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Public and Private School Choice in Greater Hartford: A Brief Overview and Computer Mapping Analysis Jack Dougherty and Naralys Estevez Trinity College, Hartford CT presented at the “Who Chooses Schools and Why?” conference October 11, 2005 http://www.trincoll.edu/depts/educ/css.

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Public and Private School Choice in Greater Hartford: A Brief Overview and Computer Mapping AnalysisJack Dougherty and Naralys EstevezTrinity College, Hartford CTpresented at the “Who Chooses Schools and Why?” conferenceOctober 11, 2005http://www.trincoll.edu/depts/educ/css



School choice over time

1) private & parochial schools


School choice over time

1) private & parochial schools

Source: State of Connecticut, Report of the Board of Education to the Governor, 1930-31


School choice over time

2) residential choice


School choice over time

2) residential choice


School choice over time

2) residential choice


School choice over time

2) residential choice


School choice over time

2) residential choice


School choice over time

2) residential choice

Hartford Courant, May 1, 1960


School choice over time

2) residential choice

Hartford Courant, May 1, 1960


School choice over time

1) private and parochial schools

2) residential choice


School choice over time

1) private and parochial schools

2) residential choice

Both forms of school choice required special access (wealth, racial privilege, religious identity), so “choice” was not freely available to all.



5 new programs expanding school choice

- but designed for different purposes



1) Capitol Region Choice Program

• Since 1998, state-sponsored program to reduce racial isolation and promote higher achievement through voluntary transfers between urban and suburban public school districts (K-12); administered by CREC

• Revision of Project Concern (1966-1998)

• Approximately 1000 student participants on space-available basis, with lottery

• To be expanded under Sheff settlement


1) Capitol Region Choice Program

• Since 1998, state-sponsored program to reduce racial isolation and promote higher achievement through voluntary transfers between urban and suburban public school districts (K-12); administered by CREC

• Revision of Project Concern (1966-1998)

• Approximately 1000 student participants on space-available basis, with lottery

• To be expanded under Sheff settlement



2) Magnet Schools

• In response to 1996 Sheff decision, state support for interdistrict magnet schools to reduce racial & economic isolation and promote higher achievement

• Magnet schools “attract” families with curricular themes


2) Magnet Schools

• In response to 1996 Sheff decision, state support for interdistrict magnet schools to reduce racial & economic isolation and promote higher achievement

• Magnet schools “attract” families with curricular themes

• Currently 19 interdistrict magnets in Hartford region; most managed by CREC or HPS

• To be expanded under Sheff settlement


2) Magnet Schools

Comparison of Learning Corridor magnet schools, 2004-05


2) Magnet Schools

Comparison of Learning Corridor magnet schools, 2004-05


Comparison of Learning Corridor magnet schools, 2004-05

HMMS

MMS

Student Participation (by town)

GHAMAS

GHAA



3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area


3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area


3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area


3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area


3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area


3) Charter Schools

• 1997 state law allows independent public schools, accountable to charter-granting agency

• License to innovate to improve student achievement and make efforts to reduce isolation; enrollment by lottery if necessary

• Currently 2 charter schools in Hartford area



4) Children’s Educational Opportunity Foundation of Connecticut (CEO)

• Operating since 1998 in Hartford, a privately-funded school choice program for low-income families (no more than 200% above federal poverty guidelines)


4) Children’s Educational Opportunity Foundation of Connecticut (CEO)

• Operating since 1998 in Hartford, a privately-funded school choice program for low-income families (no more than 200% above federal poverty guidelines)

• Up to $1700 scholarship to subsidize private or parochial school tuition for grades K-5; renewable up to grade 8


4) Children’s Educational Opportunity Foundation of Connecticut (CEO)

CEO Students

2004-05

• Operating since 1998 in Hartford, a privately-funded school choice program for low-income families (no more than 200% above federal poverty guidelines)

• Up to $1700 scholarship to subsidize private or parochial school tuition for grades K-5; renewable up to grade 8


4) Children’s Educational Opportunity Foundation of Connecticut (CEO)

CEO Students 2004-05


4) Children’s Educational Opportunity Foundation of Connecticut (CEO)

