Examining the Impact of School Choice Programs on Enrollment Shifts: Winners and Losers in Indiana
Summary
School choice programs have taken center stage in national discussions on education, with many advocates touting them as the solution to improving academic outcomes and creating more equitable opportunities for students. However, as Indiana's experience with its seven school choice programs shows, these policies have resulted in significant enrollment shifts, leading to the creation of winners and losers. This policy brief examines the impact of school choice programs on enrollment trends in Indiana’s school corporations and provides insights for policymakers.
Enrollment changes (2006 – 2022)
About 67% of school corporations/districts have experienced negative and 33% positive enrollment changes from 2006 to 2022 (see Figure 1). A few school corporations have gained or lost disproportionately more than others. For instance, the two school corporations that experienced the highest percentage enrollment increases gained at least twice as much as the third-highest school corporation. Similarly, the school corporation that experienced the greatest decline in enrollment lost about 25% more students than the school corporation with the second-highest enrollment loss.
School transfers (2022-2023)
Similar trends of disproportionate gains and losses were observed in the school transfers for 2022-2023. Overall, the seven school choice programs in Indiana allow multiple options for school transfers to create a competitive environment that was expected to lead to better schools and academic outcomes. The data reveal that 53% of the transfers were from public to non-public schools. The remaining 47% were from public to other public schools, including public charter school transfers.
Among the several school choice programs, public/parent choice programs, which allow parents to send their children to school corporations other than the one they reside in, comprise the largest proportion of transfers. Here again, we can see a pattern of winners and losers, as Figure 2 shows a few districts that gain around 50% of the more than 500 students enrollment gain from public/parent choice, while 28 districts gain the remaining 50%.
Conclusion
School choice in the US has been subject to much debate in academic and political circles. Proponents argue that it can lead to more effective schools, increased autonomy, innovation, accountability, and better academic outcomes (Berends et al., 2009; Chubb & Moe, 1990; Malin et al., 2020). The evidence to support these arguments has yielded mixed results (Canbolat, 2021; Jabbar et al., 2019). Opponents have criticized school choice based on the evidence and the consequences it has in terms of increased segregation, the fact that high SES families often benefit more from school choice, and unexpectedly dismal student outcomes (Bifulco & Ladd, 2007; Lubienski et al., 2022; Lubienski & Dougherty, 2009; Mascini & Braster, 2017; Ravitch, 2021). Indiana’s seven school choice programs have resulted in significant enrollment shifts. The enrollment and school transfer numbers show some school corporations benefiting or being harmed by these changes. It is important to systematically investigate these changes and determine whether school choice reforms are bringing about the stated benefits and under what conditions or whether there are intended and unintended consequences that might be doing more harm than good.
This brief is based on reports published as:
Authors
Moaaz Hamid is a Ph.D. student in History, Philosophy, and Policy in Education, specializing in Education Policy Studies at Indiana University Bloomington.
Dr. Michele Moore is a Clinical Assistant Professor in Educational Leadership at Indiana University Bloomington.
Dr. Christopher Lubienski is a Professor of Education Policy at Indiana University Bloomington and Director of the Center for Evaluation and Education Policy.
Edited by Moaaz Hamid, Center for Evaluation and Education Policy