Teachers' Attitudes and the Success of School Choice

The 1990s witnessed growing attention to the adoption of choice-based school reforms, particularly charter schooling and school vouchers. Although researchers have approached the school choice debate from theoretical, normative, and empirical directions, little attention has been paid to examining how teachers view school choice or what factors shape their attitudes. This oversight is significant because teachers can impact the success of school choice experiments in many ways, such as through their willingness to launch and staff schools of choice, adopt new practices developed in schools of choice, and support choice-based reform efforts in their unions and communities. Using a survey of Arizona and Nevada teachers, we find that White, experienced, unionized, Democratic educators and those working in a "positive" school environment are less supportive of school choice. Arizona teachers, who live in close approximation of a free market for education, are particularly hostile to choice, but teachers who have had personal contact with a charter school are more supportive. The results indicate that the success of school choice will likely be influenced by the characteristics of the teacher workforce and teachers' familiarity with competition.     

What Drives Charter School Diffusion at the Local Level: Educational Needs or Political and Institutional Forces?

While the number of charter schools has increased rapidly in the United States, few studies have examined whether charter schools are implemented in response to real and perceived educational needs or to political and institutional factors in the education policy arena. Unlike traditional policy adoption and diffusion studies that focus on the state level and use a dichotomous dependent variable—adoption or not—this article focuses on local school districts and uses the number of operating charter schools as the dependent variable. Accordingly, instead of applying event history analysis, this article conducts generalized event count regression to estimate models. Based on a data set that consists of Florida's 67 school districts across a six‐year time period, the results suggest that charter school diffusion is more heavily driven by political and institutional factors than by educational needs. The results also demonstrate a dynamic trend of charter school diffusion over time.     

Flexibility Meets Accountability: State Charter School Laws and Their Influence on the Formation of Charter Schools in the United States

Using an original and unique database of state charter school laws that we have developed, we analyze how state policymakers have incorporated two key values into state charter school laws: flexibility and accountability. We supplement this database with other state‐level measures to answer two specific questions: What factors influence the degree of flexibility and accountability in state charter school laws? How does the content of state charter school laws, and the different values those laws embrace, affect the formation of charter schools in the United States? Overall, we show that state political and contextual factors help account for the degree of flexibility, but not accountability, in state charter school laws. Further, we show that the degree of flexibility, accountability, and political and contextual factors influence the number of charter schools that form in the states.     

Policy Cues and Ideology in Attitudes toward Charter Schools

Charter schools have generated support from politicians in both major American political parties while stimulating intense debate among interest groups. We investigate whether and how public attitudes reflect interest group polarization or politician consensus. Using an original survey, we find that charter school opinions diverge along ideological lines among high‐information respondents. With embedded experiments, we manipulate respondents' information using policy cues tied to opposing sides of the charter debate: We assess whether the role of private companies and nonunion teachers changes support for charter schools. We find that the public responds favorably to some informational cues; conservatives without prior information are especially persuaded by information about nonunion teachers. This explains how polarized opinion can develop even in the absence of strong partisan sorting among top political leaders and clarifies the partisan and ideological context of ongoing education policy debates.     

General Social Capital,Education‐Related Social Capital,and Choosing Charter Schools

Proponents of charter schools credit them with many advantages over traditional schools. One claim is that school choice yields increased parental participation in voluntary school activities—which we shall call education‐related social capital. In this article we test for the independent effect of school choice on education‐related social capital, controlling for general social capital and other potentially confounding variables. Studies of school choice invariably show that choosing parents have a greater level of general social capital than non‐choosing parents. Consequently, any increase in education‐related social capital could be spurious—due to the fact that choice parents start with atypically high levels of general social capital. We find under controlled conditions that school choice has a small but statistically significant effect on education‐related social capital. However, its effect is considerably smaller than for general social capital, as well as for other traditional predictors such as parental education and the school‐related home resources that parents may provide.     

Private School Enrollment and Public School Performance

Advocates of education privatization often take two general approaches to denigrating commonplace public school monopoly service provision assignments. One general argument is that public school administrators are self-interested rent-seekers, which is evidenced by the ever-enlarging bureaucracies they operate. This argument has been roundly criticized by Kevin Smith and Kenneth Meier (1994, 1995) in two methodologically rigorous analyses. The second general argument is grounded in the assumption that public school student performance will improve if public schools are forced to compete for enrollment with private school alternatives. The evidence regarding this claim of privatization advocates has been contested in a systematic study of North Carolina school districts, but requires further analysis to determine if these findings can be generalized to school districts writ large. Such a replication study is presented here, with findings reported that are in agreement with those of Newmark (1995).     

