher percentages of White students. Conversely, White students are more likely to enroll in such charter schools. As the percentage and number of students transferring into charter schools increases, self-segregative school choices raise critical questions regarding educational equity, and the effects of educational reform and school choice policies on the fostering of racially diverse educational environments.El uso de datos de los estudiantes a nivel individual de Pennsylvania, este estudio explora la medida en la composición racial escuela autónoma que puede ser un factor importante en la selección de escuelas auto-segregadora de los alumnos. Los resultados indican ue, la celebración de la distancia y la inscripción constante, los estudiantes latinos y negros son fuertemente reacios a trasladarse a las escuelas autónomas con mayor porcentaje de estudiantes blancos. Por el contrario, los estudiantes blancos son más propensos a inscribirse en este tipo de escuelas autónomas. Como el porcentaje y el número de estudiantes que se transfieren al charter escuelas aumenta, opciones de escuelas auto-segregadora plantean cuestiones críticas con respecto a la equidad educativa, y los efectos de las políticas de reforma y de elección de escuelas de educación sobre el fomento de diversas razas entornos educativos.A utilização de dados de estudantes a nível individual da Pensilvânia, este estudo explora a extensão a composição racial escola charter pode ser um fator importante na seleção de escolas os alunos auto-segregação. Os resultados indicam ue, mantendo constante a distância e inscrição, os estudantes latinos e negros são fortemente relutantes em mudar-se para as escolas charter com o maior percentual de alunos brancos. Por outro lado, os alunos brancos são mais propensos a se inscrever neste tipo de escolas charter. Como a percentagem eo número de alunos que transferir para as escolas charter aumenta, a escolha da escola de auto-segregação levantar questões críticas sobre a equidade educacional, e os efeitos das políticas de reforma e escolha da escola de promoção de educação racialmente diversos ambientes educacionais.

School Choice and Hope Interrupted: Covid-19 and the Case of Pre-K Programs Housed in Catholic Schools

Our essay examines the challenges and opportunities for the New York City Universal Pre-K program in Catholic Schools. We review the impact of the program before and during the Covid-19 pandemic. These Pre-K programs have brought much needed revenue for Catholic Schools and provide a pipeline for prospective Catholic K-12 school students. Specifically, we discuss the school choice context in New York City with attention to the Catholic school sector and how Universal Pre-K fits into it. We then make recommendations on how the Archdiocese of New York and the Diocese of Brooklyn can utilize their resources, maintain enrollment, and support the broader community during this challenging time. We base our recommendations on our various roles as researchers of school choice, professors of Catholic K-12 school faculty, and personal involvement of one of the authors on Catholic school boards. Although our essay focuses on New York City, the implications apply to the Catholic school sector in many metropolitan areas

School Choice and Hope Interrupted: Covid-19 and the Case of Pre-K Programs Housed in Catholic Schools

Our essay examines the challenges and opportunities for the New York City Universal Pre-K program in Catholic Schools. We review the impact of the program before and during the Covid-19 pandemic. These Pre-K programs have brought much needed revenue for Catholic Schools and provide a pipeline for prospective Catholic K-12 school students. Specifically, we discuss the school choice context in New York City with attention to the Catholic school sector and how Universal Pre-K fits into it. We then make recommendations on how the Archdiocese of New York and the Diocese of Brooklyn can utilize their resources, maintain enrollment, and support the broader community during this challenging time. We base our recommendations on our various roles as researchers of school choice, professors of Catholic K-12 school faculty, and personal involvement of one of the authors on Catholic school boards. Although our essay focuses on New York City, the implications apply to the Catholic school sector in many metropolitan areas

Choice, Cyber Charter Schools, and the Educational Marketplace for Rural School Districts

Pennsylvania is a state with significant proportions of students who attend rural schools, as well as students who attend charter schools. This study examines enrollment patterns of students in brick and mortar and cyber charter schools in Pennsylvania and how these enrollment patterns differ across geographic locale. We analyze student-level enrollment data, controlling for demographic characteristics, and find that, in contrast to brick and mortar schools, cyber charter schools attract students from a variety of locales across the urban-rural continuum. However, rural students exhibit the greatest likelihood of attending cyber charter schools. We discuss the implications of these findings in relation to educational equity, cyber charter school underperformance, and the fiscal impacts of charter schools on the budgets of small school districts

Rural/Urban Disparities in Science Achievement In Post-Socialist Countries: The Evolving Influence of Socioeconomic Status

Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoples’ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban) using all available waves of the Trends in International Mathematics and Science Study (TIMSS). We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO) 2015 Education for All goals

A Demographic Paradox: How Public School Students in New Orleans Have Become More Racially Integrated and Isolated Since Hurricane Katrina

Following the tragedy of Hurricane Katrina, New Orleans public schools underwent a variety of changes including a mass influx of charter schools as well as a demographic shift in the racial composition of the district. Using school-level data from the Louisiana Department of Education, this study examines the extent that New Orleans public schools are more or less racially integrated, racially segregated, and concentrated by poverty almost a decade after Katrina. The study utilizes exposure indices, inferential statistics, and geospatial analysis to examine how levels of school integration and segregation have changed over time. Our findings indicate that though a greater share of New Orleans schools are considered racially diverse than prior to Katrina, a greater share of minority students are now attending dually segregated schools, where over 90% of students are classified as minority and are receiving free/reduced lunch