Pub Date : 2023-04-03DOI: 10.1080/15582159.2023.2211436
E. Ellefsen
{"title":"Review of Agency: The Four Point Plan (F.R.E.E.) for All Children to Overcome the Victimhood Narrative and Discover Their Pathway to Power","authors":"E. Ellefsen","doi":"10.1080/15582159.2023.2211436","DOIUrl":"https://doi.org/10.1080/15582159.2023.2211436","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"12 2","pages":"311 - 312"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41265351","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 : 2023-04-03DOI: 10.1080/15582159.2023.2211437
J. Thompson
{"title":"Review of An Economic Theory of Home Schooling by Brian Baugus","authors":"J. Thompson","doi":"10.1080/15582159.2023.2211437","DOIUrl":"https://doi.org/10.1080/15582159.2023.2211437","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"313 - 315"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48345089","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 : 2023-04-03DOI: 10.1080/15582159.2023.2210941
H. Patrinos
ABSTRACT COVID-19 led to school closures and emergency remote learning. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures – stringency of lockdown and vaccination – and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1% of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling.
{"title":"The Longer Students Were Out of School, the Less They Learned","authors":"H. Patrinos","doi":"10.1080/15582159.2023.2210941","DOIUrl":"https://doi.org/10.1080/15582159.2023.2210941","url":null,"abstract":"ABSTRACT COVID-19 led to school closures and emergency remote learning. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures – stringency of lockdown and vaccination – and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1% of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"161 - 175"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42224864","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 : 2023-04-03DOI: 10.1080/15582159.2023.2211435
Christy Batts
{"title":"Review of Homeschooling the Right: How Conservative Education Activism Erodes the State","authors":"Christy Batts","doi":"10.1080/15582159.2023.2211435","DOIUrl":"https://doi.org/10.1080/15582159.2023.2211435","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"316 - 318"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49148430","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 : 2023-03-13DOI: 10.1080/15582159.2022.2162129
W. Szymczak, Tomasz Gajderowicz
ABSTRACT This study aims to discover the barriers to studying a major aligned with personal interests. We applied a unique dataset on real retrospective choices of prospective students in Poland and utilized Random Parameter Multinomial Logistic Regression to model the preferences. We used driving time instead of geographical proximity to abolish the assumption of equal access to transport in Poland. Results from the nationally representative survey found a significant trade-off between driving time and personal interest compliance – one is willing to pay 2 hours in driving time to study a major that strongly matches her interest. The results were coherent with stated-choice studies, except for the average earnings after graduation. There was significant heterogeneity in the subjective willingness to pay between the NUTS2 regions in Poland, suggesting that some regions’ poor academic attractiveness might incentivize prospective students to move out. The continued trend might contribute to an increase in spatial human capital inequalities in Poland, as high achieving students will choose to study in academically oriented higher education institutions, while the disadvantaged might not have enough resources to bear the cost of commuting.
{"title":"Distance Does Matter, but Time is Critical. The Role of Spatial and Institutional Features in Choosing HEI","authors":"W. Szymczak, Tomasz Gajderowicz","doi":"10.1080/15582159.2022.2162129","DOIUrl":"https://doi.org/10.1080/15582159.2022.2162129","url":null,"abstract":"ABSTRACT This study aims to discover the barriers to studying a major aligned with personal interests. We applied a unique dataset on real retrospective choices of prospective students in Poland and utilized Random Parameter Multinomial Logistic Regression to model the preferences. We used driving time instead of geographical proximity to abolish the assumption of equal access to transport in Poland. Results from the nationally representative survey found a significant trade-off between driving time and personal interest compliance – one is willing to pay 2 hours in driving time to study a major that strongly matches her interest. The results were coherent with stated-choice studies, except for the average earnings after graduation. There was significant heterogeneity in the subjective willingness to pay between the NUTS2 regions in Poland, suggesting that some regions’ poor academic attractiveness might incentivize prospective students to move out. The continued trend might contribute to an increase in spatial human capital inequalities in Poland, as high achieving students will choose to study in academically oriented higher education institutions, while the disadvantaged might not have enough resources to bear the cost of commuting.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"223 - 253"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60396739","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 : 2023-03-10DOI: 10.1080/15582159.2023.2186852
Charisse Gulosino, Heather K. Olson Beal, Susie S. Cox, Brent D. Beal
Abstract School choice is expected to generate competition and thereby lead to organizational improvements. Using teachers’ original survey responses, this study uses the market culture within the competing values framework and finds substantial variation in how rural schoolteachers perceive competitive pressure and school climate. When we restricted our analysis to teachers from low-income schools, the relationship between competition and work environment is amplified for some organizational climate variables. Findings, which suggest that higher levels of perceived competition are associated with somewhat higher morale and stronger organizational cultures, are important for school leaders and policymakers.