Examining the Impact of Charter Schools on Performance in Traditional Public Schools

Charter schools have grown in popularity, as both citizens and government officials search for ways to improve public education in America. Much of the research on charter schools focuses on academic performance comparisons between charter schools and traditional public schools. Far less attention has been devoted to whether the presence of charter schools creates marketlike environments that bring about systemic improvements in public education. This study examines the extent to which charter schools stimulate performance gains in traditional public schools. The results show that charter schools contribute to modest overall performance improvements for students enrolled in traditional public schools. Charter schools help bring about stronger performance gains for low-income students enrolled in traditional public schools. The presence of charter schools also affects how financial and programmatic resources are allocated in traditional public schools.     

Exploring The Basis For Parental Choice in Public Education

From the perspective of public choice theory, this article explores the relationship between student performance and certain aspects of school organization and operation. Employing multiple regression and analysis of variance techniques, we found that variation in comprehensive student assessment test scores can be explained best by variables such as income, district size, and the extent of classroom crowding. Student performance was lowest in the largest districts. Student performance tended to be better in those school districts with relatively higher incomes, fewer schools, and a lower proportion of oversized classes. These findings confirm the utility of readily available information about public schools as a basis for parental choice and lend support to public choice criticism of large, centralized, educational organizations.     

Narratives and expert information in agenda-setting: Experimental evidence on state legislator engagement with artificial intelligence policy

Are narratives as influential in gaining the attention of policymakers as expert information, including for complex, technical policy domains such as artificial intelligence (AI) policy? This pre-registered study uses a field experiment to evaluate legislator responsiveness to policy entrepreneur outreach. In partnership with a leading AI think tank, we send more than 7300 U.S. state legislative offices emails about AI policy containing an influence strategy (providing a narrative, expert information, or the organization's background), along with a prominent issue frame about AI (emphasizing technological competition or ethical implications). To assess engagement, we measure link clicks to further resources and webinar registration and attendance. Although AI policy is a highly technical domain, we find that narratives are just as effective as expert information in engaging legislators. Compared to control, expert information and narratives led to 28 and 34 percent increases in policymaker engagement, respectively. Furthermore, higher legislature professionalism and lower state-level prior AI experience are associated with greater engagement with both narratives and expert information. Finally, we find that policymakers are equally engaged by an ethical framing of AI policy as they are with an economic one. The findings advance efforts to bridge scholarship on policy narratives, policy entrepreneurship, and agenda-setting.     

Breathless: Schools, Air Toxics, and Environmental Justice in California

The exposure of children to environmental disamenities has emerged as a key policy concern in recent years, with some analysts and activists suggesting that minority children are disproportionately impacted. Utilizing a dataset that combines air toxics at the census tract level with school-based demographic and other information, this article indicates disparate exposures for students of color in California schools and suggests that there may be negative impacts on one measure of academic performance, even after controlling for other factors usually associated with test scores. Policy implications include a special focus on school remediation and strengthening overall efforts to reduce emissions "hot spots."     

明代都匀卫学、府学建置背景探析

明初,诏令天下府、州、县、卫、司建立学校。终明之世,明王朝相继在都匀设卫置府,建立卫、府学,开办儒学教育,培养才俊。本文对明代都匀卫、府学建置背景进行考察,旨在从教育这一视角了解明代都匀地区概貌。     

Differing approaches to congressional outreach: comparing Australia and New Zealand

Both Australia and New Zealand, in addition to engaging with the US executive branch, also protect and advance their bilateral relationship by engaging with the US Congress. Since 1987, Australia has pursued congressional outreach, or diplomatic lobbying, to protect and advance its security and trade interests. As a result, Australia has won both security and trade benefits. New Zealand's congressional outreach, on the other hand, has had a more challenging task of improving bilateral relations due, in part, to US objections to New Zealand's anti-nuclear policy. This article extends existing research on Australian and New Zealand congressional outreach, develops a framework for examining embassy-based congressional outreach and, through comparative analysis of Australian and New Zealand congressional outreach, gives greater insight into the nature and character of their efforts on Capitol Hill.     

