A longitudinal analysis of the effects of open enrollment on equity and academic achievement: Evidence from Minneapolis,Minnesota |
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| Institution: | 1. Harbin Institute of Technology at Weihai, China;2. Microsoft Research Asia, China;3. Shandong University, China;4. The University of Hong Kong, China;1. Department of Rehabilitation Medicine, Emory University School of Medicine, 12 Executive Park NE, Atlanta, GA, 30329, United States;2. Department of Physical and Rehabilitation Medicine, Emory University Hospital, 550 Peachtree Street, NE, 30308, United States;3. Harvard University Extension School, Cambridge, MA, 02138, United States;4. Department of Behavioral Medicine, Sultan Qaboos University, Oman;1. EHESP School of Public Health, Rennes, F-35043, France;2. Paris Descartes University, Paris, F-75006, France |
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| Abstract: | Open enrollment was expected to provide students in urban school settings with equal opportunity to access schools with abundant educational resources that led to improved student achievement. The One-way ANOVA and Linear Mixed Models used a propensity score matching method were administered to identify to what extent urban students utilized inter-district open enrollment in a Midwestern city and to compare their performances on standardized tests before and after the school transfer had occurred. The results indicated that open enrollment provided black students and students in the child welfare system with equal access to racially and socioeconomically integrated schools. However, these students' academic performance was not significantly enhanced by their open enrollment, except the 3rd grade student achievement in math. The results raised questions about the characteristics of open enrollment. Recommendations for future research are made; study limitations are addressed. |
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