@article{db19cc053be141f48a933ca6c9482fa1,
title = "A Tale of Two Systems: Choice and Equity in the District of Columbia{\textquoteright}s Charter Schools",
abstract = "Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households{\textquoteright} efforts to remain separate.",
keywords = "charter schools, education reform, educational equity, policy implementation, segregation, urban schools",
author = "Andrew Eisenlohr and Kate Kennedy and Bulkley, {Katrina E.} and Marsh, {Julie A.}",
note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors thank Laura Mulfinger for her support. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C180025 to The Administrators of the Tulane Educational Fund. The opinions expressed are those of the authors and do not represent views of the Institute, the U.S. Department of Education, the Council of the District of Columbia, or others in District of Columbia government. Publisher Copyright: {\textcopyright} The Author(s) 2023.",
year = "2023",
doi = "10.1177/08959048231198816",
language = "English",
journal = "Educational Policy",
issn = "0895-9048",
publisher = "SAGE Publications Inc.",
}
