Evaluation of Denver's SchoolChoice Process For The 2012-2013 School Year

1
!une 12, 2012

uenver CommunlLy Members,

We are pleased Lo share wlLh you Lhe comprehenslve, flrsL year evaluaLlon resulLs
from Lhe new uenver ubllc Schools enrollmenL process SchoolCholce. 1he
evaluaLlon was overseen by a dlverse group of school and communlLy leaders and
housed aL A+ uenver. 1he daLa analysls and evaluaLlon was compleLed by Mary
kluLe, h.u. of Lhe 8uechner lnsLlLuLe for Covernance aL Lhe unlverslLy of
Colorado - uenver. 1hls ls Lhe second and flnal reporL released by Lhe A+ uenver
SchoolCholce 1ransparency CommlLLee.

1he purpose of Lhls reporL ls Lo provlde a full accounL of parLlclpaLlon, famlly
preferences, school maLches, and paLLerns relaLed Lo a varleLy of facLors from
geography Lo sLudenL demographlcs. ln addlLlon Lo Lhe reporL, we have also
lncluded an Lxcel spreadsheeL LhaL wlll allow Lhose lnLeresLed Lo analyze Lhe
SchoolCholce daLa.

1he new uS SchoolCholce process ls Lhe flrsL unlfled enrollmenL process for a
large urban school dlsLrlcL LhaL lncludes nearly all k-12 schools: lnnovaLlon,
performance, magneL and charLer. lL ls also one of Lhe only dlsLrlcL enrollmenL
sysLems LhaL provldes school performance daLa for every school ln Lhe
SchoolCholce enrollmenL gulde.

1he resulLs of Lhls analysls glve cause for celebraLlon. SchoolCholce worked
efflclenLly: 83 of sLudenLs recelved one of Lhelr Lop Lhree cholces, and Lhere was
a sLrong correlaLlon beLween Lhe quallLy of Lhe school and Lhe demand for a seaL
aL LhaL school. Also, more famllles were maklng cholces and Lhose cholces allgned
wlLh quallLy allowlng sLudenLs Lo move Lo hlgher performlng schools. llnally,
parLlclpaLlon gaps by geography, lncome and race conLlnued Lo narrow.

1he daLa ln Lhls reporL provldes overwhelmlng evldence LhaL more famllles wanL
Lo send Lhelr chlldren Lo hlgh performlng schools and LhaL Lhere are far Loo few
hlgh quallLy seaLs Lo meeL parenL demand. 1hls ls Lhe challenge for uS.

2
We would llke Lo Lhank uenver ubllc Schools for Lhelr leadershlp and
cooperaLlon on every aspecL of Lhls lnlLlaLlve. We would also llke Lo glve a speclal
Lhanks Lo CeL SmarL Schools for leadlng Lhe coallLlon of educaLlon groups
(Colorado Succeeds, Colorado League of CharLer Schools, uonnell-kay
loundaLlon, SLand for Chlldren Colorado, 1ogeLher Colorado- formerly MeLro
CrganlzaLlon for eople, School of ubllc Affalrs, unlverslLy of Colorado - uenver
and A+ uenver) who worked over Lhe lasL Lhree years Lo creaLe a unlfled
enrollmenL process and for fundlng Lhls remarkable evaluaLlon.

Slncerely,

SchoolCholce 1ransparency CommlLLee

1be 5cboolcbolce 1toospoteocy commlttee wos cteoteJ to tecelve ooJ lotetptet two sepotote
tbltJ potty (1be uolvetslty of colotoJo, ueovet) tepotts ooolyzloq tbe 5cboolcbolce ptocess ooJ
Joto. 1be commlttee ls moJe op of scbool leoJets (wltb tepteseototloo ftom cbottet, moqoet,
ooJ ttoJltloool scbools), Jlsttlct leoJets, ooJ tbltJ-potty commoolty stokebolJets. Membets
wete selecteJ by A- ueovet ooJ bove 5cboolcbolce bockqtoooJ koowleJqe.
!"#$$%&'()*+(+%,-./$*&
uS Cfflce of School 8eform and lnnovaLlon

0(1)$*)2+&3+"$42&
uenver School of Sclence and 1echnology

54/6&7"")4**&
uanlels lund

84$(&9:)*(&
WesL uenver rep

;%2,1)&<%#"41&
urban League of uenver

;%/1%&.1)2=:%2&
uS WesL uenver neLwork
&
341%&>"44,&
Colorado League of CharLer Schools
?)@(%1,&.%11+**&
loneer CharLer School

<(+1+$%&A+2%&
ClLy of uenver

<1+2*&9(%1B&
uClS aL MonLbello PS

C%2&9@(4%"+$&
A + uenver

')""&;++-!$("+#&
uS Cfflce of School Cholce

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uenver School of Lhe ArLs

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uenver 8esldenL/uS arenL

3

LvaluaLlon of uenver's SchoolCholce rocess for Lhe 2012-13 School ?ear
repared for Lhe SchoolCholce 1ransparency CommlLLee aL A+ uenver
by Mary kluLe
8uechner lnsLlLuLe for Covernance
School of ubllc Affalrs
unlverslLy of Colorado, uenver

!une 2012

4

!"#$%#$&'
LxecuLlve Summary ........................................................................................................................3
lnLroducLlon....................................................................................................................................8
Who parLlclpaLed ln Lhe SchoolCholce rocess?............................................................................9
Pow Were SeaLs ulsLrlbuLed Across Lhe ulsLrlcL? ........................................................................12
WhaL were SLudenLs' Cholces?.....................................................................................................16
Number of Student Choices................................................................................................................... 16
Schools Students Chose........................................................................................................................ 18
Are Students Characteristics Associated with the SPF Rating of the Schools they Choose? .............. 28
WlLh Whlch Schools dld SLudenLs CeL MaLched?.........................................................................32
Students Matched with Choices............................................................................................................. 32
Grade.................................................................................................................................................. 33
Free or Reduced Lunch Status........................................................................................................... 33
Race/Ethnicity..................................................................................................................................... 34
Region ................................................................................................................................................ 34
SPF Rating of the Students Current School ...................................................................................... 34
Are Students Characteristics Associated with the SPF Rating of the Schools with Which They are
Matched? ............................................................................................................................................... 36
WhaL does Lhe Cholce lnformaLlon 1ell us abouL uemand for Schools? .....................................37
Is Demand for a School Associated with its Characteristics? ................................................................ 37
What Role Does Location Play in School Choice? ................................................................................ 40
Student Characteristics ...................................................................................................................... 41
SPF Rating of Schools ....................................................................................................................... 42
Summary and Concluslons ...........................................................................................................43
Appendlx A: SeaLs Cffered and arLlclpanLs for non-1ranslLlon Crades......................................48
Appendlx 8: 8equesLs per Avallable SeaL for All School ...............................................................31
Appendlx C: 8equesLs per Avallable SeaL for 1ranslLlon Crades ..................................................38
1able C1: 8equesLs per Avallable SeaL for LCL.............................................................................39
1able C2: 8equesLs per Avallable SeaL for klndergarLen..............................................................63
1able C3: 8equesLs per Avallable SeaL for 6
Lh
Crade....................................................................68
1able C4: 8equesLs per Avallable SeaL for 9
Lh
Crade....................................................................70

'
3

()%*+$,-%'.+//012'

uenver ubllc Schools (uS) recenLly compleLed lLs flrsL round of school cholce uslng a new
unlfled approach called SchoolCholce. rlor Lo Lhls year, charLer schools, magneL schools and
nelghborhood schools used dlfferenL processes Lo enroll sLudenLs. Cne analysls of Lhe prlor
sysLem esLlmaLed LhaL Lhere were over 60 dlfferenL procedures for school cholce ln place. ln an
aLLempL Lo creaLe a more sLreamllned and equlLable approach Lo school cholce, a unlfled school
cholce process was puL lnLo place.
1
1hls year, for Lhe flrsL Llme, charLer, magneL and
nelghborhood schools all parLlclpaLed ln Lhe same process. lamllles compleLed one form Lo
rank Lhelr Lop flve cholces for schools. A new maLchlng procedure was used Lo maLch sLudenLs
wlLh Lhelr requesLed schools ln an equlLable manner.
2

1hls reporL descrlbes analyses of SchoolCholce enrollmenL daLa Lo shed llghL on how Lhe
process worked and Lo lnform reflnemenLs Lo Lhe process golng forward. 1hls reporL addresses
flve ma[or research quesLlons:

1) Who parLlclpaLed ln Lhe SchoolCholce process?
2) Pow were seaLs dlsLrlbuLed across Lhe dlsLrlcL?
3) WhaL were sLudenLs' cholces?
4) WlLh whlch schools dld sLudenLs geL maLched?
3) WhaL does Lhe cholce lnformaLlon Lell us abouL demand for schools?

SchoolCholce enrollmenL form and sLudenL demographlc daLa were provlded Lo Lhe 8uechner
lnsLlLuLe ln Aprll 2012. 1hls daLaseL lncluded lnformaLlon for 22,737 sLudenLs who parLlclpaLed
ln Lhe SchoolCholce enrollmenL process.
3
1he group of sLudenLs who parLlclpaLed ln
SchoolCholce was slmllar Lo Lhe dlsLrlcL as a whole ln Lerms of race/eLhnlclLy and free/reduced
lunch sLaLus.

1he quallLy of avallable seaLs offered Lo SchoolCholce parLlclpanLs Lhe dlsLrlcL was examlned
uslng Lhe dlsLrlcL's School erformance lramework (Sl) raLlng as Lhe measure of quallLy.
Across Lhe dlsLrlcL, abouL half of offered elemenLary and mlddle school seaLs were ln hlgher-

F
1he lnsLlLuLe for lnnovaLlon ln ubllc School Cholce (2010). Ao Assessmeot of otollmeot ooJ cbolce lo ueovet lobllc 5cbools. 8eporL prepared
for 1he uenver LnrollmenL SLudy Croup.
G
&ln a separaLe reporL, ur. Cary kochenberger descrlbed how Lhe maLchlng procedure worked and concluded LhaL lL performed as lnLended.
1hls reporL ls avallable aL: hLLp://www.aplusdenver.org/_docs/llnAL_1C20LeLLer20Lo20uenver20CommunlLy20Members.pdf
3
1he sample of sLudenLs ls raLher large creaLlng a slLuaLlon where sLaLlsLlcal power ls hlgh enough Lo deLecL very small effecLs LhaL are llkely Lo
be of llLLle pracLlcal slgnlflcance. 1o ad[usL for Lhls, an alpha level of .0001 ls used ln Lhls reporL for deLermlnlng slgnlflcance ln all analyses LhaL
use Lhe sLudenL as Lhe unlL of analysls. ln sLaLlsLlcal analyses uslng Lhe school as Lhe unlL of analysls, Lhe sample slze ls much smaller and a more
sLandard alpha level of .03 ls used.
6

raLed schools. AbouL half of Lhe offered hlgh school seaLs were ln schools raLed as Cn WaLch.
Cenerally speaklng, Lhe SouLheasL Lended Lo have Lhe hlghesL proporLlon of hlgher-raLed seaLs
across grade levels. Plgher proporLlons of lower-raLed seaLs were found ln Lhe near norLheasL,
norLhwesL, and SouLhwesL reglons of Lhe clLy.

uemand for schools was assoclaLed wlLh boLh Lhe characLerlsLlcs of currenLly enrolled sLudenLs
(e.g., percenL free/reduced lunch, percenL speclal educaLlon) and school quallLy as measured by
Lhe Sl. 1he percenLage of Sl polnLs earned was sLrongly and conslsLenLly assoclaLed wlLh Lhe
LoLal number of requesLs and number of flrsL cholce requesLs per avallable seaL for all grade
levels. Schools scorlng hlgher on Lhe Sl Lended Lo geL more requesLs per avallable seaL.

