Respecting Priorities when Assigning Students to Schools

We consider the problem of assigning students to schools on the basis of priorities. Students are allowed to have equal priority at a school. We characterize the efficient rules which weakly/strongly respect students’ priorities. When priority orderings are not strict, it is not possible to simply break ties in a fixed manner. All possibilities of resolving the indifferences need to be considered. Neither the deferred acceptance algorithm nor the top trading cycle algorithm successfully solve the problem of efficiently assigning the students to schools whereas a modified version of the deferred acceptance algorithm might. In this version tie breaking depends on students’ preferences.

Strategy-proof tie-breaking

We study a general class of priority-based allocation problems with weak priority orders and identify conditions under which there exists a strategy-proof mechanism which always chooses an agent-optimal stable, or constrained efficient, matching. A priority structure for which these two requirements are compatible is called solvable. For the general class of priority-based allocation problems with weak priority orders,we introduce three simple necessary conditions on the priority structure. We show that these conditions completely characterize solvable environments within the class of indifferences at the bottom (IB) environments, where ties occur only at the bottom of the priority structure. This generalizes and unifies previously known results on solvable and unsolvable environments established in school choice, housing markets and house allocation with existing tenants. We show how the previously known solvable cases can be viewed as extreme cases of solvable environments. For sufficiency of our conditions we introduce a version of the agent-proposing deferred acceptance algorithm with exogenous and preference-based tie-breaking.

Strategy-proofness makes the difference: deferred-acceptance with responsive priorities

In college admissions and student placements at public schools, the admission decision can be thought of as assigning indivisible objects with capacity constraints to a set of students such that each student receives at most one object and monetary compensations are not allowed. In these important market design problems, the agent-proposing deferred-acceptance (DA-)mechanism with responsive strict priorities performs well and economists have successfully implemented DA-mechanisms or slight variants thereof. We show that almost all real-life mechanisms used in such environments - including the large classes of priority mechanisms and linear programming mechanisms - satisfy a set of simple and intuitive properties. Once we add strategy-proofness to these properties, DA-mechanisms are the only ones surviving. In market design problems that are based on weak priorities (like school choice), generally multiple tie-breaking (MTB)procedures are used and then a mechanism is implemented with the obtained strict priorities. By adding stability with respect to the weak priorities, we establish the first normative foundation for MTB-DA-mechanisms that are used in NYC.

Centralized allocation in multiple markets

We study the problem of centralized allocation of indivisible objects in multiple markets. We show that the set of allocation rules that are group strategy-proof and Pareto-efficient are sequential dictatorships. Therefore, the solution of the joint al-location in multiple markets is significantly narrower than in the single-market case. Our result also applies to dynamic allocation problems. Finally, we provide conditions under which the solution of the single-market allocation coincides with the multiple-market case, and we apply this result to the study of the school choice problem with sibling priorities.

Parcerias público-privadas em educação: novos arranjos na agenda internacional da educação

A intensificação das dinâmicas da globalização nas últimas décadas tem impulsionado a influência de organizações e redes globais de múltiplos atores que atuam no campo das políticas educacionais. O movimento de desterritorialização do fazer político abre espaço para iniciativas de natureza diversa, tanto do ponto de vista da sua esfera de atuação quanto dos atores envolvidos. No contexto dessas novas articulações, iniciativas marcadas pelo envolvimento do setor privado na educação pública têm se desenvolvido em um arranjo complexo referido como parcerias público-privadas em educação. A presente pesquisa analisa essas parcerias em educação, que surgem em um cenário de transformações no próprio funcionamento e organização dos Estados e nas relações que se estabelecem para além das suas fronteiras. Tendo em vista a complexidade do tema e a fim de investigar como ele se traduz e se desenvolve localmente, três experiências são analisadas com maior profundidade: o Chile, com seu sistema de escolas subvencionadas, os Estados Unidos, com as charter schools e a Holanda, que tem seu sistema educacional historicamente estruturado a partir do conceito de school choice. A partir da análise conceitual sobre as parcerias público-privadas em educação e do aprofundamento da pesquisa nesses casos representativos, esta dissertação busca problematizar esse arranjo nas politicas públicas de educação e evidenciar como o seu desenvolvimento está articulado com instituições e processos que transcendem o enquadramento dos Estados-Nação.

