The Effects of Means-Tested Private School Choice Programs on College Enrollment and Graduation. Research Report
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| Title: | The Effects of Means-Tested Private School Choice Programs on College Enrollment and Graduation. Research Report |
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| Language: | English |
| Authors: | Chingos, Matthew M., Kuehn, Daniel, Monarrez, Tomas, Wolf, Patrick J., Witte, John F., Kisida, Brian, Urban Institute, Center on Education Data and Policy |
| Source: | Urban Institute. 2019. |
| Availability: | Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Walton Family Foundation Robertson Foundation Foundation for Excellence in Education Charles and Helen Schwab Foundation |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education High Schools |
| Descriptors: | Private Schools, School Choice, Enrollment, College Preparation, Graduation Rate, Outcomes of Education, High School Graduates, Educational Attainment, Tax Credits, Scholarships, Educational Vouchers |
| Geographic Terms: | Florida, Wisconsin (Milwaukee), District of Columbia |
| Abstract: | Private school choice programs are rapidly gaining traction, with nearly 450,000 student participants in 2019--an increase of 300,000 students in just 15 years. This report evaluates how well some of these programs prepare students for college by examining college enrollment and completion data from the Florida Tax Credit scholarship program, the Milwaukee Parental Choice Program, and the Washington, DC, Opportunity Scholarship Program. Unlike previous research on private school choice, this body of work takes a long-term approach, focusing on college enrollment and graduation rates rather than student satisfaction and test scores. Over the past three years, this research has demonstrated that private school choice programs yield varying results on graduation rates, with positive outcomes for students in the Florida and Milwaukee programs and no statistically significant positive or negative outcome in DC. This report presents the most up-to-date data and proposes topics for future research that would better equip policymakers to make decisions. The updated data in this report show more consistent positive effects of Milwaukee's private school choice program, and the results in DC still show no significant effect, even as we broaden the sample to include more students. [Additional funding for this report was provided by the Bill and Susan Oberndorf Foundation and by Kate and Bill Duhamel.] |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | ED601791 |
| Database: | ERIC |
| Abstract: | Private school choice programs are rapidly gaining traction, with nearly 450,000 student participants in 2019--an increase of 300,000 students in just 15 years. This report evaluates how well some of these programs prepare students for college by examining college enrollment and completion data from the Florida Tax Credit scholarship program, the Milwaukee Parental Choice Program, and the Washington, DC, Opportunity Scholarship Program. Unlike previous research on private school choice, this body of work takes a long-term approach, focusing on college enrollment and graduation rates rather than student satisfaction and test scores. Over the past three years, this research has demonstrated that private school choice programs yield varying results on graduation rates, with positive outcomes for students in the Florida and Milwaukee programs and no statistically significant positive or negative outcome in DC. This report presents the most up-to-date data and proposes topics for future research that would better equip policymakers to make decisions. The updated data in this report show more consistent positive effects of Milwaukee's private school choice program, and the results in DC still show no significant effect, even as we broaden the sample to include more students. [Additional funding for this report was provided by the Bill and Susan Oberndorf Foundation and by Kate and Bill Duhamel.] |
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