A large proporLlon of sLudenLs were maLched wlLh one of Lhe schools Lhey requesLed. Cver
Lwo-Lhlrds of sLudenLs overall were maLched wlLh Lhelr flrsL cholce. 1hese proporLlons Lended
Lo be lower for sLudenLs enLerlng LCL or one of Lhe non-LranslLlon grades Lhan lL was for
klndergarLen, 6
Lh
and 9
Lh
grades. SLudenLs who quallfled for free or reduced lunch were sllghLly
more llkely Lo geL one of Lhelr cholces and more llkely Lo geL Lhelr flrsL cholce Lhan sLudenLs
who dld noL quallfy. Plspanlc sLudenLs were mosL llkely of Lhe raclal and eLhnlc groups Lo be
maLched wlLh any cholce and Lhelr flrsL cholce, whlLe sLudenLs were Lhe leasL llkely.

lnLeresLlngly, sLudenLs ln Lhese same subgroups (l.e., quallfy for free or reduced lunch, Plspanlc,
llve ln Lhe norLhwesL or SouLhwesL reglons of Lhe clLy) all Lended Lo choose lower raLed schools
as Lhelr flrsL cholces, on average. SLudenLs who quallfled for free and reduced lunch and
Plspanlc sLudenLs were more llkely Lo llve ln reglons of Lhe clLy LhaL Lended Lo have fewer seaLs
ln hlgher raLed schools and more seaLs ln lower-raLed schools, whlch may explaln why Lhey
Lended Lo choose lower raLed schools as Lhelr flrsL cholces. noneLheless, Lhe facL LhaL Lhey
Lended Lo choose lower raLed schools may explaln, aL leasL ln parL, why Lhey were more llkely
Lo geL Lhelr flrsL cholces, as Lhe Sl raLlng of schools was sLrongly relaLed Lo Lhe demand for
schools. AfLer Laklng lnLo accounL Lhe Sl polnLs earned by Lhe schools LhaL sLudenLs
requesLed, we found LhaL demographlc characLerlsLlcs were largely unrelaLed Lo Lhe Sl raLlngs
of Lhe schools wlLh whlch sLudenLs were acLually maLched. 1haL ls, any apparenL demographlc
dlfferences ln Lhe Sl raLlngs of schools wlLh whlch sLudenLs were maLched are acLually due Lo
Lhe dlfferences ln Lhe Lypes of schools LhaL sLudenLs from dlfferenL demographlc groups
requesL. 1hls hlghllghLs Lhe falrness of Lhe maLchlng procedure buL also ralses quesLlons abouL
Lhe exLenL Lo whlch all sLudenLs are maklng requesLs LhaL reflecL Lhelr Lrue preferences. 1he old
sysLem for cholce ln uS provlded lncenLlves for some sLudenLs Lo mlsrepresenL Lhelr cholces.
1he new procedure ellmlnaLes Lhls need, buL Lhese resulLs ralse quesLlons abouL Lhe exLenL Lo
whlch parenL behavlor has changed along wlLh Lhe SchoolCholce process.

7

AbouL Lwo-Lhlrds of sLudenLs' requesLs were for schools ln Lhe same reglon of Lhe clLy as Lhey
reslded. SLudenLs ln Lhe non-LranslLlon grades requesLed schools ouLslde Lhelr home reglon
more ofLen Lhan sLudenLs enLerlng oLher grades. Plspanlc sLudenLs Lended Lo choose schools
wlLhln Lhelr home reglon more ofLen Lhan sLudenLs of oLher races/eLhnlclLles. SLudenLs
resldlng ln Lhe near norLheasL reglon made Lhe smallesL percenLage of cholces ln Lhelr home
reglon. llnally, generally speaklng sLudenLs who were currenLly enrolled ln lower-performlng
schools Lended Lo make more cholces from wlLhln Lhelr reglon Lhan sLudenLs ln hlgher
performlng schools.

ln sum, many sLudenLs parLlclpaLed ln Lhe SchoolCholce process. lL ls lmposslble from Lhese
daLa Lo deLermlne lf Lhose who dld noL parLlclpaLe lnLended Lo choose Lo aLLend Lhelr
nelghborhood school or lf more markeLlng ls needed Lo engage more sLudenLs ln Lhe process.
lor Lhose LhaL dld parLlclpaLe, Lhe process dld noL appear Lo dlsadvanLage mlnorlLy or low-
lncome sLudenLs. 1here was evldence LhaL famllles showed a preference for hlgher-performlng
schools, buL LhaL Lhe sLrengLh of LhaL preference varled by demographlc characLerlsLlcs,
lncludlng where ln Lhe clLy sLudenLs reslded. lL ls clear from Lhese analyses LhaL demographlc
characLerlsLlcs, reglon of Lhe clLy ln whlch sLudenLs reslde, Lhe exLenL Lo whlch Lhey requesL
hlgher-raLed schools, and Lhelr wllllngness Lo aLLend a school ouLslde of Lhe reglon ln whlch
Lhey llve are all facLors LhaL are hlghly assoclaLed wlLh one anoLher and wlLh Lhe school wlLh
whlch a sLudenL was ulLlmaLely maLched. 1he vasL ma[orlLy of sLudenLs dld recelve one of Lhelr
cholces, buL Lhls was lower among sLudenLs enLerlng LCL, hlghllghLlng a capaclLy lssue LhaL
should be addressed.

1hls reporL represenLs an lmporLanL flrsL sLep ln undersLandlng how Lhe SchoolCholce process
worked ln lLs flrsL year. 1he daLa analyzed here are rlch and furLher analyses should be
conducLed Lo undersLand Lhe process on a deeper level. Such analyses could look more closely
how Lhe quallLy of sLudenLs' currenL schools, demographlc characLerlsLlcs, and Lhe cholces Lhey
work ln comblnaLlon Lo predlcL Lhe quallLy of Lhe schools wlLh whlch Lhey are ulLlmaLely
maLched. lurLher analyses could also shed llghL on Lhe SchoolCholce process dlffers for schools
wlLh dlfferenL characLerlsLlc. lor example, lL may be useful Lo lnvesLlgaLe dlfferences beLween
schools LhaL span a wlde grade range (e.g., k-8 schools and mlddle hlgh schools) and schools
LhaL serve Lhe more common grade ranges (l.e., LCL-3, 6-8, 9-12) or newer schools and more
esLabllshed schools. llnally, lL would be useful lf furLher research examlned Lhe sLudenLs who
dld noL parLlclpaLe ln Lhe SchoolCholce process Lo shed llghL on how Lhey may be slmllar or
dlfferenL from sLudenLs who chose Lo parLlclpaLe.

8

'
3#$1"4+*$,"#'

uenver ubllc Schools (uS) recenLly compleLed lLs flrsL round of school cholce uslng a new
unlfled approach called SchoolCholce. rlor Lo Lhls year, charLer schools, magneL schools and
nelghborhood schools used dlfferenL processes Lo enroll sLudenLs. Cne analysls of Lhe prlor
sysLem esLlmaLed LhaL Lhere were over 60 dlfferenL procedures for school cholce ln place. ln an
aLLempL Lo creaLe a more sLreamllned and equlLable approach Lo school cholce, a unlfled school
cholce process was puL lnLo place.
4
1hls year, for Lhe flrsL Llme, charLer, magneL and
nelghborhood schools all parLlclpaLed ln Lhe same process. lamllles compleLed one form Lo
rank Lhelr Lop flve cholces for schools. A new maLchlng procedure was used Lo maLch sLudenLs
wlLh Lhelr requesLed schools ln an equlLable manner.
3

1he new approach Lo school cholce was a response Lo several flaws ln Lhe prevlous sysLem. ln
parLlcular, a reporL prepared by Lhe lnsLlLuLe for lnnovaLlon ln ubllc School Cholce ln May 2010
documenLed LhaL, whlle a falrly large proporLlon of sLudenLs dld noL aLLend Lhelr home schools,
a relaLlvely small proporLlon of sLudenLs parLlclpaLed ln a formal cholce process. 1hls lndlcaLes
LhaL Lhese sLudenLs were obLalnlng seaLs aL Lhese schools vla some mechanlsm ouLslde Lhe
publlshed uS cholce processes. lurLher, Lhese unexplalned sLudenLs" were more llkely Lo be
whlLe and less llkely Lo quallfy for free or reduced lunch, ralslng equlLy lssues ln Lhe cholce
process.

1he reporL also descrlbed flaws ln Lhe mechanlsm used Lo maLch sLudenLs Lo requesLed schools,
whlch prlorlLlzed sLudenLs aL Lhelr flrsL cholce schools slmply because Lhey selecLed LhaL school
as Lhelr flrsL cholce. 1hls Lype of mechanlsm creaLed a compllcaLed seL of lncenLlves for
famllles Lo mlsrepresenL Lhelr cholces for schools. lamllles wllllng Lo aLLend Lhelr nelghborhood
school are able Lo Lake greaLer rlsks and llsL a hlgh demand school as Lhelr flrsL cholce. ln
conLrasL, famllles who are noL saLlsfled wlLh Lhelr nelghborhood school need Lo be more
sLraLeglc. 1hey may choose Lo noL llsL Lhelr Lrue flrsL cholce school lf lL ls a hlgh-demand school
ouL of fear of wasLlng" Lhelr flrsL cholce plck. lnsLead, Lhe sysLem provlded an lncenLlve for
Lhem Lo llsL a school LhaL Lhey feel Lhey have a hlgher llkellhood of geLLlng lnLo as Lhelr flrsL
cholce. 1hls process creaLes lnequlLles, because lL moLlvaLes famllles Lo behave dlfferenLly
dependlng on how Lhey feel abouL Lhelr nelghborhood school.

