By Danielle Sanderson Edwards and Matthew A. Kraft.

Last Updated: October 2023

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Presented at the 2023 Association for Education Finance and Policy Conference. Download conference presentation here

Abstract

“Grow Your Own” (GYO) programs, which recruit and support individuals from the local community to become teachers, have emerged as a promising approach to expand new teacher supply, address localized teacher shortages, and diversify the profession. Little is known about how widespread GYO programs are or their program features. We conduct a quantitative content analysis to describe the commonalities and differences in stated goals, participants, requirements, and program features across 94 GYO initiatives. We find that GYO initiatives vary widely in the purposes, participants, and programming. Our findings illustrate that the term GYO is applied broadly and used imprecisely as an umbrella term to describe very different teacher pipeline programs. We also classify GYO programs by participants and programming to give more precision to future discussions of GYO programs.

 

By Danielle Sanderson Edwards and Joshua Cowen. Last Updated: February 2021

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Abstract

Families’ abilities to participate in public school choice programs may be constrained by residential and school location. We provide some of the first evidence of the role that residential mobility and commute time to school in entry into and exit from inter-district and charter school choice. Using a unique panel of student enrollment and address data, we describe residential mobility patterns, calculate commute times, and estimate a set of hazard models predicting exit from formal choice policies for Michigan students. We find that the majority of students who exit choice programs change residences. Additionally, students have a higher probability of leaving choice programs the farther they travel to school past their assigned school. We conclude that residential mobility and commute are likely significant determinants of families’ school choice decisions, especially in their decision to remain in choice programs, and should be considered in future school choice policies and research.

By Danielle Sanderson Edwards and Joshua Cowen. Last Updated: June 2020

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Abstract

While most national attention surrounding school choice has centered on families’ decisions to enroll in charter schools, students can also enroll in neighboring school districts outside of their home districts through interdistrict choice programs. We examine Michigan’s statewide interdistrict choice program known as “Schools of Choice.” A particular feature of Michigan’s Schools of Choice program is that districts that participate in Schools of Choice can place limits on the number of students they will accept and in which grades, schools, and programs, set enrollment deadlines, and decide whether or not to offer transportation to non-resident students. Such local discretion has the potential to create unequal access to school choice. We analyze original data collected from 84% of Michigan districts as well publicly available school-level data to report differences in local rules and regulations governing Schools of Choice. We find that most districts that participate in Schools of Choice limit participation of nonresident students, one-third require enrollment as early as the previous spring or winter, and few districts provide transportation to non-resident students. Districts located near poorer districts or districts with higher rates of students of color—especially those located around metropolitan areas—require early deadlines and restrict access to school transportation for students living outside of their districts.