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Abstract Rational choice theory suggests that parents are utility maximizers who make decisions from clear value preferences, that they are able to demand effective action from local schools and teachers, and that they can be relied upon to pursue the best interests of their children. This paper presents a different perspective and argues that parents invest a mixture of rationalities when selecting schools. Based on the results of a survey of 1,500 parents of students in 11 private, eight public and 10 alternative elementary schools in Alberta, Canada, this paper explores the logic, values, and concerns that inform parental decision making in the selection of an elementary school for their children and discusses implication for policy and educational reform. Keywords: School choiceparental choicerational choice theorysocial class Acknowledgement This study is funded by the Social Sciences and Humanities Research Council. Notes * Faculty of Education, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada T2N 1N4. Email: blbosett@ucalgary.ca The Public School board identified 20 schools in their system that represented a range of alternative programmes, neighbourhood schools, and geographic locations in the city. Alternative programmes included language immersion programmes, arts based education programmes, a Montessori school, a programme for gifted and talented children, and a school that focuses on the generative curriculum, team teaching, and multi‐aged classrooms. The Private Schools represented schools with an academic focus, religious affiliated schools (Christian, Jewish, Islamic), single philosophy schools, and schools for children with learning disabilities. The data used in this study are the result of statistical analyses of the questionnaire data. Analyses of variance for groups with unequal n's were conducted to determine if those who chose one type of schooling over another differed in any set of characteristics. Specific differences between any two groups of parents were verified by the use of post hoc tests of the data. The general picture of the typical parent who would choose any one particular school type was identified through descriptive analysis with cross tabulations and tests for significance. The schools in this study are drawn from an urban centre that has the highest level of education and family income in Canada. Additional informationNotes on contributorsLynn Bosetti Footnote* * Faculty of Education, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada T2N 1N4. Email: blbosett@ucalgary.ca
Lynn Bosetti (Thu,) studied this question.