H
1he lnsLlLuLe for lnnovaLlon ln ubllc School Cholce (2010). Ao Assessmeot of otollmeot ooJ cbolce lo ueovet lobllc 5cbools. 8eporL prepared
for 1he uenver LnrollmenL SLudy Croup.
I
&ln a separaLe reporL, ur. Cary kochenberger descrlbed how Lhe maLchlng procedure worked and concluded LhaL lL performed as lnLended.
1hls reporL ls avallable aL: hLLp://www.aplusdenver.org/_docs/llnAL_1C20LeLLer20Lo20uenver20CommunlLy20Members.pdf
9

llnally, Lhe over 60 separaLe cholce processes LhaL exlsLed among uS nelghborhood schools,
magneL schools, and charLer schools creaLed congesLlon" ln Lhe sysLem. under Lhls sysLem,
sLudenLs could recelve mulLlple offers for schools Lo aLLend. When Lhey selecLed one, Lhe
schools Lhey dld noL selecL would consulL Lhelr walL llsLs and offer LhaL seaL Lo anoLher sLudenL,
who may have already accepLed a seaL aL anoLher school. lf Lhls sLudenL accepLed Lhe offer, Lhe
seaL Lhey had lnLended Lo occupy would be vacaLed, causlng LhaL school Lo make an offer Lo
anoLher sLudenL. 1hls process of offerlng vacanL seaLs Lo sLudenLs on walLllsLs led Lo a shuffllng
of sLudenLs LhaL lasLed LhroughouL Lhe summer, uslng much sLaff Llme, causlng uncerLalnLy for
sLudenLs and Lhelr famllles, and maklng lL dlfflculL for schools Lo plan.

1hls reporL descrlbes analyses of SchoolCholce enrollmenL daLa Lo shed llghL on how Lhe
process worked and Lo lnform reflnemenLs Lo Lhe process golng forward. 1hls reporL addresses
flve ma[or research quesLlons:

1) Who parLlclpaLed ln Lhe SchoolCholce process?
2) Pow were seaLs dlsLrlbuLed across Lhe dlsLrlcL?
3) WhaL were sLudenLs' cholces?
4) WlLh whlch schools dld sLudenLs geL maLched?
3) WhaL does Lhe cholce lnformaLlon Lell us abouL demand for schools?

SchoolCholce enrollmenL form and sLudenL demographlc daLa were provlded Lo Lhe 8uechner
lnsLlLuLe ln Aprll 2012. 1hls daLaseL lncluded lnformaLlon for 22,737 sLudenLs who parLlclpaLed
ln Lhe SchoolCholce enrollmenL process.
6

56"'701$,*,70$%4',#'$6%'
.*6""8!6",*%'91"*%&&:'

MosL of Lhe 22,737
sLudenLs who parLlclpaLed
ln Lhe SchoolCholce
process were enLerlng
grades when sLudenLs
Lyplcally LranslLlon Lo a
new school (LCL,

6
1he sample of sLudenLs ls raLher large creaLlng a slLuaLlon where sLaLlsLlcal power ls hlgh enough Lo deLecL very small effecLs LhaL are llkely Lo
be of llLLle pracLlcal slgnlflcance. 1o ad[usL for Lhls, an alpha level of .0001 ls used ln Lhls reporL for deLermlnlng slgnlflcance ln all analyses LhaL
use Lhe sLudenL as Lhe unlL of analysls. ln sLaLlsLlcal analyses uslng Lhe school as Lhe unlL of analysls, Lhe sample slze ls much smaller and a more
sLandard alpha level of .03 ls used.
0
2000
4000
6000
8000
>)6/1+&FJ&3/:K+1&4L&9*/,+2*$&A%1M@)B%M26N&.#&O1%,+&
SchoolCholce aruclpanLs
ro[ecLed LnrollmenL ln 2012-13 School ?ear
10

klndergarLen, slxLh and nlnLh grades, see llgure 1). Also presenLed ls Lhe pro[ecLed enrollmenL
for each grade level for Lhe 2012-2013 school year.
7
1he number of SchoolCholce parLlclpanLs
represenLed abouL 88 of Lhe pro[ecLed enrollmenL for LCL, 80 of Lhe pro[ecLed enrollmenL
for klndergarLen, 72 of Lhe pro[ecLed enrollmenL for 6
Lh
grade, and 60 of Lhe pro[ecLed
enrollmenL for 9
Lh
grade. As a polnL of comparlson, Lhe lnsLlLuLe for lnnovaLlon ln ubllc School
Cholce reporLed round one parLlclpaLlon raLes for Lhe 2009-10 school year LhaL were
subsLanLlally lower. 1hey found LhaL [usL 13 of sLudenLs enLerlng klndergarLen, 6 of sLudenLs
enLerlng 6
Lh
grade and 10 of sLudenLs enLerlng 9
Lh
grade parLlclpaLed ln Lhe round one cholce
process.
8

1he demographlc characLerlsLlcs of Lhese sLudenLs are presenLed ln llgure 2. AbouL Lwo-Lhlrds
of sLudenLs parLlclpaLlng ln SchoolCholce quallfled for free or reduced lunch
9
compared wlLh
nearly Lhree-quarLers of Lhe dlsLrlcL as a whole. 1he raclal and eLhnlc composLlon of Lhe group
of sLudenLs parLlclpaLlng ln school cholce was falrly slmllar Lo Lhe dlsLrlcL as whole.

7
LnrollmenL pro[ecLlons were obLalned from Lhe uenver ubllc School's Cfflce of lannlng and Analysls (hLLp://plannlng.dpsk12.org/wp-
conLenL/uploads/2011/02/2012-13-llnal-ro[ecLlons.xlsx).
8
lnsLlLuLe for lnnovaLlon ln ubllc School Cholce (2010).
9
Cnly sLudenLs who were currenLly enrolled ln a uS school were lncluded ln all analyses lncludlng Lhe lree/8educed Lunch varlable. 1hls ls
because lL was noL posslble Lo geL rellable lree/8educed Lunch lnformaLlon for sLudenLs who were noL currenLly enrolled. MosL sLudenLs are
ldenLlfled for lree/8educed Lunch afLer enrollmenL. 8eaders should noLe, however, LhaL ellmlnaLlng Lhose who are new Lo Lhe dlsLrlcL from
Lhese analyses also ellmlnaLes a subsLanLlal porLlon of parLlclpanLs who were enLerlng LCL (84). roporLlons ellmlnaLed from lree/8educed
Lunch analyses because Lhey were new Lo Lhe dlsLrlcL were as follows for Lhe oLher grades: klndergarLen, 44, 1
sL
, 23, 2
nd
, 16, 3
rd
, 18, 4
Lh
,
13, 3
Lh
, 13, 6
Lh
, 7, 7
Lh
, 28, 8
Lh
, 23, 9
Lh
, 12, 10
Lh
, 31, 11
Lh
, 27, 12
Lh
, 20).
0
10
20
30
40
30
60
70
80
lree/8educed
Lunch
Plspanlc WhlLe 8lack CLher Muluple 8aces
>)6/1+&GJ&5+:461%B()@&0(%1%@*+1)$M@$&4L&9@(44"0(4)@+&A%1M@)B%2*$&%2,&*(+&
5)$*1)@*&%$&%&'(4"+&
SchoolCholce aruclpanLs ulsLrlcL as a Whole
11

nlneLy percenL of
SchoolCholce parLlclpanLs
llved wlLhln Lhe clLy of
uenver. llgure 3 dlsplays
Lhe reglon of Lhe clLy ln
whlch Lhey llved along slde
Lhe reglonal dlsLrlbuLlon for
Lhe dlsLrlcL as a whole.
AbouL a quarLer of
parLlclpaLlng sLudenLs llved
ln Lhe near norLheasL
reglon of Lhe clLy. AbouL a
flfLh of parLlclpaLlng
sLudenLs llved ln Lhe lar
norLheasL, SouLheasL, and SouLhwesL 8eglons. 1he smallesL proporLlon of SchoolCholce
parLlclpanLs who were uenver resldenLs llved ln Lhe norLhwesL reglon of Lhe clLy.
10
1hese
proporLlons were slmllar Lo Lhe reglonal dlsLrlbuLlon for Lhe dlsLrlcL as a whole.

llgure 4 presenLs Lhe proporLlon of sLudenLs parLlclpaLlng by Lhe Sl raLlng of Lhelr currenL
school. Cver a Lhlrd of sLudenLs were noL currenLly enrolled ln a uS school. AbouL half of
Lhese sLudenLs who were noL
currenLly enrolled ln a uS
school were enLerlng LCL and
abouL a Lhlrd of Lhem were
enLerlng klndergarLen. AbouL
a quarLer of parLlclpaLlng
sLudenLs were enrolled ln
schools LhaL had earned Lhe
raLlng MeeLs LxpecLaLlons or
Cn WaLch. Much smaller
percenLages of sLudenLs were
enrolled ln schools LhaL had
earned a raLlng of
ulsLlngulshed, Cn rlorlLy
WaLch or Cn robaLlon.

10
1he reglon of Lhe clLy ln whlch sLudenLs reslded was deLermlned uslng home zlp code. lar norLheasL lncluded 80239 and 80249. near
norLheasL lncluded 80216, 80203, 80203, 80218, 80206, 80220, 80207, and 80238. norLhwesL lncluded 80211, 80212, 80204, and 80221.
SouLheasL lncluded 80209, 80210,80246, 80222, 80224, 80230,80247, 80231, and 80237. SouLhwesL lncluded 80219 and 80223.
lar
norLheasL
near
norLheasL
norLhwesL SouLheasL SouLhwesL
0
10
20
30
40
30
60
70
80
>)6/1+&PJ&?+6)42&4L&?+$),+2@+&L41&9@(44"0(4)@+&
A%1M@)B%2*$&%2,&*(+&5)$*1)@*&%$&%&'(4"+
%
&
School Cholce aruclpanLs ulsLrlcL
a
Cne LenLh of SchoolCholce paruclpanLs llved ouLslde of uenver and are noL lncuded ln
Lhls gure.

3
32
17
3
4
4
33
>)6/1+&HJ&'(%*&)$&*(+&9A>&?%M26&4L&*(+&9@(44"$&*(%*&
A%1M@)B%2*$&0/11+2*"#&!Q+2,R&
ulsungulshed
MeeLs LxpecLauons
Cn WaLch
Cn rlorlLy WaLch
Cn robauon
noL 8aLed
noL CurrenLly Lnrolled
ln a uS School
12

llgure 3 focuses
only on sLudenLs
who were enrolled
ln schools LhaL had
been raLed wlLh Lhe
Sl and compares
Lhe dlsLrlbuLlon of
sLudenLs among Lhe
flve caLegorles
(ulsLlngulshed
Lhrough Cn
robaLlon) Lo Lhe
dlsLrlcL as a whole.
1he proporLlon of
sLudenLs from schools raLed as ulsLlngulshed, Cn rlorlLy WaLch, and Cn robaLlon was slmllar
Lo LhaL ln Lhe dlsLrlcL as a whole. 1he proporLlon of SchoolCholce parLlclpanLs LhaL were
currenLly aLLendlng schools raLed as MeeLs LxpecLaLlons was sllghLly hlgher Lhan Lhe proporLlon
ln Lhe dlsLrlcL as a whole. Conversely, Lhe proporLlon of sLudenLs from schools raLed as Cn
WaLch was lower Lhan ln Lhe dlsLrlcL as a whole.
;"<'5%1%'.%0$&'=,&$1,>+$%4'?*1"&&'$6%'=,&$1,*$:'

1able 1 presenLs Lhe number of seaLs offered by grade and reglon for Lhe LranslLlon grades
alongslde Lhe number of SchoolCholce parLlclpanLs.
11
lor LCL, ln Lhe lar norLheasL, norLhwesL,
and SouLhwesL, Lhe number of avallable seaLs was greaLer Lhan Lhe number of SchoolCholce
parLlclpanLs, suggesLlng Lhere was adequaLe capaclLy ln Lhe reglon Lo accommodaLe all of Lhe
sLudenLs.
12
ln Lhe SouLheasL, Lhe number of parLlclpanLs requesLlng a seaL ln LCL sllghLly
exceeded Lhe number of avallable seaLs (l.e., Lhere were 1.1 sLudenLs for every avallable seaL ln
Lhe reglon). Powever, ln Lhe near norLheasL, Lhe number of parLlclpanLs requesLlng an LCL
seaL was nearly Lwlce Lhe slze of Lhe number of seaLs avallable (l.e., Lhere were 1.9 sLudenLs for
every avallable seaL ln Lhe reglon).

