{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86842"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86842","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"School Choice Policy and Social Inequity Within an Urban School District","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Boyce, Erica"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Street, Debra","Sociology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-25T23:23:20Z","date_published":"2025-02-25T23:23:20Z","updated_at":"2026-07-27T19:05:37Z","subjects":["education policy"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86842","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Street, Debra","Sociology"]},{"key":"dc:creator","label":"Author","values":["Boyce, Erica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-25T23:23:20Z","2020","2020-08-06 08:56:48"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education policy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86842"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","The 1960's educational desegregation movement sought to remedy racial inequities within school districts, with mandatory school busing as a means to reduce racial segregation and enhance educational equality throughout the U.S. More recently, the 2002 No Children Left Behind Act encouraged parents, especially in low-income neighborhoods, to choose better performing schools rather than their child simply being relegated to the nearest neighborhood school. According to school choice proponents, choice could reduce social stratification and improve educational outcomes. Since then, many U.S. school districts have adopted some form of school choice, whether allowing students to transfer to another school within their own district, providing vouchers to private schools, or creating new public options like charter schools. My dissertation extends school choice research by assessing the implications of school choice within traditional public schools, using multivariate analyses of student registration, placement, and academic performance data for students enrolled in an urban school district located in the North east region of the United States. The first chapter describes the theoretical premises supporting school choice, reviews the research literature on how parents with varying backgrounds select schools for their children, and outlines the city's history of school segregation. Empirically, I assess characteristics of the school choice application and placement processes for the District's kindergartners and ninth graders using eight years of pooled data. This analysis provides the foundation for assessing the relationship between choice and subsequent academic outcomes. In the outcomes analysis, I compare state assessment scores and other student outcomes longitudinally, for both the kindergarten and ninth grade populations. My findings show that the choice of school was not consistently associated with enhanced academic outcomes. However, school stability – staying at the same school – was consistently positive. The sociological implications and policy concerns associated with school choice suggest additional trajectories for future research and could also inform practical policy innovations.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["School Choice Policy and Social Inequity Within an Urban School District"]}]}],"canonical_facts":{"dc:contributor":["Street, Debra","Sociology"],"dc:creator":["Boyce, Erica"],"dc:date":["2025-02-25T23:23:20Z","2020","2020-08-06 08:56:48"],"dc:description":["Ph.D.","The 1960's educational desegregation movement sought to remedy racial inequities within school districts, with mandatory school busing as a means to reduce racial segregation and enhance educational equality throughout the U.S. More recently, the 2002 No Children Left Behind Act encouraged parents, especially in low-income neighborhoods, to choose better performing schools rather than their child simply being relegated to the nearest neighborhood school. According to school choice proponents, choice could reduce social stratification and improve educational outcomes. Since then, many U.S. school districts have adopted some form of school choice, whether allowing students to transfer to another school within their own district, providing vouchers to private schools, or creating new public options like charter schools. My dissertation extends school choice research by assessing the implications of school choice within traditional public schools, using multivariate analyses of student registration, placement, and academic performance data for students enrolled in an urban school district located in the North east region of the United States. The first chapter describes the theoretical premises supporting school choice, reviews the research literature on how parents with varying backgrounds select schools for their children, and outlines the city's history of school segregation. Empirically, I assess characteristics of the school choice application and placement processes for the District's kindergartners and ninth graders using eight years of pooled data. This analysis provides the foundation for assessing the relationship between choice and subsequent academic outcomes. In the outcomes analysis, I compare state assessment scores and other student outcomes longitudinally, for both the kindergarten and ninth grade populations. My findings show that the choice of school was not consistently associated with enhanced academic outcomes. However, school stability – staying at the same school – was consistently positive. The sociological implications and policy concerns associated with school choice suggest additional trajectories for future research and could also inform practical policy innovations.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86842"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["education policy"],"dc:title":["School Choice Policy and Social Inequity Within an Urban School District"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:37Z"}