公立学校择校时代的学生派位:芝加哥的入学、申请和录取模式

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lauren Sartain, Riley Lewers, Lisa Barrow
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引用次数: 0

摘要

拥有大量学校选择的地区必须决定如何匹配学生和学校。各学区越来越多地将申请集中在一站式门户网站上,该门户网站提供有关学校选择、入学要求、单一申请和截止日期的信息,希望提高透明度并简化入学流程。在芝加哥公立学校引入了一个集中平台(GoCPS)之后,学生们更有可能进入成绩优异的高中,尽管这一趋势一直呈上升趋势。特许学校的入学人数略有下降,而社区学校的入学人数有所增加,反映了申请人数的变化。GoCPS减少了录取通知的数量,可能会减少九年级入学的不确定性。实施类似系统的地区应考虑高需求学校的席位可用性,并减少导航选择系统的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assigning Students to Schools in an Era of Public School Choice: Patterns in Enrollment, Applications, and Offers in Chicago
Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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