Aussichten der freien Schulwahl. Die globale pädagogische Reformbewegung im Härtetest der direkten Demokratie

Weltweit ist eine Angleichung von Bildungsreformen zu beobachten, was im Begriff der globalen pädagogischen Reformbewegung zum Ausdruck kommt. Obwohl die Bedingungen, unter denen sich Nationalstaaten einer pädagogischen Weltkultur angleichen, in jüngster Zeit vermehrt untersucht wurden, ist über die politischen Mechanismen, die über die Rezeption globaler Modelle befinden, wenig bekannt. Anhand einer Fallstudie aus der Schweiz, deren System der direkten Demokratie besonders geeignet scheint, politische Transformationsprozesse zu untersuchen, wird die Auseinandersetzung um die Einführung der freien Schulwahl, wie sie durch verschiedene Volksinitiativen ausgelöst wurde, rekonstruiert. Die Studie zeigt, dass ein neoinstitutionalistischer Ansatz geeignet sein kann, die Rezeption globaler Reformmodelle zu erklären, sofern er um eine akteurtheoretische Perspektive ergänzt wird und die Besonderheiten des lokalen politischen Systems berücksichtigt werden. In methodischer Hinsicht ergibt sich, dass bei der Untersuchung globaler Angleichungsprozesse vier Referenzpunkte zu beachten sind, nämlich Staat, Markt, Öffentlichkeit und Wissenschaft

Educational Monopolies

Is there a monopoly in public education? This paper discusses some current literature and information on school choice and voucher programs. This paper specifically looks at school choice in Florida.

La concurrence entre écoles accroît-elle les effets de composition ?

La ségrégation entre écoles se caractérise par des différences dans la composition des établissements qui peuvent être analysées à partir d’une diversité de points de vue. Dans ce texte, les auteurs s’intéressent en particulier aux effets de composition, c’est-à-dire à l’influence sur chacun des élèves des caractéristiques globales de l’ensemble des élèves de leur établissement. Ils y proposent un schème d’interprétation qui a pour but de raisonner sur les conditions institutionnelles favorables à l’émergence des effets de composition. Ce schème vise à rendre compte de la diversité des résultats de recherches relatives aux effets de composition, en posant l’hypothèse que ceux-ci sont maximisés dans un environnement institutionnel qui combine une latitude dans le choix de l’école et une autonomie importante des établissements.

La concurrence entre écoles accroît-elle les effets de composition ?

La ségrégation entre écoles se caractérise par des différences dans la composition des établissements qui peuvent être analysées à partir d’une diversité de points de vue. Dans ce texte, les auteurs s’intéressent en particulier aux effets de composition, c’est-à-dire à l’influence sur chacun des élèves des caractéristiques globales de l’ensemble des élèves de leur établissement. Ils y proposent un schème d’interprétation qui a pour but de raisonner sur les conditions institutionnelles favorables à l’émergence des effets de composition. Ce schème vise à rendre compte de la diversité des résultats de recherches relatives aux effets de composition, en posant l’hypothèse que ceux-ci sont maximisés dans un environnement institutionnel qui combine une latitude dans le choix de l’école et une autonomie importante des établissements.

Imagination in school children's choice of their learning environment: An Australian study

A visual research project addressed school children's concepts of ideal learning environments. Drawings and accompanying narratives were collected from Year 5 and Year 6 children in nine Queensland primary schools. The 133 submissions were analysed and coded to develop themes, identify key features and consider the uses of imagination. The children's imagined schools echo ideas promoted by progressive educators. The results of this study suggest benefits for school designers can emerge from the imaginative contributions of children in creating engaging environments, while educational policy makers can benefit from children's ideas in the promotion of engaging, student-centred pedagogies.

