Scholarly Research on Zones of Choice

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As an innovative program focused on improving educational options for students, Zones of Choice has attracted academic interest. Two studies have been completed, and at least one more is currently ongoing. The results of the completed studies are summarized below, along with links to the original papers.

2023 University of Chicago Study

The first study on Zones of Choice was done by Christopher Campos and Caitlin Kearns via the University of Chicago's Becker Friedman Institute for Economics. The working paper was released in July 2023.

The study found that by creating competition between schools, the Zones of Choice program resulted in higher educational outcomes for students enrolled at ZoC schools. The competition incentivized schools to improve in order to attract students, leading to higher average grades, test scores, and college enrollment.

The study's abstract states, "Student outcomes in ZoC markets increased markedly, narrowing achievement and college enrollment gaps between ZoC neighborhoods and the rest of the district. ... The evidence demonstrates that public school choice programs have the potential to improve school quality and reduce neighborhood-based disparities in educational opportunity."

The full study can be found here.

2024 MIT Study

The second Zones of Choice study was performed by Christopher Campos via MIT's Blueprint Labs. The working paper was released in April 2024.

Following up on the previous study, this one focused on the impact of information provided to parents about the options within the Zone. The study concluded that parents who are well-informed generally send their children to higher quality schools, which leads to improved educational and social-emotional outcomes.

The study's abstract states, "These findings show that when parents are informed about school and peer quality, their social interactions lead to changes in preferences in a way that rewards more effective schools. Enrollment in more effective schools led to improved socio-emotional outcomes not captured by standardized exams. This evidence suggests that the intervention did more than alter educational pathways; it also played a critical role in shaping important developmental aspects of students’ lives."

The full study can be found here.