The open enrollment (OE) policy was designated to provide educationally disadvantaged students with equal access to schools with enriched educational resources that enhance student learning. Comparative analysis and linear mixed modeling with propensity score matching were used to identify the extent to which students involved with child protection service (CPS) utilized an inter-district open enrollment option and to examine their academic achievement before and after switching schools. Results indicated that open enrollment provided students involved with CPS better academic resources from neighboring schools that have better academic outcomes. However, students involved with CPS did not have significant improvement on academic performance by utilization of open enrollment. The results suggest that while the intent of the policy led to use the OE option among students involved with CPS, additional support and non-school-based resources may be needed to improve academic achievements.
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Conflicts of interest, Each author reported no financial or other relationship relevant to this article. Compliance with ethical standards, This article does not contain any studies with human participants or animals performed by the authors. All research procedures performed in this study are in accordance with the ethical standards of the Institutional Review Board at University of Minnesota, Twin Cities (#1011E93020). Acronyms. ?CPS: Child protective service ?OE: Open enrollm
- Academic performance
- Open enrollment