"Quality, Close to Home" and Invisible Zero-Sum Politics: Boston's Home-Based Student Assignment Policy

Autor/inn/en	McDermott, Kathryn A.; Fung-Morley, Anna
Titel	"Quality, Close to Home" and Invisible Zero-Sum Politics: Boston's Home-Based Student Assignment Policy
Quelle	In: Peabody Journal of Education, 93 (2018) 4, S.395-410 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1488396
Schlagwörter	Public Schools; Educational Policy; School Choice; Proximity; Student Placement; School Location; Neighborhood Schools; Educational Change; Public Opinion; Public Support; Mathematics; Enrollment; Racial Composition; Access to Education; Racial Differences; Politics of Education; Urban Areas; Middle Class; School Desegregation; School Resegregation; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Choice of school; Schulwahl; Lebensnähe; Schülerpraktikum; Schulgelände; Bildungsreform; Öffentliche Meinung; Öffentliche Förderung; Öffentliche Trägerschaft; Mathematik; Einschulung; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Educational policy; Urban area; Stadtregion; Mittelschicht; Integrative Schule
Abstract	In 2013, the Boston Public Schools (BPS) adopted the Home-Based Student Assignment Policy (HBSAP), which replaced elementary and middle-school choice within three large geographic zones with an algorithm that generates a choice basket of schools for each address based on proximity to the student's home and a guarantee that all baskets will include at least four schools in the top two state test-score quartiles of BPS. Adoption of HBSAP broke a long political stalemate. BPS invited broad public participation in the process but also shaped the agenda to favor what middle-class neighborhood participants wanted. The process obscured the zero-sum politics of student assignment by permitting current students and their younger siblings to continue in their schools after adoption of HBSAP and because the algorithm does not produce winners and losers as obviously as geographically defined student assignment policies do. BPS has not produced a comprehensive evaluation of HBSAP's effects, but early evidence suggests that it is making enclave schools more white. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01