11
uenver ubllc Schools provlded prlnclpals wlLh hlsLorlcal daLa (where avallable) on Lhe number of sLudenLs enrolled, Lhe number of sLudenLs
enrolled from Lhe school's boundary, maLrlculaLlon raLe, number of reLalned sLudenLs, number of new sLudenLs who moved lnLo Lhe boundary,
and Lhe number of sLudenLs who accepLed a seaL aL Lhelr school buL dld noL aLLend. 1hls lnformaLlon was lnLended Lo provlde prlnclpals wlLh
hlsLorlcal conLexL Lo help Lhem esLlmaLe Lhe number of seaLs Lhelr schools would have open ln each grade and each program. rlnclpals were
encouraged Lo use Lhls lnformaLlon along wlLh any addlLlonal knowledge or lnformaLlon Lhey had Lo make Lhelr esLlmaLes. 1he flnal esLlmaLes
were lefL up Lo Lhe prlnclpals' dlscreLlon. Cnce Lhese esLlmaLes were made, Lhey were forwarded Lo Lhe dlsLrlcL for use ln Lhe maLchlng
procedure. We refer Lo Lhls process ln Lhls reporL as offerlng seaLs. 1he appendlx lncludes a Lable wlLh Lhe same lnformaLlon presenLed ln
1able 1 for non-LranslLlon grades.
12
School reglon was deflned uslng Lhe reglons for each school LhaL were lndlcaLed ln Lhe LnrollmenL Culdes
(hLLp://schoolcholce.dpsk12.org/wp-conLenL/uploads/2011/12/SchoolCholce-LnrollmenL-Culde-LlemenLary-2012-13.pdf and
hLLp://schoolcholce.dpsk12.org/wp-conLenL/uploads/2011/09/SchoolCholce-LnrollmenL-Culde-Secondary-2012-13.pdf).
0
10
20
30
40
30
60
ulsungulshed MeeLs
LxpecLauons
Cn WaLch Cn rlorlLy
WaLch
Cn robauon
>)6/1+&IJ&9A>&?%M26&4L&9@(44"$&!Q+2,+,&K#&9@(44"0(4)@+&
A%1M@)B%2*$&%2,&*(+&5)$*1)@*&%$&%&'(4"+
%
&
SchoolCholce aruclpanLs ulsLrlcL as a Whole
a
1hls charL only lncludes SchoolCholce paruclpanLs who were currenLly enrolled ln a school LhaL had
been raLed uslng Lhe Sl

13

lor klndergarLen, Lhe number of seaLs offered exceeded Lhe number of parLlclpanLs for every
reglon buL Lhe near norLheasL. ln Lhe near norLheasL, Lhere were 1.23 parLlclpaLlng sLudenLs
requesLlng a klndergarLen seaL for every klndergarLen seaL LhaL was avallable. unllke wlLh LCL,
klndergarLen ls guaranLeed for all sLudenLs. As such, lL ls lmporLanL Lo keep ln mlnd LhaL 1able 1
does noL reflecL oll of Lhe seaLs avallable. lnsLead, lL lncludes Lhe number of seaLs avallable Lo
sLudenLs parLlclpaLlng ln SchoolCholce. All sLudenLs ln Lhe near norLheasL are guaranLeed a
seaL ln klndergarLen ln Lhelr boundary school. Powever, ln Lhls reglon, Lhe number of Lhem
chooslng Lo parLlclpaLe ln SchoolCholce ls 1.23 Llmes greaLer Lhan Lhe number of seaLs LhaL
prlnclpals offered Lo klndergarLeners parLlclpaLlng ln SchoolCholce. 1hls dlsparlLy llkely has
more Lo do wlLh Lhe esLlmaLe of Lhe number of klndergarLeners who would cholce ouL of Lhelr
boundary school belng ouL of llne wlLh Lhe number of sLudenLs who acLually dld Lhan lL does
wlLh Lrue capaclLy lssues ln Lhls reglon. ln Lhe 6
Lh
and 9
Lh
grades, Lhe number of avallable seaLs
exceeded Lhe number of sLudenLs requesLlng seaLs ln all reglons.

@0>8%'AB'.%0$&'CDD%1%4'0#4'.*6""8!6",*%'901$,*,70#$&'D"1'@10#&,$,"#'E104%&F'>2'E104%'0#4'
G%H,"#''
E104%' G%H,"#' I'"D'.%0$&'CDD%1%4' I'"D'901$,*,70#$&'
LCL
lnL 698 672
nnL 622 1136
nW 921 723
SL 736 829
SW 971 731
klndergarLen
lnL 1363 933
nnL 1201 1303
nW 1126 782
SL 1407 1133
SW 1381 999
6
Lh
Crade
lnL 1601 974
nnL 1099 869
nW 931 377
SL 1117 737
SW 1363 821
9
Lh
Crade
lnL 1080 949
nnL 973 776
nW 632 423
SL 1438 638
SW 1496 697
14

lL ls lmporLanL Lo noL only conslder Lhe sheer number of seaLs offered buL also Lhe quallLy of Lhe
schools ln whlch Lhey are offered. llgures 6-8 dlsplay Lhe number of seaLs offered by reglon
and Sl raLlng of Lhe school for Lhe elemenLary, mlddle school and hlgh school grades. Across
Lhe dlsLrlcL, over half of Lhe seaLs offered for Lhe elemenLary grades were ln hlgher-raLed
schools (l.e., schools LhaL had earned a raLlng of ulsLlngulshed or MeeLs LxpecLaLlons, see
llgure 6). AbouL a LenLh of elemenLary grade seaLs were ln Lhe lowesL-raLed schools, Lhose Cn
rlorlLy WaLch and Cn robaLlon. SllghLly over a LenLh of seaLs were ln newer schools LhaL had
noL yeL been raLed. 1he SouLheasL reglon had Lhe hlghesL proporLlon of elemenLary grade seaLs
offered ln hlgher raLed schools. Cver a flfLh of Lhe elemenLary grade seaLs offered ln Lhls reglon
were ln ulsLlngulshed schools and over Lwo-Lhlrds of all elemenLary grade seaLs offered were ln
schools LhaL were elLher raLed as ulsLlngulshed or MeeLs LxpecLaLlons. none of Lhe elemenLary
seaLs ln Lhls reglon were ln schools raLed as Cn rlorlLy WaLch or Cn robaLlon. ln conLrasL,
only abouL half of
Lhe seaLs ln oLher
reglons were ln
schools LhaL had
earned a raLlng of
MeeLs LxpecLaLlons
or ulsLlngulshed.
1he lar norLheasL
and SouLhwesL
reglons had no
elemenLary grade
seaLs offered ln
schools LhaL had
earned Lhe
ulsLlngulshed raLlng. 1he norLhwesL reglon had Lhe hlghesL proporLlon of seaLs offered LhaL
were ln schools raLed as Cn rlorlLy WaLch or Cn robaLlon. A flfLh of Lhe elemenLary grade
seaLs offered ln Lhls reglon were ln Lhese lower-raLed schools.

lor Lhe mlddle grades, abouL 40 of offered seaLs were ln hlgher-raLed schools (l.e., Lhose LhaL
had earned Lhe ulsLlngulshed or MeeLs LxpecLaLlons raLlngs, see llgure 7). A small percenLage
of seaLs were offered ln Lhe lowesL-raLed schools, [usL 6 of seaLs were ln schools LhaL were Cn
rlorlLy WaLch or Cn robaLlon. Cver a flfLh of offered seaLs were ln newer schools LhaL had
noL yeL been raLed. 1he SouLheasL reglon once agaln had Lhe hlghesL proporLlon of seaLs
offered ln schools earnlng a raLlng of ulsLlngulshed or MeeLs LxpecLaLlons. AbouL Lwo-Lhlrds of
avallable seaLs ln Lhls reglon were ln hlgher raLed schools, Lhough Lhe vasL ma[orlLy of Lhem
were ln schools earnlng a raLlng of MeeLs LxpecLaLlons. 1he norLhwesL reglon had Lhe hlghesL
0
10
20
30
40
30
60
70
80
90
100
lnL nnL nW SL SW 1oLal
>)6/1+&SJ&9+%*$&TU+1+,&K#&?+6)42&%2,&9@(44"&9A>&?%M26N&
7"+:+2*%1#&O1%,+$&V707-IW&
noL 8aLed
Cn robauon
Cn rlorlLy WaLch
Cn WaLch
MeeLs LxpecLauons
ulsungulshed
13

proporLlon of
mlddle school seaLs
offered ln
ulsLlngulshed
schools, nearly one-
quarLer. 1he near
norLheasL reglon
had no seaLs
offered for Lhe
mlddle school
grades ln
ulsLlngulshed
schools. 1he
SouLhwesL reglon had Lhe hlghesL proporLlon of seaLs offered ln lower raLed schools. nearly a
flfLh of Lhe seaLs ln Lhls reglon were ln schools raLed as Cn rlorlLy WaLch. 1he lar norLheasL
and norLhwesL reglons boLh had a hlgh proporLlon of seaLs ln schools LhaL had noL yeL been
raLed. nearly half of Lhe seaLs ln Lhe lar norLheasL and over a Lhlrd of seaLs ln Lhe norLhwesL
were ln Lhese newer schools. ln conLrasL, Lhe SouLheasL reglon had no seaLs offered ln schools
LhaL had noL yeL been raLed.

