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    Geography, Academic Quality, and Choice: Evidence from the Boston Public School System

    Cover for Geography, Academic Quality, and Choice: Evidence from the Boston Public School System
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    View/Open: Quinn_georgetown_0076M_12606.pdf (959kB)

    Creator
    Quinn, Michael
    Advisor
    Gordon, Nora E
    Abstract
    This paper uses linear probability models (LPM) to examine the relationship between academic quality and participation in school choice within the Boston Public School (BPS) choice system. Using BPS administrative data this paper controls for characteristics of the feasible choice sets students had during the 2011-2012 school year. The results of the analysis find little evidence of academic quality increasing participation in school choice. The results suggest that race, ethnicity, and socioeconomic status may influence the probability of a student's participation. This paper finds additional evidence that there may be a positive relationship between the number of choices a student faces and the likelihood that they do not participate. These results could have policy implications for policymakers concerned with the educational resource allocative nature of school choice.
    Description
    M.P.P.
    Permanent Link
    http://hdl.handle.net/10822/709941
    Date Published
    2014
    Subject
    Boston; BPS; School Choice; Public policy; Public policy;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    47 leaves
    Collections
    • Graduate Theses and Dissertations - Public Policy
    Metadata
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    Georgetown University Seal
    ©2009 - 2023 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility