The influence of Open Enrollment on Scholastic Achievement

The influence of Open Enrollment on Scholastic Achievement

Among Public School Students in Los Angeles


Audrey Soman

3/28/2010

Miami Dade College

Abstract
There has been a move in schools outside the regular neighborhood and has caused a pattern to be formed. This information in this article will be used to help bring an understanding to open enrollment among public schools in Los Angeles. It will also examine the effect of mobility to open enrollment. The data used has showed that open enrollment has been a positive effort. This data will also look at the effect of wealth and poverty in comparison to open enrollment. Although this result does not give a precise meaning for the outcome, it does provide an insight. A positive influence has been seen in motivation, race, socioeconomic status and neighborhoods when it comes to open enrollment. The increased choices in schools still do not reflect attendance in the neighborhood schools. When all this information is comprised it only provides reason why more research is necessary before a conclusion can be finalized, (Suggestions taken from American Journal of Education).


















Parents have always tried to send their children to good schools. They have always tried to search and seek out the best. (Journal of Education chicago) Parents send their children to schools that can convey immediately their expectations. (www.frinstitute.org) There are benefits for students who graduate from high school. There are opportunities for better jobs and higher earnings (Cohn and Addison 1998). Those in favor of open enrollment state that there is a privilege in the quality of education that comes from open enrollment. Others state that school choice will make things difficult for those that are marginalized. Students that have taken advantage of this move have seen that there is more mobility in the educational system. There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003(National Center for education Statistics 2006). This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries (Zubrinsky and Bobo 1996).
Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Hoxby). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Hoxby). There is also another side to this dilemma those parents that are not in a position to choose good schools will be left out. Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Epple 2004). Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Coons and Sugarman 2009). Those in rural and suburban areas will also be able to choose.
The outcome of education is just as important as school choice. Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Capell, Stigletary). Students in Milwaukee on the other hand that attended magnet school academically performed better. Those in Chicago benefitted at first but did not in later years (Hoxby). Regardless of how close the school or school choice homework was an important element to measure motivation of students. The more effort put into academics also was a factor for success (Johnson, Mark, McDill, Natriello and Smerdon). When all data was studied based on Asians, Latinos, Whites, Blacks and Multi, Asians students outperformed all groups. They were more mobile when compared to their peers. Whites who attended schools outside their zones ranked even higher than the Asians. Here is a good example to look at socioeconomic status. Wealth was a determining factor when comparing above average schools (American Journal on education).
There also seems to be a significant achievement gap when comparing whites, blacks and Latinos who attend schools outside of their neighborhood zones. Asian and Latinos score high on scholastic achievements but no other significant difference when comparing the other groups. On the other hand Asian who attends schools outside their zones scored higher than those in the neighborhood schools. There is a hypothesis to this result that states Asians are more like to spend more time studying about three hours more and doing homework to ensure their educational success. Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Harris and Herington). Students in Title 1 Schools are shown to perform lower than any other group (American Journal on Education). When looking at the Asian students those attending schools outside their neighborhood and those within they still performed better (American Journal on Education).
When students are in smaller classes from K to 3 and a class size of 13 to 17 students, this has also turned out to be a factor in achievement. Students who are constantly kept in smaller classes perform better on test score. This may contribute to teacher identifying those students that require extra assistance (Konstantopoulos). School choice can also contribute to parents choosing segregated schools for their children. White students are still attending better schools regardless of wealth and minority students are influenced by wealth. As a result whites have an advantage in attendance patterns and scholastic achievement (American journal on Education). Although wealth may not be an issue those that can afford to live in better neighborhoods also have the schools that are better so geographic should be included in the context on achievement. Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools (Brown and Pollitt 2001). Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Yan der Klaauw 2008). This research only makes it clear that the pathway to education is complex and it takes everyone involved to ensure success (American Journal on Education).
















References
American Journal of Education (abstract), Wealth was a determining factor when comparing above average schools (Para 3 sent 7-11 pg 4) (Para 4 sent 1-4 pg 4) (Para 5 sent 10 pg 6). Brown and Pollitt Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools ( Para 4 sent 7-8 pg 5).
Capell and Stigletary The outcome of education is just as important as school choice Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Para 3 sent 1-2 pg 4).
Cohn and Addison There are opportunities for better jobs and higher earnings (Para 1 sent 5 pg 3).
Coons and Sugarman 2009 Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Para 2 sent 5 pg 4).
Epple 2004 Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Para 2 sent 4 pg 4). Harris and Herington Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Para 4 sent 5 pg 5). Hoxby Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Para 2 sent 1 pg 3). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Para 2 sent 2 pg 3). Those in Chicago benefitted at first but did not in later years (Para 3 sent 3 pg 4).
Johnson, Mark, McDill, Natriello and Smerdon Regardless of how close the school or school choice homework was an important element to measure motivation of students (Para 3 pg 4 sent 5-6). The more effort put into academics also was a factor for success
(Journal of Education chicago) They have always tried to search and seek out the best (Para 1 sent 1 pg 3).
Konstantopoulos This may contribute to teacher identifying those students that require extra assistance (Para 5 sent 1-3 pg 5).
National Center for education Statistics 2006 There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003.
(1998Psacharopoulos) (Para 1 sent 6- 9 pg 3).
(www.frinstitute.org) Parents send their children to schools that can convey immediately their expectations (Para 1 sent 3 pg 3).
www.journal.uchicago.edu
Yan der Klaauw 2008 Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Para 5 sent 9 pg 5).
Zubrinsky and Bobo 1996 This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries ( Para 1 sent 10 pg 3).