Across Lhe dlsLrlcL for hlgh school seaLs, abouL half of Lhe offered seaLs were ln schools LhaL
were Cn WaLch (see llgure 8). A raLher small percenLage of offered seaLs were ln hlgher-raLed
schools. SllghLly over a quarLer of seaLs were ln schools LhaL had earned Lhe ulsLlngulshed or
MeeLs LxpecLaLlons raLlngs. !usL 3 of seaLs were ln schools LhaL were Cn robaLlon. AlmosL a
flfLh of seaLs were ln schools LhaL had noL yeL been raLed. 1he near norLheasL and SouLheasL
reglons had Lhe
hlghesL proporLlon
of seaLs ln hlgher
raLed schools.
nearly half of Lhe
hlgh school seaLs
offered ln each of
Lhese areas were ln
schools LhaL were
raLed as MeeLs
LxpecLaLlons. 1he
lar norLheasL was
Lhe only reglon of
0
10
20
30
40
30
60
70
80
90
100
>)6/1+&XJ&9+%*$&TU+1+,&K#&?+6)42&%2,&9@(44"&9A>&?%M26N&Y)6(&
9@(44"&VZ-FGW&
noL 8aLed
Cn robauon
Cn rlorlLy WaLch
Cn WaLch
MeeLs LxpecLauons
ulsungulshed
0
10
20
30
40
30
60
70
80
90
100
>)6/1+&[J&9+%*$&TU+1+,&K#&?+6)42&%2,&9@(44"&9A>&?%M26N&
\),,"+&O1%,+$&VS-XW&
noL 8aLed
Cn robauon
Cn rlorlLy WaLch
Cn WaLch
MeeLs LxpecLauons
ulsungulshed
16

Lhe clLy LhaL had any seaLs offered ln ulsLlngulshed schools, 16 of avallable seaLs. 1he
proporLlon represenLed over half of Lhe seaLs ln schools LhaL had been raLed, as over 70 of
seaLs ln Lhe lar norLheasL were ln newer, unraLed schools. 1he norLhwesL and SouLhwesL
reglons had Lhe lowesL proporLlon of seaLs ln hlgher raLed schools. nearly all seaLs LhaL were
offered ln Lhe SouLhwesL reglon were ln schools LhaL were Cn WaLch. !usL 3 of seaLs were ln
schools LhaL were raLed as MeeLs LxpecLaLlons. ln Lhe norLhwesL, [usL 16 of seaLs were ln
schools raLed as MeeLs LxpecLaLlons. 1hls reglon also had Lhe hlghesL number of seaLs ln lower
raLed schools, wlLh abouL a flfLh of all avallable seaLs ln schools LhaL were Cn rlorlLy WaLch or
Cn robaLlon. 1he near norLheasL had a slmllarly hlgh proporLlon of seaLs ln lower raLed
schools, wlLh 17 of offered seaLs ln schools LhaL were Cn robaLlon.
560$'<%1%'.$+4%#$&J'!6",*%&:'
Nombet of 5toJeot cbolces

SLudenLs could selecL up Lo 3 cholces. Cn average, sLudenLs selecLed 2.8 cholces (sd=1.6). lL ls
lmporLanL Lo noLe LhaL Lhls ls Lhe average number of cholces among Lhose sLudenLs who
parLlclpaLed ln Lhe cholce process (l.e., among sLudenLs who made greaLer Lhan zero cholces).
1he number of cholces dld vary by sLudenL characLerlsLlcs, however. ln parLlcular, sLudenLs ln
LranslLlon grades (deplcLed
ln red) made, on average,
nearly one more cholce
Lhan dld sLudenLs ln oLher
grades (deplcLed ln blue,
see llgure 9).
13

1able 2 presenLs Lhe
number of sLudenL cholces
by oLher sLudenL
characLerlsLlcs. SLudenLs
who quallfled for free or reduced lunch made sllghLly more cholces, on average, Lhan sLudenLs
who dld noL quallfy. Whlle Lhls dlfference ls sLaLlsLlcally slgnlflcanL, lL ls qulLe small ln
magnlLude and unllkely Lo be of pracLlcal slgnlflcance. 8lack sLudenLs made slgnlflcanLly more
cholces Lhan sLudenLs from oLher raclal/eLhnlc groups. SLudenLs resldlng ln Lhe lar norLheasL
reglon of Lhe clLy made more cholces, on average, Lhan sLudenLs from all oLher reglons of Lhe
clLy. 1hls ls noL unexpecLed, as many sLudenLs ln Lhls reglon do noL have a slngle defaulL
nelghborhood school. llnally, Lhe number of cholces made varled by Lhe School erformance

13
1ranslLlon grades mean=2.94, sd=1.6, oLher grades mean=2.18, sd=1.4, L(6732)=30.06, p<.0001.
1
2
3
4
3
LCL klnder 1-3 6 7-8 9 10-12
>)6/1+&ZJ&!]+1%6+&3/:K+1&4L&0(4)@+$N&K#&O1%,+&
LCL klnder 1-3 6 7-8 9 10-12
17

lramework (Sl) raLlng of Lhe sLudenL's currenL school. SLudenLs who were currenLly enrolled
ln schools LhaL were raLed as Cn robaLlon made Lhe mosL cholces, on average. 1hey Lended Lo
one more cholce, an average, Lhan sLudenLs ln schools earnlng a ulsLlngulshed raLlng. SLudenLs
ln ulsLlngulshed schools made Lhe fewesL cholces. 1hey made slgnlflcanLly fewer cholces Lhan
sLudenLs ln all oLher groups excepL sLudenLs currenLly enrolled ln schools Cn rlorlLy WaLch.
'
@0>8%'KB'L+/>%1'"D'!6",*%&'M04%'>2'.$+4%#$'!6010*$%1,&$,*&N
!'
0(%1%@*+1)$*)@& 3& \+%2&V95W& 9)62)L)@%2@+&
>1++^?+,/@+,&;/2@(& l(1,14741)=61.34
*

uo noL Cuallfy
a
4782 2.62 (1.36)

Cuallfy
b
9961 2.84 (1.63)
?%@+^7*(2)@)*#& l(3,22730)=79.88
*
8lack, noL Plspanlc
a
2833 3.23 (1.62)
Plspanlc
b
11810 2.74 (1.62)
WhlLe, noL Plspanlc
b
6406 2.72 (1.37)
CLher
b
1683 2.89 (1.61)
?+6)42& l(4,20313)=143.13
*
lar norLheasL
a
4434 3.33 (1.32)
near norLheasL
b
3224 2.76 (1.38)
norLhwesL
b
2933 2.72 (1.60)
SouLheasL
b
3970 2.78 (1.64)
SouLhwesL
b
3827 2.62 (1.64)
9@(44"&A+1L41:%2@+&?%*)26&4L&0/11+2*&9@(44"
&
l(6,22727)=42.23
*
ulsLlngulshed
a
1002 2.42 (1.36)
MeeLs LxpecLaLlons
b
7141 2.70 (1.60)
AccredlLed on WaLch
b,c
3936 2.82 (1.62)
AccredlLed on rlorlLy WaLch
a,b,c
736 2.72 (1.38)
AccredlLed on robaLlon
d
1000 3.43 (1.33)
noL 8aLed
b,c
923 2.82 (1.63)
noL CurrenLly Lnrolled ln a uS School
c
7994 2.86 (1.63)
!
Subgroups wlLh dlfferenL superscrlpLs are slgnlflcanLly dlfferenL from one anoLher aL p<.0001.
*
p<.0001

8ecause Lhe characLerlsLlcs presenLed ln 1able 2 are all assoclaLed, mulLlvarlaLe analyses were
run Lo deLermlne lf each varlable made an lndependenL conLrlbuLlon Lo predlcLlng Lhe number
of cholces sLudenLs made. 1wo regresslons were run. 1he flrsL, uslng Lhe whole sample,
lncluded dummy varlables for Plspanlc, lar norLheasL reglon, ulsLlngulshed school and school
Cn robaLlon. 1he overall model was slgnlflcanL,
14
buL lL only explalned a 4 of Lhe LoLal
varlance ln number of cholces. 1he parameLer esLlmaLes for all predlcLors were slgnlflcanL,
lndlcaLlng LhaL each varlable made a slgnlflcanL lndependenL conLrlbuLlon, Lhough small ln
magnlLude. A second regresslon was conducLed omlLLlng sLudenLs who were new Lo Lhe dlsLrlcL
and lncludlng free and reduced lunch sLaLus as an addlLlonal predlcLor. 1hls model was also

14
l (4,22733)=213.48, p<.0001
18

slgnlflcanL and explalned [usL 4 of Lhe LoLal varlance ln number of cholces.
13
Cnce agaln, all of
Lhe parameLer esLlmaLes for Lhe lndlvldual predlcLors were slgnlflcanL, lndlcaLlng LhaL all of Lhe
varlables made an lndependenL, Lhough small, conLrlbuLlon Lo explalnlng Lhe number of cholces
sLudenLs made.
5cbools 5toJeots cbose

lL ls useful Lo undersLand whlch schools sLudenLs were mosL and leasL llkely Lo requesL. 1here
were mulLlple opLlons for how Lo express Lhls lnformaLlon, each wlLh lLs own sLrengLhs and
weaknesses. Lxpresslng demand for schools as a raLlo of Lhe number of requesLs Lo Lhe
number of seaLs offered was selecLed Lo provlde a more even playlng fleld for smaller and
larger schools. AnoLher lssue faced was wheLher Lo focus solely on Lhe LranslLlon grades
because Lhe vasL ma[orlLy of SchoolCholce parLlclpanLs were ln Lhese grades, or Lo focus on all
grades. lor compleLeness, we presenL Lhe hlghesL and lowesL demand schools uslng
calculaLlons based on all grades below.
16
1he resulLs for LranslLlon grades appear ln Lhe
Appendlx. When examlnlng Lhese daLa, lL ls lmporLanL Lo keep ln mlnd LhaL unlque feaLures of
parLlcular schools can affecL Lhe resulLs uslng Lhese dlfferenL meLhods of calculaLlng demand.
lor example, a number of schools offer Lhelr LCL and/or klndergarLen ln one of Lwo LC cenLers
(SLephen knlghL or LscalanLe-8lggs). As a resulL Lhe demand" for Lhose grades ls lncluded wlLh
Lhe LC cenLer and noL Lhe school lLself. Some schools, parLlcularly new schools, were maklng an
efforL Lo expand ln cerLaln non-LranslLlon grades. 1hese schools may have offered a large
number of seaLs ln non-LranslLlon grades, whlch had relaLlvely few SchoolCholce parLlclpanLs.
We have noLed Lhese nuances wherever posslble ln Lhls reporL. 8efore drawlng concluslons
abouL oLher schools from daLa ln Lhe Appendlx, readers should conslder Lhe unlque conLexL of
Lhe school and how lL may have affecLed lLs demand.

lor Lhe 103 schools offerlng seaLs for Lhe elemenLary grades (LCL-3), 90 of Lhem (86) recelved
aL leasL one requesL per avallable seaL. 1able 3 presenLs Lhe Len schools wlLh Lhe mosL
requesLs per avallable seaL for grades LCL-3. 1hese schools recelved beLween 3 and 18
requesLs for every avallable seaL. Palf of Lhem were locaLed ln Lhe lar norLheasL and half were
locaLed ln Lhe SouLheasL. 1hree of Lhe schools ln Lhe Lop Len had earned a ulsLlngulshed raLlng
and Lwo had earned Lhe MeeLs LxpecLaLlons raLlng. 1he Len schools earnlng Lhe mosL flrsL
cholce requesLs per avallable seaL lncludes seven of Lhe same schools (1able 4). 1hese schools
recelved beLween 2 and 8 flrsL cholce requesLs for every avallable seaL. Agaln, Lhese schools
were concenLraLed ln Lhe lar norLheasL and SouLheasL reglons of Lhe clLy. lour of Lhese
schools had earned a raLlng of ulsLlngulshed, 2 had earned Lhe raLlng of MeeLs LxpecLaLlons,
and Lhe remalnlng schools had noL yeL been raLed.

