Balancing School Choice and Equity: An International Perspective Based on Pisa

Foreword
Acknowledgements
Table of Contents
Executive Summary
Reader’s Guide
Chapter 1 School choice, student sorting and equity
	Impact of school choice on student achievement
	Impact of school choice on student sorting
	Scope of this report
	Notes
	References
Chapter 2 How school choice can be measured by PISA and how these indicators have evolved over time
	In most PISA-participating countries, the proportion of students in private schools did not change significantly between 2000 and 2015
		Figure 2.1 Change between 2000 and 2015 in the percentage of students enrolled in a private school
	More competition for school principals does not always translate into more choice for families
		Table 2.1 Freedom for parents to choose a public school for their children, 2009
		Figure 2.2 School competition, 2012
		Figure 2.3 Percentage of students in schools that compete with at least one other local school, 2012
	In many PISA-participating countries, the allocation of students to schools depended less on residence in 2015 than in 2000, and schools became more selective over the period
		Figure 2.4 Change between 2000 and 2015 in school admissions based on residence
		Figure 2.5 Change between 2000 and 2015 in school admissions based on academic performance
		Figure 2.6 School admissions based on academic performance, by school type
		Box 2.1 Public school, government-dependent and government-independent, privately managed schools
	Notes
	References
Chapter 3 The level of social and academic segregation across schools
	Academic segregation is often more widespread across schools than social segregation
		Figure 3.1 Dissimilarity index for low-achieving students in reading and for disadvantaged students
	In most countries, a high concentration of low achievers in certain schools is more common than a high concentration of high achievers
		Figure 3.2 Isolation of low-achieving and high-achieving students in reading
	In most countries, there are more schools with a high concentration of advantaged students than with a high concentration of disadvantaged students
		Figure 3.3 Isolation of disadvantaged and advantaged students
		Figure 3.4 Isolation of disadvantaged students from national high achievers in reading
	Notes
	References
Chapter 4 How social and academic segregation are related to school-choice policies
	Private schools are usually more socially stratified than public schools
		Figure 4.1 Contributions of public and private schools to social segregation amongst schools
		Figure 4.2 Social segregation, by type of school
	The relationship between segregation across schools and school enrolment practices is ambiguous
		Figure 4.3 Dissimilarity index for low-achieving students in reading and school admissions based on academic performance
		Figure 4.4 Dissimilarity index for disadvantaged students and school admissions based on residence
		Table 4.1 Social and academic segregation, and school-stratification policies, 2009-15
	Notes
	References
Chapter 5 How school-choice policies are related to quality and equity in education
	Figure 5.1 School-choice policies, segregation in schools and education outcomes
	Sorting by socio-economic status across schools is negatively related to equity in education
		Figure 5.2 Equity in reading performance and no-diversity index for disadvantaged students
		Table 5.1 Social gradient and reading performance related to social and academic segregation, 2009-15
		Table 5.2 Reading performance, by school practices, academic and social segregation, 2009-15
		Figure 5.3 Estimated impact of segregation and school type on reading performance, by socio-economic status
	The direct impact of school admissions policies on performance and social equity in education is small
		Table 5.3 Social gradient and reading performance related to admissions criteria, 2009-15
		Figure 5.4 Equity in reading performance and school admissions based on academic performance
	Notes
	References
Chapter 6 Balancing choice and equity: Considerations for policy and practice
	Provide the checks and balances that prevent choice from leading to more segregation
		Box 6.1 Controlled-choice reforms in the Belgian Communities
		Box 6.2 Regulating publicly funded private schools in Chile: The 2016 Inclusion Law
	Where there is free school choice, ensure that all parents can exercise their right to choose the school of their preference
	Notes
	References
Annex A Measures of segregation
	Measuring group interactions
	Measuring departure from unevenness
	Analysing diversity
	Why do these indicators differ?
		Figure A.1 Complete vs no segregation cases (illustrative example)
		Figure A.2 High dissimilarity, high vs medium isolation (illustrative example)
		Figure A.3 Dissimilarity index, no-diversity index and isolation of students with an immigrant background
	Notes
	References
Annex B Additional figures and robustness checks
	Figure B.1 Equity in reading performance and school admissions based on residence
	Figure B.2 Reading performance and school admissions based on academic performance
	Figure B.3 Percentage of students in schools whose parents/principal reported school competition, 2012
	Table B.1 Reading performance, by school practices and social segregation
	Table B.2 Variation in the main variables
	Table B.3 Modal grade by country/economy
Annex C List of tables available on line