Pub Date : 2023-11-16DOI: 10.1080/15582159.2023.2274821
Carolyn Sattin-Bajaj, Ayesha K. Hashim
{"title":"Charter School Autonomy and Centralized Student Transportation: How Contextual Factors Influence Perspectives in Three Cities","authors":"Carolyn Sattin-Bajaj, Ayesha K. Hashim","doi":"10.1080/15582159.2023.2274821","DOIUrl":"https://doi.org/10.1080/15582159.2023.2274821","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"40 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/15582159.2023.2273607
Paul E. Peterson, M. Danish Shakeel
Five groups rank state charter school environments according to their laws, regulations, funding, and other characteristics, but none rank states by charter student performances on a national test. We rank states by demographically adjusted math and reading performances of charter students in 4th and 8th grade for the period 2009 to 2019 on the National Assessment of Educational Progress. State positions correlate (0.33) with standings for all public-school students. Overall charter standings correlate with subgroup rankings: Black (0.92), Hispanic (0.77), lower-income (0.95), lower-education (0.92), urban (0.97), non-urban (0.74). Nonprofit schools in networks outperform for-profit and stand-alone schools.
五个组织根据各州的法律、法规、资金和其他特征对各州的特许学校环境进行排名，但没有一个组织根据特许学生在全国考试中的表现对各州进行排名。我们根据2009年至2019年国家教育进步评估(National Assessment of Educational Progress)中四年级和八年级特许学生的数学和阅读成绩进行人口调整，对各州进行排名。各州的排名与所有公立学校学生的排名相关(0.33)。总体宪章排名与子群体排名相关:黑人(0.92)，西班牙裔(0.77)，低收入(0.95)，低教育(0.92)，城市(0.97)，非城市(0.74)。网络中的非营利性学校比营利性学校和独立学校表现更好。
{"title":"The Nation’s Charter Report Card: A New Ranking of States by Charter Student Performance","authors":"Paul E. Peterson, M. Danish Shakeel","doi":"10.1080/15582159.2023.2273607","DOIUrl":"https://doi.org/10.1080/15582159.2023.2273607","url":null,"abstract":"Five groups rank state charter school environments according to their laws, regulations, funding, and other characteristics, but none rank states by charter student performances on a national test. We rank states by demographically adjusted math and reading performances of charter students in 4th and 8th grade for the period 2009 to 2019 on the National Assessment of Educational Progress. State positions correlate (0.33) with standings for all public-school students. Overall charter standings correlate with subgroup rankings: Black (0.92), Hispanic (0.77), lower-income (0.95), lower-education (0.92), urban (0.97), non-urban (0.74). Nonprofit schools in networks outperform for-profit and stand-alone schools.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"137 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/15582159.2023.2274159
Eric Wearne
{"title":"Review of Duck and Cover: Confronting and Correcting Dubious Practices in Education <b>Review of Duck and Cover: Confronting and Correcting Dubious Practices in Education</b> , by Rick Ginsberg & Yong Zhao, New York, Teachers College Press, 2023, 187 pp., $54.76 (hardcover), ISBN: 978-0807767900","authors":"Eric Wearne","doi":"10.1080/15582159.2023.2274159","DOIUrl":"https://doi.org/10.1080/15582159.2023.2274159","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"21 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-08DOI: 10.1080/15582159.2023.2259630
Andrew Camp, Alison Johnson, Gema Zamarro
ABSTRACTDuring the 2020–21 school year, Black students were less likely to learn in person than white students. We examine whether this difference persisted as the pandemic progressed. We find that the rate of in-person learning increased in 2021–22 but remained lower for Black students compared to white students. While several factors helped explain observed racial differences in learning modality in 2020–21, only modality offerings continued to be an important explanatory factor in 2021–22 and a Black-white in-person learning gap persisted after controlling for offerings and other factors. These findings suggest a mismatch between Black families’ preferences and the options offered by their schools.KEYWORDS: COVID-19parental choiceracial gapsschooling modality AcknowledgmentsThe project described in this article relies on data from survey(s) administered by the UAS, which is maintained by the Center for Economic and Social Research at the University of Southern California. The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of USC or UAS. The collection of the UAS COVID-19 tracking data is supported in part by the Bill & Melinda Gates Foundation and by grant U01AG054580 from the National Institute on Aging, and many others.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available with registration from the Understanding America Study at https://uasdata.usc.edu/.Notes1. The summer 2021 survey (UAS 348) was fielded from June 9th to July 21st, the fall 2021 survey (UAS 350) was fielded from September 23rd to October 31st, and the winter 2022 survey (UAS 351) was fielded from February 1st to March 30th.2. https://uasdata.usc.edu/index.php3. Importantly, the UAS research team provides internet access and hardware (e.g., tablets) to respondents who do not have computer hardware or internet access so all households in the panel may participate. Respondents receive compensation for their time spent answering questions at a rate of $20 per 30 minutes of interview time. The surveys are conducted both in English and Spanish.4. While the UCA averages 7,000 respondents per survey wave, we limit our analysis to those respondents with school-aged children in the household with resulting sample sizes between 1,225 and 1,458 individual respondents. This proportion is comparable with the number of American households with school-aged children (https://www.census.gov/data/tables/2020/demo/families/cps-2020.html)5. Our sample includes any adult living in a household with a child in K-12 schooling which may include extended family members or adult siblings. As a robustness check, we repeat our analyses for summer and fall samples restricted to parents of K-12 students as identified from the separate “My Household” survey in Appendix B.6. For a small number of households (15) acr
