All Choices Created Equal? The Role of Choice Sets in the Selection of Schools
Peabody Journal of Education: Issues of Leadership, Policy, and Organizations - Vol. 84, No. 2
Courtney A. Bell, Educational Testing Service
ABSTRACT
Reformers suggest that parental choice will improve equity by making it possible for parents to select better schools for their children. A key assumption behind this claim is that parents choose from a set of schools that range in quality. Data from this longitudinal interview study suggest this assumption may be false. In one Midwestern city, parents of different social class backgrounds did not consider schools of similar quality. The set of schools considered by parents, called the choice set, differed; though parents' choice processes and reasoning were remarkably similar. These data suggest that in addition to the well-documented constraints of income, information, and transportation, the resources used to construct choice sets may further constrain the schools parents consider. These findings raise questions about the ability of current choice policies to deliver the equity outcomes reformers suggest.
ABOUT THE AUTHOR
Courtney A. Bell is an associate research scientist at the Educational Testing Service (ETS). Previously, she was a faculty member at the University of Connecticut. She received her B.A. in Chemistry from Dartmouth College and her Doctorate in Curriculum, Teaching, and Educational Policy from Michigan State University. Dr. Bell is interested in the intersection of policy and practice in the areas of parental choice, teaching policy, teacher learning, and the measurement of teaching.