13
l(3,14739)=138.43, p<.0001
16
1he appendlx lncludes Lhe number of LoLal requesLs and flrsL cholce requesLs per avallable seaL for all schools.
19

@0>8%'OB'.*6""8&'<,$6'$6%'M"&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'(!(QR'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 T,#$$+#&9@(44"& 310 28 18.21 k-8 lnL 71
MeeLs
LxpecLaLlons
2 9*+@=& 697 69 10.10 LCL-3 SL 96 ulsLlngulshed
3 .14:b+""& 392 43 9.12 k-3 SL 80 ulsLlngulshed
4 7$@%"%2*+-.)66$&!@%,+:#& 983 144 6.82 LCL-k lnL noL 8aLed
3
9*+B(+2&D2)6(*&0+2*+1&L41&
7%1"#&7,/@%*)42&
2271 336 6.38 LCL-k SL noL 8aLed
6 '+$*+1"#&01++=& 1086 182 3.97 LCL-3 lnL 73
MeeLs
LxpecLaLlons
7
9b)6+1*&c2*+12%*)42%"&
9@(44"&
1163 196 3.94 LCL-3 lnL noL 8aLed
8 9"%]+2$& 338 38 3.83 LCL-8 SL 86 ulsLlngulshed
9 5+2]+1&O1++2&9@(44"& 297 33 3.4
LCL-4,
6-8
SL 46 Cn WaLch
10
9T!?&%*&O1++2&C%""+#&
?%2@(&
374 112 3.13 k-4 lnL noL 8aLed

@0>8%'SB'.*6""8&'<,$6'$6%'M"&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'(!(QR'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 T,#$$+#&9@(44"& 227 28 8.11 k-8 lnL 71
MeeLs
LxpecLaLlons
2 9*+@=& 216 69 3.13 LCL-3 SL 96 ulsLlngulshed
3 A4"%1)$&A1461%:&%*&7K+1*& 209 80 2.61 k-3 nnL 89 ulsLlngulshed
4
9b)6+1*&c2*+12%*)42%"&
9@(44"&
306 196 2.38 LCL-3 lnL noL 8aLed
3
9T!?&%*&O1++2&C%""+#&
?%2@(&
272 112 2.43 k-4 lnL noL 8aLed
6 Y)6(")2+&!@%,+:#& 136 66 2.36 k-8 SL 63
MeeLs
LxpecLaLlons
7 7$@%"%2*+-.)66$&!@%,+:#& 340 144 2.36 LCL-k lnL noL 8aLed
9 5+2]+1&;%26/%6+&9@(44"& 201 100 2.01 k-4 SL noL 8aLed
10 .14:b+""& 83 43 1.98 k-3 SL 80 ulsLlngulshed

1able 3 presenLs Lhe Len schools wlLh Lhe fewesL requesLs for grades LCL-3. 1hese schools had
beLween 1.23 and 3 avallable seaLs for every requesL Lhey recelved. 1hese schools were
dlsLrlbuLed falrly evenly across Lhe clLy. Cf Lhe slx schools LhaL had been raLed wlLh Lhe Sl,
mosL had earned a raLlng of Cn WaLch. Cne school was raLed as MeeLs LxpecLaLlons and one
20

was Cn robaLlon. 1wo schools on Lhls llsL are schools LhaL wlll open Lhelr doors for Lhe flrsL
Llme ln fall 2012, whlch may explaln why Lhey were less popular cholces. 1wo of Lhese schools,
kl MonLbello and kl Sunshlne eak, only offered seaLs for flfLh grade, a grade wlLh
relaLlvely few sLudenLs parLlclpaLlng ln SchoolCholce, whlch llkely affecLed Lhelr relaLlvely low
demand. 1he daLa ln 1able 3 for CreaLlvlLy Challenge CommunlLy (C3) only reflecLs grades 1-2
because Lhls schools' klndergarLen ls locaLed aL SLephen knlghL CenLer for Larly LducaLlon.
uaLa for klndergarLen seaLs and requesLs were lncluded wlLh SLephen knlghL CenLer lnsLead of
wlLh C3. Whlle Lhe requesLs for grades 1-2 were relaLlvely low, lL ls lmporLanL Lo noLe LhaL C3
offered 23 klndergarLen seaLs aL SLephen knlghL CenLer and recelved 133 LoLal requesLs and 33
flrsL cholce requesLs for Lhose seaLs, lndlcaLlng LhaL Lhls school ls ln relaLlvely hlgh demand for
klndergarLen.

Whlle overall demand for Lhe schools ln 1able 3 was low, ln some cases, demand varled greaLly
by grade. ln parLlcular, WyaLL-Ldlson recelved 1.06 requesLs for every klndergarLen seaL, kalser
recelved 1.2 requesLs per LCL seaL and 1.1 requesLs per klndergarLen seaL, Creenlee recelved
1.7 requesLs for every LCL seaL, and 8ocky MounLaln rep recelved 2.3 requesLs for every LCL
seaL. 1hese schools were subsLanLlally harder for younger sLudenLs Lo geL maLched wlLh Lhan
for sLudenLs ln grades 1-3.

@0>8%'RB'.*6""8&'<,$6'$6%'T%<%&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'(!(QR'
?%2=& 9@(44"& _&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42& 9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 >%)1:42*& 79 236 0.33 LCL-8 nW 40 Cn WaLch
2 DcAA&\42*K+""4&04""+6+&
A1+B&
43 110 0.39 3-6 lnL noL 8aLed
3 <1+])$*%& 110 242 0.43 LCL-8 nW 33 Cn robaLlon
4 '#%**-7,)$42&0(%1*+1& 103 203 0.30 k-8 nnL 30 Cn WaLch
3 D%)$+1& 143 234 0.62 LCL-3 SW 41 Cn WaLch
6 9b%2$+%& 131 232 0.63 LCL-3 nnL 44 Cn WaLch
7 DcAA&9/2$()2+&A+%=&
!@%,+:#&
79 110 0.72 3-6 SW 69 MeeLs
LxpecLaLlons
8 01+%*)])*#&0(%""+26+&
04::/2)*#&V0PW&
72 100 0.72 1-2 SL new School
9 O1++2"++& 130 166 0.78 LCL-3 nW 41 Cn WaLch
10 ?4@=#&\4/2*%)2&A1+B& 128 161 0.80 LCL-1 SL new School
!
1hls school offers klndergarLen aL Lhe SLephen knlghL CenLer. klndergarLen seaLs and requesLs for Lhose seaLs are lncluded ln SLephen knlghL CenLer.
"
1hls school has been open and offerlng grades 3-8, buL ls a new school for grades k-4.
21

'
@0>8%'UB'.*6""8&'<,$6'$6%'T%<%&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'(!(QR'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 7$@/+"%&<"%*+"4"@4& 6 33 0.11 LCL-12 nW 34
Cn rlorlLy
WaLch
3 >%)1:42*& 43 236 0.18 LCL-8 nW 40 Cn WaLch
4 '#%**-7,)$42&0(%1*+1& 43 203 0.22 k-8 nnL 30 Cn WaLch
3 D%)$+1& 63 234 0.27 LCL-3 SW 41 Cn WaLch
6 .%11+**& 28 100 0.28 LCL-3 nnL 41 Cn WaLch
7
DcAA&\42*K+""4&04""+6+&
A1+B&
31 110 0.28 3-6 lnL noL 8aLed
8
01+%*)])*#&0(%""+26+&
04::/2)*#&V0PW&
38 123 0.30 1-2
!
SL new School
9 04"/:K)2+& 29 91 0.32 LCL-6 nnL 42 Cn WaLch
10 A%":+1& 64 186 0.34 LCL-3 nnL 71
MeeLs
LxpecLaLlons
!
1hls school offers klndergarLen aL Lhe SLephen knlghL CenLer. klndergarLen seaLs and requesLs for Lhose seaLs are lncluded ln SLephen knlghL CenLer.

1he Len schools earnlng Lhe fewesL flrsL cholce requesLs lncludes slx of Lhe same schools (1able
6). 1hese schools had beLween 3 and 9 avallable seaLs for every flrsL cholce requesL Lhey
recelved. 1he dlsLrlbuLlon of schools across Lhe reglons was less even Lhan was observed for
LoLal number of requesLs. lnsLead, Lhese schools were more heavlly concenLraLed ln Lhe near
norLheasL and norLhwesL reglons of Lhe clLy. Palf of Lhe schools were raLed as Cn WaLch. 1he
llsL lncluded one school LhaL wlll open for Lhe flrsL Llme ln fall 2012.

Cf Lhe 39 schools offerlng seaLs for Lhe mlddle school grades, 43 (76) recelved aL leasL one
requesL per avallable seaL. 1able 7 dlsplays Lhe Len schools wlLh Lhe mosL requesLs for grades
6-8. 1hese schools recelved beLween abouL 3 and 37 requesLs for every avallable seaL. 1he
ma[orlLy of Lhese schools, seven ouL of 10, were ln Lhe lar norLheasL reglon of Lhe clLy. none
were ln Lhe near norLheasL. Palf of Lhe schools had earned a raLlng of MeeLs LxpecLaLlons, Lwo
were raLed as ulsLlngulshed. 1able 8 dlsplays Lhe schools wlLh Lhe mosL flrsL cholce requesLs
per avallable seaL. Seven of Lhe same schools appeared on Lhls llsL. 1hese schools recelved
beLween 1.4 and abouL 7 flrsL cholce requesLs for every avallable seaL. Palf of Lhese schools
were locaLed ln Lhe lar norLheasL. All of Lhem had been raLed wlLh Lhe Sl, wlLh four earnlng
Lhe ulsLlngulshed raLlng and flve earnlng Lhe MeeLs LxpecLaLlons raLlng.
'
22

'
@0>8%'VB'.*6""8&'<,$6'$6%'M"&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'UQW'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 T,#$$+#&9@(44"& 147 4 36.73 k-8 lnL 71
MeeLs
LxpecLaLlons
2
DcAA&9/2$()2+&A+%=&
!@%,+:#&
310 10 31.00 3-8 SW 69
MeeLs
LxpecLaLlons
3
DcAA&\42*K+""4&04""+6+&
A1+B&
168 13 11.2 3-6 lnL noL 8aLed
4 A"%@+&.1),6+&!@%,+:#& 38 6 9.67 LCL-8 SL 47 Cn WaLch
3 T:%1&5d&."%)1&0(%1*+1& 231 28 8.23 k-8 lnL 69
MeeLs
LxpecLaLlons
6 599<J&OC?&\),,"+&9@(44"& 1014 143 6.99 6-8 lnL 93 ulsLlngulshed
7 7$@/+"%&<"%*+"4"@4& 46 7 6.37 LCL-12 nW 34
Cn rlorlLy
WaLch
8
599<J&9*%B"+*42&\),,"+&
9@(44"&
849 143 3.86 6-8 lnL 82 ulsLlngulshed
9 ')"")%:&?4K+1*$& 196 34 3.76 LCL-8 lnL 63
MeeLs
LxpecLaLlons
10 >%11+""&.d&Y4b+""& 236 49 3.22 LCL-8 lnL 38
MeeLs
LxpecLaLlons