{"title":"Revisiting Ethnic Differences in In-Person Learning During the 2021-22 School Year","authors":"Andrew Camp, Alison Johnson, Gema Zamarro","doi":"10.1080/15582159.2023.2259630","DOIUrl":"https://doi.org/10.1080/15582159.2023.2259630","url":null,"abstract":"ABSTRACTDuring the 2020–21 school year, Black students were less likely to learn in person than white students. We examine whether this difference persisted as the pandemic progressed. We find that the rate of in-person learning increased in 2021–22 but remained lower for Black students compared to white students. While several factors helped explain observed racial differences in learning modality in 2020–21, only modality offerings continued to be an important explanatory factor in 2021–22 and a Black-white in-person learning gap persisted after controlling for offerings and other factors. These findings suggest a mismatch between Black families’ preferences and the options offered by their schools.KEYWORDS: COVID-19parental choiceracial gapsschooling modality AcknowledgmentsThe project described in this article relies on data from survey(s) administered by the UAS, which is maintained by the Center for Economic and Social Research at the University of Southern California. The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of USC or UAS. The collection of the UAS COVID-19 tracking data is supported in part by the Bill & Melinda Gates Foundation and by grant U01AG054580 from the National Institute on Aging, and many others.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available with registration from the Understanding America Study at https://uasdata.usc.edu/.Notes1. The summer 2021 survey (UAS 348) was fielded from June 9th to July 21st, the fall 2021 survey (UAS 350) was fielded from September 23rd to October 31st, and the winter 2022 survey (UAS 351) was fielded from February 1st to March 30th.2. https://uasdata.usc.edu/index.php3. Importantly, the UAS research team provides internet access and hardware (e.g., tablets) to respondents who do not have computer hardware or internet access so all households in the panel may participate. Respondents receive compensation for their time spent answering questions at a rate of $20 per 30 minutes of interview time. The surveys are conducted both in English and Spanish.4. While the UCA averages 7,000 respondents per survey wave, we limit our analysis to those respondents with school-aged children in the household with resulting sample sizes between 1,225 and 1,458 individual respondents. This proportion is comparable with the number of American households with school-aged children (https://www.census.gov/data/tables/2020/demo/families/cps-2020.html)5. Our sample includes any adult living in a household with a child in K-12 schooling which may include extended family members or adult siblings. As a robustness check, we repeat our analyses for summer and fall samples restricted to parents of K-12 students as identified from the separate “My Household” survey in Appendix B.6. For a small number of households (15) acr","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/15582159.2023.2274158
John Thompson
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。
{"title":"Review of The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students <b>Review of The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students</b> , by Anthony Abraham Jack, Cambridge, Harvard Education Press, 2020, 288 pp., $24.95 (hardcover), ISBN: 978-0674248243","authors":"John Thompson","doi":"10.1080/15582159.2023.2274158","DOIUrl":"https://doi.org/10.1080/15582159.2023.2274158","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/15582159.2023.2274157
Richard Phelps
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The decline in Catholic school enrollment, of course, strongly correlates with the rise in tuition associated with the decline in number of highly skilled, low-cost religious (i.e., priests, nuns, and monks).2. Graduates include such notables as Rex Sinquefield, founder of the World Chess Hall of Fame and the Show-me Institute think tank, Jack Dorsey, founder of Twitter and Square, and Jeannie Leavitt, the nation’s first female fighter pilot. See “Bishop DuBourg High School,” Wikipedia, https://en.wikipedia.org/wiki/Bishop_DuBourg_High_School3. Students who transferred to their local public school reported easier classes and earlier graduation.4. “Table 216.90. Public elementary and secondary charter schools and enrollment, and charter schools and enrollment as a percentage of total public schools and total enrollment in public schools, by state: Selected school years, 2000–01 through 2021–22,” Digest