{"title":"An Investigation of Teachers’ Perceptions of School Competitiveness and Organizational Work Environment in a Rural Area","authors":"Charisse Gulosino, Heather K. Olson Beal, Susie S. Cox, Brent D. Beal","doi":"10.1080/15582159.2023.2186852","DOIUrl":"https://doi.org/10.1080/15582159.2023.2186852","url":null,"abstract":"Abstract School choice is expected to generate competition and thereby lead to organizational improvements. Using teachers’ original survey responses, this study uses the market culture within the competing values framework and finds substantial variation in how rural schoolteachers perceive competitive pressure and school climate. When we restricted our analysis to teachers from low-income schools, the relationship between competition and work environment is amplified for some organizational climate variables. Findings, which suggest that higher levels of perceived competition are associated with somewhat higher morale and stronger organizational cultures, are important for school leaders and policymakers.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43512433","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 : 2023-03-03DOI: 10.1080/15582159.2023.2183450
Patrick J. Wolf, Jay P. Greene, James D. Paul, M. Ladner
{"title":"Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP?","authors":"Patrick J. Wolf, Jay P. Greene, James D. Paul, M. Ladner","doi":"10.1080/15582159.2023.2183450","DOIUrl":"https://doi.org/10.1080/15582159.2023.2183450","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43514476","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 : 2023-01-29DOI: 10.1080/15582159.2022.2163968
M. Shakeel, B. Ray
ABSTRACT Stewart and McCracken at the Coalition for Responsible Home Education (CRHE) present a rebuttal to our article where their main critique is regarding our study’s ideological roots. In this rejoinder to Stewart and McCracken, we highlight three things: a) the takeaways from our study are robust to the criticism of CRHE, b) our survey instrument and conclusions are well aligned with the existing surveys and findings on child abuse, and c) CRHE itself admits that their mission is not based on using empirical evidence for cross-sector child abuse comparison. They say, “they are not particularly interested in contesting our empirical findings.” While Stewart and McCracken claim that lax homeschooling laws enable or cause abuse, they provide no empirical evidence to support this claim. We argue that CRHE insists on pursuing goals based on their ideology, hence they miss the mark regarding the purpose of our empirical study and critiquing it. Our study is the first of its kind to use a valid and reliable instrument with a representative sample and we encourage others to further this line of empirical work. We caution policymakers to use representative evidence in framing child protection laws after accounting for the role played by demographics and not just school sector.
{"title":"There Is Little Evidence Disproportionately Associating Home Schoolers with Child Abuse: A Rejoinder to Stewart and McCracken","authors":"M. Shakeel, B. Ray","doi":"10.1080/15582159.2022.2163968","DOIUrl":"https://doi.org/10.1080/15582159.2022.2163968","url":null,"abstract":"ABSTRACT Stewart and McCracken at the Coalition for Responsible Home Education (CRHE) present a rebuttal to our article where their main critique is regarding our study’s ideological roots. In this rejoinder to Stewart and McCracken, we highlight three things: a) the takeaways from our study are robust to the criticism of CRHE, b) our survey instrument and conclusions are well aligned with the existing surveys and findings on child abuse, and c) CRHE itself admits that their mission is not based on using empirical evidence for cross-sector child abuse comparison. They say, “they are not particularly interested in contesting our empirical findings.” While Stewart and McCracken claim that lax homeschooling laws enable or cause abuse, they provide no empirical evidence to support this claim. We argue that CRHE insists on pursuing goals based on their ideology, hence they miss the mark regarding the purpose of our empirical study and critiquing it. Our study is the first of its kind to use a valid and reliable instrument with a representative sample and we encourage others to further this line of empirical work. We caution policymakers to use representative evidence in framing child protection laws after accounting for the role played by demographics and not just school sector.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"218 - 222"},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456897","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 : 2023-01-19DOI: 10.1080/15582159.2022.2163967
Gabrielle Stewart, C. McCracken
ABSTRACT In this short response, we at the Coalition for Responsible Home Education (CRHE) offer two critiques of Ray and Shakeel’s (2022) recent study on the influence of demographic factors on homeschool safety. We argue that, while the study’s methodology is novel and valuable, concerns remain about its usage of snowball sampling to overrepresent certain demographics, as well as shortcomings in the survey instrument and its validation. Our main critique, however, questions the study’s ideological roots. We argue that Ray and Shakeel’s aim is to circumvent consideration of potential changes to policy measures that would protect homeschooled children. In CRHE’s view, closing loopholes that enable abuse to occur unnoticed takes precedence over determining incidence of abuse relative to school type. Indeed, we caution against conflating the relative incidence of abuse within homeschooling communities with its absolute importance to a society that prioritizes child safety.