A question of agency : applying Sen’s theory of human capability to the concept of secondary school student career ‘choice’

In this paper, we seek to operationalize Amartya Sen's concept of human capability to guide a scholarly investigation of student career choice capability. We begin by outlining factors affecting youth labour markets in Australia; a prosperous country that is affected by a ‘two-speed’ national economy. We then examine recent government initiatives that have been designed to combat youth unemployment and cyclical disadvantage by enhancing the aspirations and career knowledge of secondary school students. We argue that these policy measures are based on four assumptions: first, that career choice capability is a problem of individual agency; second, that the dissemination of career information can empower students to act as ‘consumers’ in an unequal job market; third, that agency is simply a question of will; and finally, that school education and career advice – as a means to freedom in the space of career development – is of equal quality, distribution and value to an increasingly diverse range of upper secondary school students. The paper concludes by outlining a conceptual framework capable of informing an empirical research project that aims to test these assumptions by measuring and comparing differences between groups in the range of freedom to achieve and, therefore, to choose.

Who struggles most in making a career choice and why? Findings from a cross-sectional survey of Australian high-school students

This paper reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending years 9-12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with own academic abilities and self-efficacy.

Adolescents' views about a proposed rewards intervention to promote healthy food choice in secondary school canteens

Using rewards may be an effective method to positively influence adolescent eating behaviour, but evidence regarding this approach is limited. The aim of this study was to explore young adolescent views about a proposed reward intervention associated with food choice in school canteens. Focus groups were held in 10 schools located in lower socioeconomic areas within Northern Ireland and involved 90 pupils aged 11-12 years (54 girls, 36 boys). Our findings indicated a high degree of acceptability for a reward scheme but there was major diversity in the type of rewards valued by pupils, largely defined by geographical area and socio-cultural differences. Pupils from rural areas tended to emphasize group-based and longer-term rewards, whereas pupils from urban-city schools tended to suggest individualistic and immediate rewards. The major factors influencing food choice were food price, value for money, taste and visual appearance. Pupils felt that factors outside of their control, such as being assigned to the second lunch sitting placed considerable constraints on their food choice. This research not only indicated a high degree of acceptability for a rewards-based intervention but also highlighted a number of socio-cultural and environmental factors that should be considered by researchers when developing such an intervention.

Investigating Multiple-Choice Assessment: Secondary School Teachers' Perceptions and Practices

Multiple-choice assessment is used within nearly all levels of education and is often heavily relied upon within both secondary and postsecondary institutions in determining a student’s present and future success. Understanding why it is effective or ineffective, how it is developed, and when it is or is not used by teachers can further inform teachers’ assessment practices, and subsequently, improve opportunities for student success. Twenty-eight teachers from 3 secondary schools in southern Ontario were interviewed about their perceptions and use of multiple-choice assessment and participated in a single-session introductory workshop on this topic. Perceptions and practices were revealed, discussed, and challenged through the use of a qualitative research method and examined alongside existing multiple-choice research. Discussion centered upon participants’ perspectives prior to and following their participation in the workshop. Implications related to future assessment practices and research in this field of assessment were presented. Findings indicated that many teachers utilized the multiple-choice form of assessment having had very little teacher education coursework or inservice professional development in the use of this format. The findings also revealed that teachers were receptive to training in this area but simply had not been exposed to or been given the opportunity to further develop their understanding. Participants generally agreed on its strengths (e.g., objectivity) and weaknesses (e.g., development difficulty). Participants were particularly interested in the potential for this assessment format to assess different levels of cognitive difficulty (i.e., levels beyond remembering of Bloom’s revised taxonomy), in addition to its potential to perhaps provide equitable means for assessing students of varying cultures, disabilities, and academic streams.