Document Type

Article

Publication Date

2019

Publication Title

Journal of Educational Policy

Publisher Name

Sage Journals

Abstract

School choice research is abundant, but rarely incorporates students’ experiences or perspectives. This study investigates a diverse group of students’ school choice experiences as they applied to, gained admission to and enrolled in high school in Chicago Public Schools, which offers over 130 options. Adapting Ball and colleagues’ (2012) concept of policy actor positionality, we analyzed the role of students’ developmental and social statuses in students’ school choice experiences. Students’ policy encounters were developmentally consistent, but their admissions results and subsequent academic trajectories diverged by their socioeconomic status. We discuss these findings’ developmental and equity implications for school choice policy.

Comments

Author Posting © Sage Journals, 2019. This is the author's version of the work. It is posted here by permission of Sage Journals for personal use, not for redistribution. The definitive version was published in Journal of Educational Policy, 2019. https://doi.org/10.1177/0895904819843589

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Included in

Education Commons

Share

COinS