House prices and school choice: Evidence from Chicago's magnet schools’ proximity lottery

2019 ◽  
Vol 60 (1) ◽  
pp. 33-55 ◽  
Author(s):  
Leonardo Bonilla‐Mejía ◽  
Esteban Lopez ◽  
Daniel McMillen
Keyword(s):  
School Choice ◽  
Magnet Schools ◽  
House Prices

A Look Back: Taking stock of public school choice in Kappan

2021 ◽  
Vol 103 (1) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Alternative Schools ◽  
Private School ◽  
Magnet Schools ◽  
Public School Choice ◽  
Look Back

In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

scholarly journals Building a Constituency for Racial Integration: Chicago's Magnet Schools and the Prehistory of School Choice

2019 ◽  
Vol 59 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Nicholas Kryczka
Keyword(s):  
Urban Education ◽  
School Choice ◽  
Civil Rights ◽  
Magnet Schools ◽  
Urban Landscape ◽  
Urban Revitalization ◽  
Educational Choice ◽  
Academic Education ◽  
Civil Rights Era ◽  
The 1960S

Chicago's magnet schools were one of the nation's earliest experiments in choice-driven school desegregation, originating among civil rights advocates and academic education experts in the 1960s and appearing at specific sites in Chicago's urban landscape during the 1970s. The specific concerns that motivated the creation of magnet schools during the civil rights era—desegregating schools and arresting white flight—were decisively wedded to notions of parental choice, academic selectivity, and urban revitalization. While magnet schools enacted innovative curricula in self-consciously multicultural spaces, their scarcity, combined with their function as a spur to middle-class urbanism, ratified new regimes of inequality in urban education. This article frames magnet schools’ engineered success as a necessary prehistory for the rise of educational choice-and-accountability reforms later in the twentieth century.

School Choice and Accountability

2021 ◽  
Author(s):  
Simon Burgess ◽  
Ellen Greaves
Keyword(s):  
School Choice ◽  
House Prices ◽  
Empirical Work ◽  
School Accountability ◽  
Healthcare Sector ◽  
Public Provision ◽  
The Public ◽  
System P ◽  
Good Schools ◽  
Equality Of Access

School choice and accountability are both mechanisms initially designed to improve standards of education in publicly provided schools, although they have been introduced worldwide with alternative motivations such as to promote equality of access to “good” schools. Economists were active in the initial design of school choice and accountability systems, and continue to advise and provide evidence to school authorities to improve the functioning of the “quasi-market.” School choice, defined broadly, is any system in which parents’ preferences over schools are an input to their child’s allocation to school. Milton Friedman initially hypothesized that school choice would increase the diversity of education providers and improve schools’ productivity through competition. As in the healthcare sector and other public services, “quasi-markets” can respond to choice and competition by improving standards to attract consumers. Theoretical and empirical work have interrogated this prediction and provided conditions for this prediction to hold. Another reason is to promote equality of access to “good” schools and therefore improve social mobility. Rather than school places being rationed through market forces in the form of higher house prices, for example, school choice can promote equality of access to popular schools. Research has typically considered the role of school choice in increasing segregation between different groups of pupils, however, due to differences in parents’ preferences for school attributes and, in some cases, the complexity of the system. School accountability is defined as the public provision of school-performance information, on a regular basis, in the same format, and using independent metrics. Accountability has two functions: providing incentives for schools, and information for parents and central authorities. School choice and accountability are linked, in that accountability provides information to parents making school choices, and school choice multiplies the incentive effect of public accountability. Research has studied the effect of school accountability on pupils’ attainment and the implications for teachers as an intermediate mechanism.

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