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Why do parents decide to switch schools? How good is the information school districts provide to guide those decisions? How do traditional public schools respond to competition from charter schools? Do options exacerbate segregation by skimming off the best students? And do any of these efforts appear to improve student achievement?
Answers to these difficult questions surrounding school choice are the topic of a new book by experts at the National Center on School Choice at Vanderbilt University’s Peabody College published this month by Harvard Education Press.
The researchers examine how communities, districts and states use choice as a strategy for improving schools and student learning in a manner designed to address common concerns of parents, policymakers and the broader public.
The newly published studies focus on cities and states with some of the country’s most interesting school choice scenarios, including Washington, D.C., New York, Indianapolis, Chicago and Michigan.
Included in the book, School Choice and School Improvement, are:
School Choice and School Improvement is edited by Cannata, Goldring and Berends and is based on papers presented at a national invitational conference on school choice held at Vanderbilt in 2009.
The book is a collaboration among Peabody College and the Brookings Institution, Brown University, the Center for Evaluation and Education Policy at Indiana University, Harvard University, National Bureau of Economic Research, Northwest Evaluation Association, Stanford University and the University of Notre Dame.
The NCSC is funded by a five-year, $13.3 million grant from the U.S. Department of Education’s Institute of Education Sciences.
Melanie Moran, (615) 322-NEWS
Education and Psychology, releases, Research charter schools, ed, education, Ellen Goldring, featured research, IES, k-12, Marisa Cannata, National Center for School Choice, Peabody College, principals, Ron Zimmer, teachers
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