Parent Perspectives on School Choice: Experimental Evidence from a Nationally Representative Sample. EdWorkingPaper No. 25-1261
Saved in:
| Title: | Parent Perspectives on School Choice: Experimental Evidence from a Nationally Representative Sample. EdWorkingPaper No. 25-1261 |
|---|---|
| Language: | English |
| Authors: | Matthew H. Lee, Angela R. Watson, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Parent Attitudes, School Choice, Standardized Tests, Scores, College Enrollment, Academic Ability, Religious Factors, Civics, Citizenship Responsibility, Generational Differences, Socioeconomic Status, Political Affiliation, Elementary Secondary Education, Public Schools, Charter Schools, Private Schools, Home Schooling |
| Abstract: | Parental attitudes and perspectives of student "success" will likely drive their educational choices, whether residentially assigned district public schools, alternative public schools, private schools, or homeschooling. However, little research has examined the importance of these attitudes on choice or how these attitudes may vary across parent characteristics. In this study, we conducted an experimental study of parent perspectives on student success. We use a fully randomized stated preferences experiment known as a conjoint experiment to evaluate these perspectives across five components, including standardized test scores, college matriculation, civic outcomes, academic skills, and religiosity. We find that standardized test scores, college matriculation, and civic outcomes matter most to parents, but that academic skills and religiosity also matter. In addition, we find evidence of heterogeneity in marginal means across subgroups, with older parents penalizing below average test scores, high-income parents favoring matriculation to a prestigious college or university, and politically conservative and religiously active parents favoring religiosity more so than other parents. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678189 |
| Database: | ERIC |
Be the first to leave a comment!