of Education Statistics, US Department of Education.5. Or, from about .09% of all schools in 2000 to 6.75% in 2022.6. “Table 205.10. Private elementary and secondary school enrollment and private enrollment as a percentage of total enrollment in public and private schools, by region and grade level: Selected years, fall 1995 through fall 2019,” Digest of Education Statistics, US Department of Education.7. MN Association of Charter Schools, “Minnesota’s Charter School Story.” https://mncharterschools.org/advocacy/mn-charter-school-story.php8. An interesting parallel exists in an often-overlooked subset of US education, alternative schools for those students that no regular schools want.In the years following World War II, the United States hosted several hundred low-cost military schools where troubled or disorganized children might go to learn focus and discipline within a highly structured environment. Most have since closed, victims of anti-military sentiment from the 1960s on, and now number less than a few dozen.In their place have arisen hundreds of private “therapeutic” boarding schools where some of today’s out-of-control or drug-addicted teenagers may find peace in supportive cocoons of licensed counselors, nurses, and social workers. Only some students are welcome, however, because annual fees can exceed one-hundred thousand dollars.9. For example, see Oransky, I, & Marcus, A. (2017, January 13). Gaming the system, scientific “cartels” band together to cite each other’s work, STAT. https://www.statnews.com/2017/01/13/citation-cartels-science/
{"title":"Review of <i>Unproductive School Choice Debates: All Sides Assert Much That is Wrong, Misleading, or Irrelevant</i> <b>Review of Unproductive School Choice Debates: All Sides Assert Much That Is Wrong, Misleading, or Irrelevant</b> , by John Merrifield and Nathan Gray, Lanham, MD, Rowman & Littlefield, 2023, 266 pp., $90 (hardback), ISBN: 978-1475870923","authors":"Richard Phelps","doi":"10.1080/15582159.2023.2274157","DOIUrl":"https://doi.org/10.1080/15582159.2023.2274157","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The decline in Catholic school enrollment, of course, strongly correlates with the rise in tuition associated with the decline in number of highly skilled, low-cost religious (i.e., priests, nuns, and monks).2. Graduates include such notables as Rex Sinquefield, founder of the World Chess Hall of Fame and the Show-me Institute think tank, Jack Dorsey, founder of Twitter and Square, and Jeannie Leavitt, the nation’s first female fighter pilot. See “Bishop DuBourg High School,” Wikipedia, https://en.wikipedia.org/wiki/Bishop_DuBourg_High_School3. Students who transferred to their local public school reported easier classes and earlier graduation.4. “Table 216.90. Public elementary and secondary charter schools and enrollment, and charter schools and enrollment as a percentage of total public schools and total enrollment in public schools, by state: Selected school years, 2000–01 through 2021–22,” Digest of Education Statistics, US Department of Education.5. Or, from about .09% of all schools in 2000 to 6.75% in 2022.6. “Table 205.10. Private elementary and secondary school enrollment and private enrollment as a percentage of total enrollment in public and private schools, by region and grade level: Selected years, fall 1995 through fall 2019,” Digest of Education Statistics, US Department of Education.7. MN Association of Charter Schools, “Minnesota’s Charter School Story.” https://mncharterschools.org/advocacy/mn-charter-school-story.php8. An interesting parallel exists in an often-overlooked subset of US education, alternative schools for those students that no regular schools want.In the years following World War II, the United States hosted several hundred low-cost military schools where troubled or disorganized children might go to learn focus and discipline within a highly structured environment. Most have since closed, victims of anti-military sentiment from the 1960s on, and now number less than a few dozen.In their place have arisen hundreds of private “therapeutic” boarding schools where some of today’s out-of-control or drug-addicted teenagers may find peace in supportive cocoons of licensed counselors, nurses, and social workers. Only some students are welcome, however, because annual fees can exceed one-hundred thousand dollars.9. For example, see Oransky, I, & Marcus, A. (2017, January 13). Gaming the system, scientific “cartels” band together to cite each other’s work, STAT. https://www.statnews.com/2017/01/13/citation-cartels-science/","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2233322
Eric Price, Matthew H. Lee
ABSTRACT Private school leaders consider the potential benefits of private school choice program participation against costs associated with program regulations. Rational Choice Theory suggests leaders in states with conditions related to greater likelihood of program passage may be less willing to accept such regulations. To test this theory, we merge experimental data from a national study of private school choice program regulations with state-level data on political partisanship and union strength. We find limited evidence of heterogeneity by partisanship. We find leaders in states with weaker teachers’ unions are more reluctant to accept standardized testing requirements and copay prohibition.
