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.
Recommended Citation
Phillippo, Kate L.; Griffin, Briellen; Del Dotto, Bryan J.; Castro, David; and Nagi, Ekram. School Choice, Youth Voice: How Diverse Student Policy Actors Experience High School Choice Policy. Journal of Educational Policy, , : , 2019. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1177/0895904819843589
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© Sage Journals, 2019.
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