@0>8%'WB'.*6""8&'<,$6'$6%'M"&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'UQW'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 T,#$$+#&9@(44"& 26 4 6.30 k-8 lnL 71
MeeLs
LxpecLaLlons
2
DcAA&9/2$()2+&A+%=&
!@%,+:#&
60 10 6.00 3-8 SW 69
MeeLs
LxpecLaLlons
3 599<J&OC?&\),,"+&9@(44"& 310 143 3.32 6-8 lnL 93 ulsLlngulshed
4
599<J&9*%B"+*42&\),,"+&
9@(44"&
3 5+2]+1&9@(44"&4L&*(+&!1*$& 391 176 2.22 6-12 nnL 73
MeeLs
LxpecLaLlons
6 A"%@+&.1),6+&!@%,+:#& 13 6 2.17 LCL-8 SL 47 Cn WaLch
7 >%11+""&.d&Y4b+""& 84 49 1.71 LCL-8 lnL 38
MeeLs
LxpecLaLlons
8 ')"")%:&?4K+1*$& 34 34 1.39 LCL-8 lnL 63
MeeLs
LxpecLaLlons
10 '+$*&5+2]+1&A1+B->+,+1%"& 194 138 1.41 6-8 SW 83 ulsLlngulshed
23

1able 9 presenLs Lhe schools wlLh Lhe fewesL requesLs for grades 6-8. 1hese schools had
beLween 1.3 and 3 seaLs for every requesL Lhey recelved. 1wo were schools LhaL wlll open Lhelr
doors for Lhe flrsL Llme ln fall 2012 and one of Lhese new schools, Slms layola, was noL lncluded
ln Lhe LnrollmenL Culde, whlch may have lmpacLed Lhe number of requesLs lL recelved. Whlle
all of Lhese schools were ln relaLlvely low demand across Lhe grades, flve of Lhem had
subsLanLlally more requesLs per seaL for 6
Lh
grade. ln parLlcular, per avallable 6
Lh
grade seaL,
WyaLL-Ldlson CharLer had 2.12 requesLs, lalrmonL had 1.1 requesLs, WhlLLler had 1.83
requesLs, uora Moore had 1.23 requesLs, and WesL CeneraLlon Academy had 1.27 requesLs.
1hese schools were subsLanLlally harder for 6
Lh
grade sLudenLs Lo geL maLched wlLh Lhan for 7
Lh

and 8
Lh
grade sLudenLs. 1he ma[orlLy of Lhe schools were ln Lhe near norLheasL reglon. 1hree
were locaLed ln Lhe norLhwesL reglon. Palf of Lhe schools had earned Lhe raLlng of Cn WaLch.
Cne school was on robaLlon.

1able 10 dlsplays Lhe schools wlLh Lhe fewesL flrsL cholce requesLs for grades 6-8. Seven of Lhe
same schools appeared on Lhls llsL. 1hese schools had beLween abouL 3 and 30 seaLs for every
flrsL cholce requesL Lhey recelved. Cnce agaln, Lhe ma[orlLy of Lhe schools were locaLed ln Lhe
near norLheasL. 1he ma[orlLy had recelved a raLlng of Cn WaLch. 1hls llsL also lncluded Lwo
schools LhaL wlll open for Lhe flrsL Llme ln fall 2012.
'
'
@0>8%'XB'.*6""8&'<,$6'$6%'T%<%&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'UQW'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
2 9:)"+#& 178 462 0.39 6-8 nnL 30 Cn WaLch
3 '#%**-7,)$42&0(%1*+1& 43 93 0.43 k-8 nnL 30 Cn WaLch
4 A)42++1& 21 44 0.48 LCL-8 nnL 44 Cn WaLch
3 >%)1:42*& 14 22 0.64 LCL-8 nW 40 Cn WaLch
6 '()**)+1& 29 43 0.67 LCL-8 nnL 31
MeeLs
LxpecLaLlons
7 04"/:K)2+& 9 13 0.69 LCL-6 nnL 42 Cn WaLch
8 9):$&>%#4"%& 86 120 0.72 6, 9 lnL new School
9 541%&\441+& 82 113 0.73 LCL-8 nnL 60
MeeLs
LxpecLaLlons
10 '+$*&O+2+1%*)42&!@%,+:#& 232 300 0.77 6, 8, 9 nW new School
'
24

'
@0>8%'AYB'.*6""8&'<,$6'$6%'T%<%&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'UQW'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 '#%**-7,)$42&0(%1*+1& 2 93 0.02 k-8 nnL 30 Cn WaLch
2 A)42++1& 1 44 0.02 LCL-8 nnL 44 Cn WaLch
4 >%)1:42*& 1 22 0.03 LCL-8 nW 40 Cn WaLch
3 9:)"+#& 23 462 0.03 6-8 nnL 30 Cn WaLch
6 04"/:K)2+& 1 13 0.08 LCL-6 nnL 42 Cn WaLch
7 '()**)+1& 3 43 0.12 LCL-8 nnL 31
MeeLs
LxpecLaLlons
8 Y%11)26*42& 1 8 0.13 LCL-6 nnL 46 Cn WaLch
9
'+$*&5+2]+1&A1+B-
\42*K+""4&
28 147 0.19 6 lnL new School
10 9):$&>%#4"%& 26 120 0.22 6, 9 lnL new School

Cf Lhe 31 schools offerlng hlgh school seaLs, 23 (74) had aL leasL one requesL for every seaL
offered. 1he Len hlgh schools recelvlng Lhe mosL requesLs per avallable seaL are presenLed ln
1able 11. 1hese schools recelved beLween 2 and 27 requesLs for every avallable seaL. Palf of
Lhe schools were locaLed ln Lhe lar norLheasL. 1wo had earned a raLlng of ulsLlngulshed and
four were raLed as MeeLs LxpecLaLlons. LlghL of Lhese Len schools were among Lhe schools
recelvlng Lhe mosL flrsL cholce requesLs per avallable seaL (see 1able 12). 1hese schools
recelved beLween .74 Lo 8 flrsL cholce requesLs for every avallable seaL. 1hey were
concenLraLed ln Lhe lar norLheasL and near norLheasL reglons of Lhe clLy. 1he schools LhaL had
been raLed uslng Lhe Sl were falrly evenly dlsLrlbuLed among Lhe raLlngs of ulsLlngulshed,
MeeLs LxpecLaLlons and Cn WaLch. 1he llsL lncluded one school LhaL wlll open for Lhe flrsL Llme
ln lall 2012.
'
23

'
@0>8%'AAB'.*6""8&'<,$6'$6%'M"&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'XQAK'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1
599<J&9*%B"+*42&Y)6(&
9@(44"&
2 5+2]+1&9@(44"&4L&*(+&!1*$& 467 37 8.19 6-12 nnL 73
MeeLs
LxpecLaLlons
3 599<J&OC?&Y)6(&9@(44"& 806 183 4.36 9-10 lnL 93 ulsLlngulshed
4 50c9&%*&\42*K+""4& 306 129 3.92
6-7,
9-10
lnL noL 8aLed
3
070&\),,"+&04""+6+&4L&
5+2]+1&
489 139 3.32 9-12 nW 66
MeeLs
LxpecLaLlons
6 Y)6(&<+@(&7%1"#&04""+6+& 481 140 3.43 9-10 lnL noL 8aLed
7
\%1*)2&;/*(+1&D)26&81d&7%1"#&
04""+6+&
361 167 3.36 6-12 lnL 47 Cn WaLch
8 DcAA&5+2]+1&04""+6)%*+& 277 100 2.77 9-12 SW 40 Cn WaLch
9
5+2]+1&0+2*+1&L41&
c2*+12%*)42%"&9*/,)+$&
248 93 2.67 6-12 SW 60
MeeLs
LxpecLaLlons
10 7%$*& 1631 680 2.43 9-12 nnL 66
MeeLs
LxpecLaLlons
'
@0>8%'AKB'.*6""8&'<,$6'$6%'M"&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'XQAK'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1
599<J&9*%B"+*42&Y)6(&
9@(44"&
2 5+2]+1&9@(44"&4L&*(+&!1*$& 211 37 3.70 6-12 nnL 73
MeeLs
LxpecLaLlons
3 599<J&OC?&Y)6(&9@(44"& 310 183 1.68 9-10 lnL 93 ulsLlngulshed
4
070&\),,"+&04""+6+&4L&
5+2]+1&
208 139 1.49 9-12 nW 66
MeeLs
LxpecLaLlons
3
'+$*&5+2]+1&A1+B&9\!?<&
Y)6(&9@(44"&
216 160 1.33 9 SW new School
6 7%$*& 871 680 1.28 9-12 nnL 66
MeeLs
LxpecLaLlons
7
\%1*)2&;/*(+1&D)26&81d&7%1"#&
04""+6+&
190 167 1.14 6-12 lnL 47 Cn WaLch
8
.1/@+&?%2,4"B(&Y)6(&
9@(44"&
193 178 1.08 6-12 nnL 46 Cn WaLch
9 50c9&%*&\42*K+""4& 104 129 0.81
6-7,
9-10
lnL noL 8aLed
26

10 DcAA&5+2]+1&04""+6)%*+& 74 100 0.74 9-12 SW 40 Cn WaLch
'
1able 13 dlsplays Lhe Len schools wlLh Lhe fewesL requesLs for grades 9-12. 1hese schools had
beLween abouL 1 and 13 seaLs for every requesL Lhey recelved. 1he llsL lncludes Lhree schools
LhaL are scheduled Lo open for Lhe flrsL Llme ln fall 2012, lncludlng one school, Slms layola, LhaL
was noL lncluded ln Lhe LnrollmenL Culde. WesL only offered seaLs for grades 10-12, grades
wlLh relaLlvely few sLudenLs parLlclpaLlng ln SchoolCholce, whlch llkely affecLed lLs relaLlvely low
demand. Whlle all of Lhese schools were ln relaLlvely low demand across Lhe grades, Lwo of
Lhem had subsLanLlally more requesLs per seaL for 9
Lh
grade. ln parLlcular, per avallable 9
Lh

grade seaL, venLure rep Plgh School had 2.6 requesLs and 1homas !efferson had 1.8 requesLs.
1hese schools were subsLanLlally harder for 9
Lh
grade sLudenLs Lo geL maLched wlLh Lhan for
10
Lh
-12
Lh
grade sLudenLs. 1hese schools were falrly evenly dlsLrlbuLed across Lhe clLy. lour of
Lhe seven schools LhaL had been raLed wlLh Lhe Sl had earned Lhe raLlng of Cn WaLch. 1wo
were Cn robaLlon.