Too late to buy a home? School redistricting and the timing and extent of capitalization

In the past 50 years, a voluminous literature estimating the value of schools through capitalization in home prices has emerged. Prior research has identified capitalization using a variety of approaches including discontinuities caused by boundaries. Here, we use changes in school boundaries and the opening of a new school in Fayette County (Lexington), Kentucky to identify this capitalization. Critical to properly estimating the effect of redistricting is to account for when information on redistricting is available. We treat the information about the effects of zoning as occurring in three stages: announcement of the intent to open the new high school and redistricting, approval of the specific redistricting plan (map), and implementation (opening of the new high school and actual changes in boundaries). We find significant changes in values for homes redistricted from lower-performing schools and we find that this capitalization occurs well before implementation of the redistricting. As we show, failure to account for capitalization occurring before implementation will attenuate and even change the sign of capitalization.     

The Race Gap in Student Achievement Scores: Longitudinal Evidence from a Racially Diverse School District

Black and Hispanic students often display substantial gaps in test scores when compared to White students at all levels of education. In this article, we examine when and how the Black-White and Hispanic-White test score gaps develop in the early elementary grades in a California school district with a large minority population, where more than 80% of the students are Black or Hispanic. We use multivariate analysis to predict the annual reading and math test scores of a student cohort from first through fourth grade controlling for various school and family factors. We find that in this racially diverse school district achievement gaps do develop, for both Black and Hispanic students. However, in comparison to the Black-White achievement gaps, the Hispanic-White gaps develop later, in particular in math, and they are half the size of the Black-White achievement gaps. The eventual widening of the gaps for Hispanic and Black students does not seem to be the result of minority students attending schools of less quality. Finally, in contrast to previous studies with fewer minorities, the estimated achievement gaps by the fourth grade are small. ¹     

School Choice in Milwaukee

For decades educational reformers have identified school choice programs as a strategy for restructuring public school systems. Practically every state has considered or adopted a school assignment program that qualifies as a "choice" initiative, one in which students and parents have some choice in school selection. Increasingly, school districts are contemplating plans that include a choice of private, as well as public, schools. One of the most far-reaching of these school choice plans is the Milwaukee (Wisconsin) Parental Choice Program, which, as legislated, allows parents to use vouchers to enroll their children in both sectarian and nonsectarian schools in the community. This paper explores the evolution of school choice in Milwaukee and examines the extent to which school choice is representative of other privatization efforts currently under way in the United States.     

CALCULATING THE COST OF TRANSFERRING STUDENTS FROM PAROCHIAL TO PUBLIC SCHOOLS: AN EXAMINATION AND CRITIQUE

Public sector aid to K-12 parochial schools is often justified on the basis that providing assistance is cheaper than having to absorb all those students into public school systems. But is it? The cost of transferring students from parochial to public K-12 schools has never been satisfactorily calculated. This article points to the weaknesses in previous efforts and outlines the elements that must be present in a comprehensive estimate of transfer costs.     

No-go- area,no-go- school: community discourses,local school market and children's identity work

This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.     

Consuming the Past: Public Perceptions towards the Discipline of Archaeology in Zimbabwe

This paper discusses the public perceptions of archaeology and the information that archaeologists produce in Zimbabwe. There have been accusations that archaeologists in various parts of the world research for themselves. The products of archaeological research are often presented in academic jargon only accessible to those in the profession. Archaeological research in developing countries has been criticized for having limited involvement, if any, with the local communities in which it is conducted, and fails to address development issues that are important and much more relevant to the concerned societies. The paper discusses the extent to which these accusations are justified in Zimbabwe, focusing on the perceptions that local communities have on archaeology, archaeologists, archaeological remains, archaeological research, and institutions dealing with archaeological cultural heritage in that country. It also discusses why it seems difficult to put into practice some of the suggestions that have been made in the past on how to engage with the public. The paper argues that, although there have been efforts to change the situation, southern African archaeology in general and specifically its practice in Zimbabwe remains largely a preserve of the initiated. It concludes by recommending that writing on archaeological issues be accessible and that research issues should have social relevance. Awareness of local communities in research, outreach activities to schools, and the benefits of archaeological resources for local communities, are crucial means by which the value of the discipline can be appreciated by the public.     

Policy Bubbles

We develop the concept of a policy bubble to capture the notion of long‐term overinvestment in a policy. In sketching the relation of policy bubbles to economic bubbles, we describe how these two concepts have similar origins but different trajectories because they are filtered by different institutions. We examine in some detail three likely instances of ongoing policy bubbles: crime policy, school reform (charter schools and private education vouchers), and the contracting and privatization of public services. We show how these cases differ from the housing bubble of 1997–2007, how they differ from each other, and the extent to which they can be considered policy bubbles. Last, we suggest this concept can help unify the policy process literature with the practice of policy evaluation and outline testable hypotheses for future research.