{"title":"Abused Homeschooled Children Deserve Legal Protections: A Response to Ray and Shakeel (2022)","authors":"Gabrielle Stewart, C. McCracken","doi":"10.1080/15582159.2022.2163967","DOIUrl":"https://doi.org/10.1080/15582159.2022.2163967","url":null,"abstract":"ABSTRACT In this short response, we at the Coalition for Responsible Home Education (CRHE) offer two critiques of Ray and Shakeel’s (2022) recent study on the influence of demographic factors on homeschool safety. We argue that, while the study’s methodology is novel and valuable, concerns remain about its usage of snowball sampling to overrepresent certain demographics, as well as shortcomings in the survey instrument and its validation. Our main critique, however, questions the study’s ideological roots. We argue that Ray and Shakeel’s aim is to circumvent consideration of potential changes to policy measures that would protect homeschooled children. In CRHE’s view, closing loopholes that enable abuse to occur unnoticed takes precedence over determining incidence of abuse relative to school type. Indeed, we caution against conflating the relative incidence of abuse within homeschooling communities with its absolute importance to a society that prioritizes child safety.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"214 - 217"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46677066","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 : 2023-01-08DOI: 10.1080/15582159.2022.2164153
Jason Jabbari, Takeshi Terada, Ethan Greenstein, Evan Rhinesmith
ABSTRACT This paper explores how parents’ COVID-19 safety concerns relate to school governance models (SGMs), instructional modes (i.e. in-person, hybrid, online), and perceptions of school quality during the pandemic. Leveraging two waves of household survey data across 47 states and the District of Columbia, we first conduct a series of multinomial regression analyses to explore the extent that parents’ safety concerns relate to SGMs, as well as the extant that SGMs relate to instructional modes. We then explore the extent that parents’ safety concerns, SGMs, and instructional modes relate to perceptions of school quality. We also examine whether the relationship between SGMs and perceptions of school quality vary across instructional modes. We find that parents’ safety concerns varied widely across SGMs and that when considering these variations, SGMs appeared to be able to match parents’ safety concerns with appropriate instructional modes. Although charter and private schools were consistently associated with better perceptions of school quality, we did not observe frequent associations between instructional modes (e.g. virtual instruction) and perceptions of school quality. However, we did find that the relationship between SGMs and perceptions of school quality significantly varied across instructional modes, such that hybrid instruction tended to increase the likelihood of perceiving poor school quality at charter schools but decrease these perceptions in private schools. We conclude with implications for policy and practice.
{"title":"COVID-19 Safety Concerns, School Governance Models, and Instructional Modes: An Exploration of School Quality Perspectives during the Pandemic","authors":"Jason Jabbari, Takeshi Terada, Ethan Greenstein, Evan Rhinesmith","doi":"10.1080/15582159.2022.2164153","DOIUrl":"https://doi.org/10.1080/15582159.2022.2164153","url":null,"abstract":"ABSTRACT This paper explores how parents’ COVID-19 safety concerns relate to school governance models (SGMs), instructional modes (i.e. in-person, hybrid, online), and perceptions of school quality during the pandemic. Leveraging two waves of household survey data across 47 states and the District of Columbia, we first conduct a series of multinomial regression analyses to explore the extent that parents’ safety concerns relate to SGMs, as well as the extant that SGMs relate to instructional modes. We then explore the extent that parents’ safety concerns, SGMs, and instructional modes relate to perceptions of school quality. We also examine whether the relationship between SGMs and perceptions of school quality vary across instructional modes. We find that parents’ safety concerns varied widely across SGMs and that when considering these variations, SGMs appeared to be able to match parents’ safety concerns with appropriate instructional modes. Although charter and private schools were consistently associated with better perceptions of school quality, we did not observe frequent associations between instructional modes (e.g. virtual instruction) and perceptions of school quality. However, we did find that the relationship between SGMs and perceptions of school quality significantly varied across instructional modes, such that hybrid instruction tended to increase the likelihood of perceiving poor school quality at charter schools but decrease these perceptions in private schools. We conclude with implications for policy and practice.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"254 - 289"},"PeriodicalIF":0.0,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43681095","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}
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