Geography, Academic Quality, and Choice: Evidence from the Boston Public School System
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.
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THE RELATIONSHIP BETWEEN NCLB MEASURES OF TEACHER QUALITY AND CHANGES IN CALIFORNIA'S HIGH SCHOOL ACADEMIC PERFORMANCE GAINS FROM 1999-2005 Schaller, Sarah (2006-04-18)Previous research indicates that teachers indeed matter for the improvement of students' educational outcomes, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). This ...
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Can Public Preschool Participation Increase Secondary School Completion and University Enrollment in Uruguay? Evidence from the 2011-2014 Continuous Household Survey Belford, Jonathan (Georgetown University, 2016)The rapid expansion of the public preschool system in Uruguay has led to increased preschool participation rates throughout the country since 1995. While research in the United States suggests that there is a significant ...