CEO Students 2004-05



5) Mayor Perez’s Independent Schools Initiative Connecticut (CEO)

• Announced July 2005, a privately-funded school choice program designed to increase college attendance rate for Hartford high school students

• Pledges from 17 independent college prep schools for $11 million in scholarships and financial aid to be phased in over 4 years

• Approx 200 Hartford students enrolled under partnership --Courant July 22, 2005


5) Mayor Perez’s Independent Schools Initiative Connecticut (CEO)

• Announced July 2005, a privately-funded school choice program designed to increase college attendance rate for Hartford high school students

• Pledges from 17 independent college prep schools for $11 million in scholarships and financial aid to be phased in over 4 years

• Approx 200 Hartford students enrolled under partnership --Courant July 22, 2005


• Capitol Region Choice Program Connecticut (CEO)

• Magnet Schools

• Charter Schools

• CEO Foundation

• Mayor’s Independent Schools Initiative


What do we currently know about these five choice programs? Connecticut (CEO)

• Capitol Region Choice Program

• Magnet Schools

• Charter Schools

• CEO Foundation

• Mayor’s Independent Schools Initiative


What do we currently know about these five choice programs? Connecticut (CEO)

Individual levels of knowledge are high for specific programs, but relatively few studies have been published & shared with the broader community



Question: Who chooses schools and why? Connecticut (CEO)

- insights from prospective parent interviews


Question: Who chooses schools and why? Connecticut (CEO)

- insights from prospective parent interviews

• Trinity students conducting interviews with prospective parents at magnet school open house, January 2005


Question: Who chooses schools and why? Connecticut (CEO)

- insights from computer mapping (GIS)



How does computer mapping work? Connecticut (CEO)

Choice program agrees to share applicants’ street address data (restricted access to protect individual family confidentiality)


How does computer mapping work? Connecticut (CEO)

Street map


How does computer mapping work? Connecticut (CEO)

Geocode street address data as individual points on map


How does computer mapping work? Connecticut (CEO)

Zone A

Zone B

Overlay neighborhood

boundary lines

(census tracts, elementary school zones, etc)


How does computer mapping work? Connecticut (CEO)

Zone A

Zone B

Colors represent data groups


How does computer mapping work? Connecticut (CEO)

Zone A

Zone B

Colors represent data groups

Remove dots and address data to maintain individual family confidentiality


How does computer mapping work? Connecticut (CEO)

Zone A

Zone B

  • We can ask new questions:

  • In which zones are choice applicants more likely to reside?

  • Do choice applicants tend to reside in zones with certain demographic characteristics?

  • Are choice applicants statistically representative of the eligible population in each zone?

  • . . .and more


How does computer mapping work? Connecticut (CEO)

Zone A

Zone B

  • We can ask new questions:

  • In which zones are choice applicants more likely to reside?

  • Do choice applicants tend to reside in zones with certain demographic characteristics?

  • Are choice applicants statistically representative of the eligible population in each zone?

  • . . .and more

Note: We appreciate the cooperation of school choice programs that shared data, but our interpretation of the findings does not necessarily reflect their views.




Where do choice applicants/participants reside? Connecticut (CEO)

Hartford Public School elementary school attendance zones


Where do choice applicants/participants reside? Connecticut (CEO)

Capitol Region Choice Applicants 05-06

CEO Participants 04-05

expressed as a percent of HPS elem zone enrollment 03-04


Do choice applicants/participants tend to reside Connecticut (CEO)

in low-scoring CMT zones?

Capitol Region Choice Applicants 05-06

CEO Participants 04-05

expressed as a percent of HPS elem zone enrollment 03-04


Do choice applicants/participants tend to reside Connecticut (CEO)

in low-scoring CMT zones?

No conclusive patterns for average elementary school CMT scores


In its simplest terms, Connecticut (CEO)

research

is the process of

posing thoughtful questions

and

answering them systematically & ethically


In its simplest terms, Connecticut (CEO)

research

is the process of

posing thoughtful questions

and

answering them systematically & ethically

We can do better research

if you help us frame

the most meaningful questions


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