Panel Paper:
Evaluating Equity in Boston Public Schools’ School Choice and Assignment System: How Do Assumptions Undermine Aspirations of Equity?
*Names in bold indicate Presenter
Now that HBAP has been in effect for four years, Boston Public Schools (BPS) and the Boston Area Research Initiative (BARI) have partnered to evaluate the extent to which HBAP was successful in its goals of creating 1) more equitable access, 2) more equitable assignment to schools closer to home, and 3) having neighbors be more likely to attend the same school while maintaining geographic and racial diversity within schools. The evaluation has entailed an analysis of choice baskets granted to families, choice submissions made by families, and enrollments for both the three years preceding and following HBAP’s implementation. Substantively, BPS and BARI have decided to focus particularly on potential weaknesses baked into the algorithms that HBAP uses to generate choice baskets. First, equitable access is based on numbers of high-quality schools, not number of high-quality seats nor competition for those high-quality seats, potentially creating a false impressions of equity. Second, distance to school was based on Euclidean distance (i.e., “as the crow flies”) and not on actual distance or time traveled, leading us to use Google Maps API to better estimate the effort required by a family to transport to and from school. Third, the system conflates inclusion of high-quality schools in a choice basket, regardless of distance from home, with perceived ability to attend those schools on the part of the family. Fourth, the implementation of HBAP and other school choice and assignment systems do not account for how family preferences will interact with the system to create emergent outcomes. The talk will examine each of these considerations and their consequences for equity.
Full Paper: