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EJ874517 - The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles

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ERIC #:	EJ874517
Title:	The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles
Authors:	Ledwith, Valerie
Descriptors:	Public Schools; Neighborhood Schools; School Choice; Outcomes of Education; Academic Achievement; Student Mobility; Open Enrollment; Surveys; Correlation; Urban Schools; Socioeconomic Status; School Location; Geographic Location
Source:	American Journal of Education, v116 n2 p243-262 Feb 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Publication Date:	2010-02-00
Pages:	20
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Increased school choice is leading to enrollment patterns that do not reflect attendance in the neighborhood school. The impact of this increased mobility on scholastic achievement is still undecided, in part because of the difficulty in untangling compositional and contextual effects on educational outcomes. This article uses data from the Los Angeles Family and Neighborhood Survey to examine the influence of student mobility associated with open enrollment on the scholastic achievement of public school students in Los Angeles. Using a series of OLS regressions, the analysis shows that increased student mobility associated with open enrollment has a positive influence on the scholastic achievement of public school students controlling for student motivation, race, socioeconomic status, and the effects of school and neighborhood characteristics. It is also apparent that the wealth of the student's residential neighborhood is also important. Taken together, these results highlight the complexity of the geography of opportunity associated with educational outcomes and the need for continued research on the sociospatial dimension of scholastic achievement.
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	California
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0195-6744
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1086/649493

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