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School Choice: Academic, Financial, and Societal Implications

Hostetler, Traci J.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
School choice is a contentious issue in the United States. Based on a free market system where competition drives performance, supporters believe that underperforming schools should be forced to close if they are unable to keep up with the higher performing districts. However, schools are founded on the institutional theory, which inhibits their responsiveness to innovation and competition. Proponents of school choice argue that families have the right to decide where their children are educated, and many school districts benefit financially when they gain student enrollment. Supporters believe that choice provides families with opportunities to seek schools that provide a higher quality of education than their residential districts. Those who oppose school choice believe that choice is a divisive tool separating rich and poor, Black, and White. Opponents believe that the fiscal implications that result from students exiting their residential districts leave the neediest students without access to the education they’re entitled to. Opponents believe that additional implications, such as social and transient repercussions, add to the negative impact of school choice on our most at-risk population: impoverished and minority students. Based on research, there is little evidence to support a causal relationship between school choice and a leveled playing field for needy students; however, benefits are noted for some students who consistently open enroll. Positive effect size estimates were noted in math only, reading only, and math and reading combined; school choice across time after the first year a student participated in open enrollment; the 5-8 grade band; and for achievement by race. Because this study utilized a meta-analysis, there are limitations to consider. Specifically, data are limited to what is available in existing research. Publication bias and heterogeneity may also impact results as they skew data. In this study, test scores were utilized to measure achievement; however, test scores are not always indicators of achievement.
Karen Larwin, PhD (Advisor)
Adam Earnheardt, PhD (Committee Member)
Jake Protivnak, PhD (Committee Member)
Patrick Spearman, PhD (Committee Member)
103 p.
Education; Education Finance; Education History; Education Policy; Educational Leadership; Educational Theory
school choice; open enrollment; segregation; academic achievement; socioeconomic segregation; Freedman; institutional theory; market theory

Recommended Citations

Citations

  • Hostetler, T. J. (2021). School Choice: Academic, Financial, and Societal Implications [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479

    APA Style (7th edition)

  • Hostetler, Traci. School Choice: Academic, Financial, and Societal Implications. 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479.

    MLA Style (8th edition)

  • Hostetler, Traci. "School Choice: Academic, Financial, and Societal Implications." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479

    Chicago Manual of Style (17th edition)

ysu1613056526287479
286
© 2021, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.