{"title":"Principled Politics, Regulatory Reluctance: Conditions Moderating Private School Choice Program Participation","authors":"Eric Price, Matthew H. Lee","doi":"10.1080/15582159.2023.2233322","DOIUrl":"https://doi.org/10.1080/15582159.2023.2233322","url":null,"abstract":"ABSTRACT Private school leaders consider the potential benefits of private school choice program participation against costs associated with program regulations. Rational Choice Theory suggests leaders in states with conditions related to greater likelihood of program passage may be less willing to accept such regulations. To test this theory, we merge experimental data from a national study of private school choice program regulations with state-level data on political partisanship and union strength. We find limited evidence of heterogeneity by partisanship. We find leaders in states with weaker teachers’ unions are more reluctant to accept standardized testing requirements and copay prohibition.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"373 - 386"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45272679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2233323
John M. Kristof
Abstract Discourse around school choice often is divisive. Less understood is the effect polarization has within advocate groups. The Narrative Policy Framework (NPF) approach offers a systematic approach to understanding how political actors use narratives to affect policy debates. Because NPF assumes bounded relativity, the approach requires a theory of political ideology that can explain why narratives stick within certain ideological boundaries. Because Kling’s three-axes model provides non-mutually exclusive character identification, it can help illuminate in-group overlap and conflict. This essay uses NPF and Kling to examine how narratives are used by various subgroups within the school choice advocacy coalition.
{"title":"The Three Languages of School Choice: A Narrative Policy Framework Toward Better Conversations About Education Freedom","authors":"John M. Kristof","doi":"10.1080/15582159.2023.2233323","DOIUrl":"https://doi.org/10.1080/15582159.2023.2233323","url":null,"abstract":"Abstract Discourse around school choice often is divisive. Less understood is the effect polarization has within advocate groups. The Narrative Policy Framework (NPF) approach offers a systematic approach to understanding how political actors use narratives to affect policy debates. Because NPF assumes bounded relativity, the approach requires a theory of political ideology that can explain why narratives stick within certain ideological boundaries. Because Kling’s three-axes model provides non-mutually exclusive character identification, it can help illuminate in-group overlap and conflict. This essay uses NPF and Kling to examine how narratives are used by various subgroups within the school choice advocacy coalition.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"352 - 372"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46372972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2235848
H. Erickson
{"title":"Review of The Fractured Schoolhouse: Reexamining Education for a Free, Equal, and Harmonious Society","authors":"H. Erickson","doi":"10.1080/15582159.2023.2235848","DOIUrl":"https://doi.org/10.1080/15582159.2023.2235848","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"461 - 463"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41727232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2233320
Audrey Boochever, Heather Rose
ABSTRACT Using classroom-level data from nearly all California schools, we investigate whether Hispanic, Asian, Black, and Native students in grades K-5 are more likely to have a teacher of the same race at charter schools or traditional public schools in 2017-18, what school and student characteristics explain these differences, and how ethnoracial matching rates changed since 2012-13. Hispanic and Black students experience greater rates of ethnoracial matching at charter schools, whereas Asian and Native students experience greater match rates at traditional public schools. Having a same-race principal is a strong predictor of student-teacher ethnoracial match in many models. Since 2012-13, ethnoracial matching increased for Hispanic and Asian students, decreased for Black students, and remained stable for Native students. These findings are important given the benefits of exposure to teachers of the same ethnoracial identity and number of students of color in charter schools.
{"title":"Student-Teacher Ethnoracial Matching at Charter and Traditional Public Schools","authors":"Audrey Boochever, Heather Rose","doi":"10.1080/15582159.2023.2233320","DOIUrl":"https://doi.org/10.1080/15582159.2023.2233320","url":null,"abstract":"ABSTRACT Using classroom-level data from nearly all California schools, we investigate whether Hispanic, Asian, Black, and Native students in grades K-5 are more likely to have a teacher of the same race at charter schools or traditional public schools in 2017-18, what school and student characteristics explain these differences, and how ethnoracial matching rates changed since 2012-13. Hispanic and Black students experience greater rates of ethnoracial matching at charter schools, whereas Asian and Native students experience greater match rates at traditional public schools. Having a same-race principal is a strong predictor of student-teacher ethnoracial match in many models. Since 2012-13, ethnoracial matching increased for Hispanic and Asian students, decreased for Black students, and remained stable for Native students. These findings are important given the benefits of exposure to teachers of the same ethnoracial identity and number of students of color in charter schools.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"324 - 351"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47385227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：