Browsing by Subject "School choice"

Now showing 1 - 3 of 3
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    Choice, mobility, and place attachment: Minnesota's public school choice
    (2014-10) Choi, Youngeun
    Relationships between place and people are complex because places become specific and unique as we build memories, share stories, accumulate histories. Therefore, mobility and place attachment are often placed in opposite discussions. Considering the daily life and limited resources of low-income families, however, the relationship between place and people can be a love and hate relationships and the discussion on mobility and place attachment are not straightforward. The current study explored how inner-city low-income families with school-age children experience school choice. Particularly, the study attempted to examine the Choice Is Yours program that allows school mobility with the help of transportation in order to support for low-income families in Minneapolis, Minnesota. The primary purpose of the current study was to develop a better understanding of how low-income families perceive choice, place, mobility, and place attachment using the theoretical frameworks of mobility and place attachment. To understand and interpret the meanings of their perception and experiences, a phenomenological study was employed and in-depth, semi-structured interviews were conducted with the parents who participated the Choice Is Yours program. Conversations with the participants show that having choice allowed them not only to attain academic achievement but also to be aware of available resources, to grow ability to judge well, and to develop positive relationships with peers and school community. The participants expressed multi-layered emotions with places. Place attachment of the current study was associated with the experience of first-time homeownership, familiar and convenient environments, and close kin relationships that were located in the same neighborhood. This was related to moving decisions. Future study on the inclusion of non-choosers of the opportunity-based program in such neighborhoods would provide a better understanding the impact of choice and the perception of mobility and place attachment. This will broaden the discussion about the school choice program by connecting educational policy with housing policy.
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    School Choice and Children's School Commuting
    (University of Minnesota Center for Transportation Studies, 2009-01) Wilson, Elizabeth; Marshall, Julian; Krizek, Kevin; Wilson, Ryan
    Some school districts allow parents to choose which school their child attends, a policy known as school choice. We study the impact of school choice on school transportation behavior. To do this, we examine the extent to which children’s commute mode and parental attitudes toward school selection and school travel differ by magnet versus neighborhood schools and by race. We conducted a survey of elementary-school parents to assess how children travel to school and identify underlying parental attitudes. Compared to national data, our sample of K-6 students had fewer children walking and traveling by personal vehicle, and more riding the school bus. Magnet (i.e. school choice) schools, which draw from broader geographic regions than neighborhood schools, have fewer students walking or biking to school and more students riding the bus rather than using a private automobile. Transportation attitudes and actions differ by school type and race. For example, compared to white parents, non- white parents are more concerned about availability and safety of school buses, and also are more likely to use school buses. This paper highlights the importance of school district policy on school transportation, mode choice, and the ability of students to walk or bike to school.
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    Three Essays in Development Economics
    (2021-08) Rahman, Khandker Wahedur
    In spite of tremendous progress in income generation, school enrollment, and agricultural production, developing economies face significant challenges to enhance welfare for their populaces. Although international migration has increased income, there are unknown effects of migration that may have various implications. Agricultural production has increased, but farmer productivity remains sub-optimal due to information and credit constraints. Though more students are enrolling, schools are demonstrating poor productivity as students have low levels of learning. Understanding the impacts of migration, optimizing farmer productivity and increasing their income, and improving school productivity are critical issues to be explored to formulate effective policies for facilitating egalitarian economic development. I explore these issues in my research through empirical microeconomics and impact evaluation.