Browsing by Author "Honey, Ngaire"

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    A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students
    (2023) Honey, Ngaire; Carrasco, Alejandro
    Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centralized school admission system (New School Admission System), where PK-12 schools must accept any applicant, and lottery assignment is used for oversubscription. We exploit a natural experiment due to the phased implementation across grades and regions to attempt to detect any effects of this policy on access for and representation of low-income students using grade-within-school and year fixed effects. Eliminating admissions barriers may contribute to increased educational opportunity, but the impact may be limited by the multiple structural factors shaping inequality in Chile. We find little short-term change in access for low-income students.
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    Kellundungun pepi konam chillkatuwe ruka mew, we sistema mew.
    (2020) Carrasco Rozas, Alejandro J.; Oyarzún Morel, Juan de Dios; Bonilla, Angélica; Honey, Ngaire; Luna F., Laura
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    The Legacy of Busing and Brown: How School Desegregation Experiences Shape Public Perceptions and Communities' School Diversity Priorities in the Resegregation Era
    (2022) Honey, Ngaire; Smrekar, Claire
    In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents' perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents' experience as a student in a district under court-ordered desegregation-Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies.