School choice policies are increasingly prevalent nationwide. Nearly all states provide some form of open enrollment among traditional public schools. Forty-two states have established charter schools within the public sector, and nearly twenty have voucher or tax-credit programs for eligible students to attend private school. Research on the effects of these policies has developed into a substantial field of scholarship. Although new studies continue to advance methodological contributions in a variety of settings, the preponderance of evidence for the impact of school choice in American education remains drawn from programs in urban areas, usually with test-based student achievement as the primary outcome of interest. This panel draws together three papers that extend the school choice literature in different ways. The first paper directly confronts the urban-centric focus in previous literature by examining the impact of open enrollment on student outcomes in rural, Appalachian Kentucky. Relying on a political economy framework, this paper outlines the expected and observed relationships between academic quality and competition driven by Tiebout choice within rural contexts. The second paper considers the impact of school choice on long-run educational and economic outcomes. Drawing on unique data from charter schools in Chicago and Florida, this paper is among the first in the literature to link choice programs to persistence in college and post-secondary earnings. Finally, the third paper focus on the role that student neighborhoods may play in determining school choice. Drawing on evidence from Milwaukee, Wisconsin, this paper estimates separate school and neighborhood contributions to student learning, and links these quantities along with observed demographic and economic conditions to participation in the city’s private school voucher program. Each of these papers both relies on and extends the general literature on choice, as well as specific sub-literatures pertaining to open enrollment, charter schools and school vouchers. In addition to providing new evidence for each of these choice policies, the papers offer diverse methodological and theoretical perspectives across the economics, public policy and sociological traditions.