In theory, school choice policies provide an avenue for students to enroll in schools citywide, but in practice, students are constrained by familiarity with a school and willingness to travel. Indeed, our findings show that low-achieving students chose less selective, lower-performing, and more disadvantaged schools than their higher-achieving peers—choices that appear to be driven, at least in part, by geography.
- What is the supply of high-quality school options in and near the neighborhoods where low-achieving students reside?
- In what ways do students consider geography and travel time when making their high school selections? What information sources do they use to explore these questions?
- Fundamentally, how should school choice policies account for the concentration of poverty/disadvantage in particular geographic areas?
What other questions should we be asking? Are you exploring any of these topics? Let us know via email.
This post was developed using data provided to the Research Alliance for New York City Schools by the NYC Department of Education. Analyses conducted by Sean Corcoran, Lori Nathanson, and Christine Baker-Smith.
 The NYC DOE also prohibits students from choosing schools more than one hour and 45 minutes from home, one way, although it is unclear how binding this rule is.
Note: There were 15,177 low-achieving students in our study population in 2011. Low-achieving students are defined as those scoring below the 20th percentile in one subject (ELA or math) and no higher than the 50th percentile in the other subject.
How to Cite this Spotlight
Corcoran, S., Nathanson, L., Baker-Smith, C. 2016. "How Does Concentrated Poverty Intersect with High School Choices?" Spotlight on NYC Schools. Research Alliance for New York City Schools.