This study aims to explore the relationship among school brand, parents¡¦ educational attitude and school choice of junior high schools in Kaohsiung City. The study was conducted by means of questionnaire survey with self-edited ¡§Questionnaire on School Brand, Parents¡¦ Educational Attitude and School Choice.¡¨ 413 junior high schools¡¦ parents were randomly sampled in Kaohsiung City. The collected data was analyzed by statistical methods, including t-test, One-Way ANOVA, Pearson Product-Method Correlation and Multiple Regression. Based on the analyzed results, the followings were concluded: 1.The junior high schools¡¦ parents in Kaohsiung City could hold the positive attitudes toward school brand, parents¡¦ educational attitude and school choice. 2.The attitudes of the parents with different background have no difference on school brand. 3.The attitudes of the parents with different background have no difference on parents¡¦ educational attitude. 4.The attitudes of the parents with different background have no difference on s school choice. 5.School brand and parents¡¦ educational attitude have moderate related; school brand and school choice has moderate related.

This dissertation examines the effects of charter schools in Texas, using data from the Texas Education Agency for 190 charter schools and over 60,000 charter students. In Chapter II we examine charter effect test score gains for charter students. After controlling for individual student characteristics, we find that students in their first year in a charter school have large negative test score gains compared to when they were in traditional public school, and that charter schools that have been in operation for more than one year have higher average test score gains than new charter schools. Charter schools appear to have the most positive effects on African-American students. We find that the overall effect of being in a charter school for multiple years is that students have slightly lower average test score growth than when they were in a traditional public school. In Chapter III we examine the effect of charters on test score gains for students attending nearby traditional public schools. After controlling for campus and student characteristics, we find traditional public school districts and campuses that face greater competition from charter schools have higher average test score gains than other traditional public schools. This positive effect of charter competition is strongest for African-American and Hispanic students, and is focused entirely on students attending traditional public campuses in the bottom 50% of the initial campus average achievement distribution. In Chapter IV we examine the charter effect on the distribution of students by ability and race/ethnicity, as well as examining what factors are associated with a student choosing to move to a charter school. We find that students who move to charter schools tend to move to schools with a higher percentage of students of their same race/ethnicity, and that this gap is largest for African-American students. We also find that average math and reading test scores are lower than the statewide average at the traditional public schools that charter students leave, and that charter schools are attracting, on average, the lower-performing students from these lowperforming schools.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / Includes bibliographical references (p. 377-396). Also available on the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

The main purpose of this dissertation is to examine how Chilean municipalities have been affected by, and have responded to, the threat of competition for students under the Chilean voucher system, and to test whether between-district stratification has been a relevant or irrelevant outcome of such pressures. More specifically, this study analyzes which key municipal factors are associated with local public school enrollment gains, retention or losses under the voucher system. In addition, the purpose is to study the measures undertaken by some municipal public school officials and public school principals at the local level in Santiago de Chile, the Chilean capital city, in order to retain or attract students to their public-municipal schools. Main findings indicate that unfair competition between public and private-voucher sectors largely explains public-municipal enrollment losses and private-voucher enrollment gains experimented both in Santiago and the overall country. On the other hand, unfair competition between public school districts themselves largely explains differences on enrollment and stratification within the public sector. Overall, this dissertation demonstrates that the Chilean voucher system has not improved the educational opportunities of disadvantaged students within the city –and across the country as a whole- as school choice proponents claim vouchers will do. / text

The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Joel Weiss.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 45-03, page: 1153.

Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 2, 2005. Dissertation Committee: Ronald Laymon (chair), Mary Ann Lynn, Dale Jackson, John McCarthy, Pat White. Includes bibliographical references (leaves 133-141) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.