Slx of Lhese schools were also among Lhose recelvlng Lhe fewesL flrsL cholce requesLs per
avallable seaL (see 1able 14). 1hese schools had beLween 4 and 70 seaLs for ever flrsL cholce
requesL Lhey recelved. lour were ln Lhe lar norLheasL reglon, Lhree were ln Lhe norLhwesL
reglon, and Lwo were ln Lhe near norLheasL reglon. 1he llsL lncludes Lwo schools LhaL wlll open
for Lhe flrsL Llme ln fall 2012 and Lwo LhaL had noL yeL been raLed. 1he remalnlng schools all
earned raLlngs of Cn WaLch, Cn rlorlLy WaLch or Cn robaLlon.

@0>8%'AOB'.*6""8&'<,$6'$6%'T%<%&$'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'XQAK'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 5+2]+1&T2")2+&Y)6(&9@(44"& 11 139 0.08 9-12 nnL 43 Cn WaLch
2 '+$*& 21 163 0.13 10-12 nW 33 Cn robaLlon
3 9):$&>%#4"%& 71 130 0.33 6,9 lnL new School
4 C+2*/1+&A1+B&Y)6(&9@(44"& 146 246 0.39 6-12 nnL 32 Cn robaLlon
3 '+$*&;+%,+1$()B&!@%,+:#& 103 123 0.82 6,9 nW new School
6 <(4:%$&8+LL+1$42& 877 1000 0.88 9-12 SL 33
MeeLs
LxpecLaLlons
7 84(2&>d&D+22+,#& 398 647 0.92 9-12 SW 49 Cn WaLch
8
'+$*&O+2+1%*)42&Y)6(&
9@(44"&
147 130 0.98 6,8,9 nW new School
9 \%2/%"& 196 183 1.06 9-12 lnL 46 Cn WaLch
10 !K1%(%:&;)2@4"2& 613 373 1.07 9-12 SW 43 Cn WaLch

27

'
@0>8%'ASB'.*6""8&'<,$6'$6%'T%<%&$'T,1&$'!6",*%'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'XQAK'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
O1%,+$&
9+1]+,&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 5+2]+1&T2")2+&Y)6(&9@(44"& 2 139 0.01 9-12 nnL 43 Cn WaLch
2 9):$&>%#4"%& 7 130 0.03 6,9 lnL new School
3 '+$*& 10 163 0.06 10-12 nW 33 Cn robaLlon
4 C+2*/1+&A1+B&Y)6(&9@(44"& 18 246 0.07 6-12 nnL 32 Cn robaLlon
3 7$@/+"%&<"%*+"4"@4& 4 24 0.17 LCL-12 nW 34
Cn rlorlLy
WaLch
6 '+$*&;+%,+1$()B&!@%,+:#& 21 123 0.17 6,9 nW new School
7 \%2/%"& 34 183 0.18 9-12 lnL 46 Cn WaLch
8
34+"&04::/2)*#&!1*$&
9@(44"&
43 218 0.21
6-7, 9-
10
lnL noL 8aLed
9 04""+6)%*+&A1+B&!@%,+:#& 63 300 0.21 9-10 lnL noL 8aLed
10 94/*(b+$*&7%1"#&04""+6+& 33 233 0.23 9-12 SW 48 Cn WaLch

Some schools serve sLudenLs across Lhe elemenLary, mlddle and hlgh school years. LxamlnaLlon
of 1ables 3-14 reveals LhaL ln some cases, demand was slmllar for Lhese schools across Lhe
grade levels and ln some cases lL was noL. lor example, Cdyssey School and Slaves serve boLh
Lhe elemenLary and mlddle grades. 1hls school was among Lhe mosL requesLed per avallable
seaL for boLh Lhe elemenLary and mlddle grades. Slmllarly, uenver School of Lhe ArLs serves
boLh mlddle and hlgh school grades. lL was among Lhe mosL requesLed schools for boLh of
Lhese grade levels. 1revlsLa, Columblne, lalrmonL, and WyaLL-Ldlson were among Lhe leasL
requesLed schools per avallable seaL for boLh Lhe elemenLary and mlddle grades, Lhough Lwo of
Lhese schools, lalrmonL and WyaLL-Ldlson, had somewhaL hlgher demand for Lhe LranslLlon
grades Lhan Lhey dld for oLher grades.
Lscuela 1laLelolco serves sLudenLs from k-12. 1hey recelved relaLlvely few requesLs for Lhelr 33
elemenLary seaLs, a relaLlvely hlgh number of requesLs for Lhelr 7 mlddle school seaLs, and
relaLlvely few requesLs for Lhelr 24 hlgh school seaLs. 1hls lndlcaLes LhaL demand for Lhls school
varles by grade level. Many fewer seaLs were offered for grades 6-8, whlch played a role ln
maklng Lhls school more compeLlLlve Lo geL lnLo for Lhe mlddle school grades.
1he paLLerns of requesLs were more compllcaLed for a few schools. ln parLlcular, kl
MonLbello College rep and kl Sunshlne eak Academy boLh offered seaLs sLarLlng ln flfLh
grade. nelLher of Lhese schools experlenced a hlgh number of requesLs per avallable seaLs ln
flfLh grade. Powever, ln slxLh grade, Lhe more common LranslLlon grade ln uenver schools,
28

Lhese Lwo schools experlenced much hlgher demand. 1hey were among Lhe mosL requesLed
schools per avallable mlddle school seaL.
Ate 5toJeots cbotoctetlstlcs AssocloteJ wltb tbe 5ll kotloq of tbe 5cbools tbey cboose?

1he analyses [usL descrlbed shed llghL on whlch sLudenLs make Lhe mosL cholces and whlch
schools are mosL ln demand. Powever, lL ls also of lnLeresL Lo examlne Lhe Lypes of cholces
dlfferenL sLudenLs make. 1o address Lhls, sLudenL characLerlsLlcs were examlned ln relaLlon Lo
Lhe Sl raLlng of Lhelr flrsL cholce school. 1wo seLs of analyses were conducLed. llrsL, for
schools LhaL had been raLed wlLh Lhe Sl, sLudenL characLerlsLlcs were examlned ln relaLlon Lo
Lhe LoLal percenLage of Sl polnLs earned by Lhelr flrsL cholce schools. 1hls seL of analyses
sheds llghL on wheLher dlfferenL Lypes of sLudenLs are more llkely Lo selecL hlgher raLed schools
as Lhelr flrsL cholces. Second, sLudenL characLerlsLlcs were examlned ln relaLlon Lo wheLher or
noL sLudenLs' flrsL cholces were schools LhaL had noL yeL been raLed. 1hls seL of analyses sheds
llghL on wheLher dlfferenL Lypes of sLudenLs are more llkely Lo selecL a new school as Lhelr flrsL
cholces.
1here was a slgnlflcanL assoclaLlon beLween sLudenLs' grade level (l.e., elemenLary, mlddle or
hlgh school) and Lhe Sl raLlng of Lhelr flrsL cholce schools (see 1able 13). SLudenLs ln Lhe
mlddle grades Lended Lo choose hlgher-raLed schools, on average, for Lhelr flrsL cholces. Plgh
school sLudenLs Lended Lo choose flrsL cholce schools wlLh lower average raLlngs. 1hls ls noL
surprlslng when one conslders LhaL fewer hlgher quallLy seaLs were avallable for hlgh schools
(see llgure 8). SLudenLs ln Lhe non-LranslLlon grades Lended Lo choose hlgher-raLed schools for
Lhelr flrsL cholces Lhan dld sLudenLs ln Lhe LranslLlon grades.
SLudenLs who dld noL quallfy for free or reduced lunch Lended Lo choose hlgher-raLed schools
on average Lhan sLudenLs who quallfled for free or reduced lunch. 1he Sl raLlng of flrsL cholce
schools dlffered by sLudenLs' race/eLhnlclLy as well. WhlLe sLudenLs Lended Lo choose hlgher
raLed schools on average Lhan sLudenLs of oLher races and eLhnlclLles. Plspanlc sLudenLs
Lended Lo choose lower raLed schools Lhan sLudenLs from Lhe oLher raclal and eLhnlc groups.
1hese Lwo assoclaLlons are llkely due, ln parL, Lo geographlcal lssues. 1he SouLheasL reglon of
Lhe clLy has Lhe lowesL proporLlon of sLudenLs parLlclpaLlng ln SchoolCholce who quallfy for free
or reduced lunch, [usL 11, and Lhe lowesL proporLlon of Plspanlc sLudenLs, [usL 9. 1hls
reglon also Lends Lo have more seaLs avallable ln hlgher-raLed schools (see llgures 6-8).
Conversely, Lhe SouLhwesL reglon has one of Lhe hlghesL concenLraLlons of sLudenLs quallfylng
for free and reduced lunch (26) and Lhe hlghesL concenLraLlon of Plspanlc sLudenLs (31)
parLlclpaLlng ln SchoolCholce. 1he SouLhwesL reglon also has hlgher concenLraLlons of seaLs
avallable ln lower-raLed schools. When lnLerpreLlng Lhese flndlngs abouL economlc and eLhnlc
dlfferences ln cholces, lL ls crlLlcal Lo keep ln mlnd LhaL because of Lhe geographlcal dlsLrlbuLlon
29

of demographlc subgroups and seaLs ln hlgher-raLed schools across Lhe clLy, some demographlc
subgroups have less access Lo hlgher-raLed seaLs LhaL are relaLlvely close Lo Lhelr homes.
30

'
@0>8%'ARB'9%1*%#$0H%'"D'.9T'9",#$&'(01#%4'>2'T,1&$'!6",*%'.*6""8&'>2'.$+4%#$'!6010*$%1,&$,*&N
!'
0(%1%@*+1)$*)@& 3& \+%2&V95W& 9)62)L)@%2@+&
O1%,+&;+]+"& l(2,17738)=410.18
*
LlemenLary
a
10687 0.60 (0.13)
Mlddle
b
4338 0.67 (0.18)
Plgh
c
2664 0.34 (0.10)
<1%2$)*)42&O1%,+& l(1,17738)=103.49
*
non-LranslLlon grade
a
3443 0.63 (0.16)
1ranslLlon grade
b
14294 0.60 (0.16)
>1++^?+,/@+,&;/2@(& L(11341)=13.72
*

uo noL Cuallfy
a
3960 0.63 (0.14)

Cuallfy
b
7383 0.39 (0.16)
?%@+^7*(2)@)*#& l(3,17733)=376.93
*
8lack, noL Plspanlc
a
2198 0.61 (0.16)
Plspanlc
b
9213 0.37 (0.16)
WhlLe, noL Plspanlc
c
3008 0.66 (0.14)
CLher
a
1317 0.61 (0.16)
?+6)42& l(4,13928)=138.33
*
lar norLheasL
a
2642 0.63 (0.18)
near norLheasL
a
4036 0.63 (0.13)
norLhwesL
b
2737 0.38 (0.13)
SouLheasL
a
3263 0.64 (0.14)
SouLhwesL
c
3229 0.36 (0.16)
9@(44"&A+1L41:%2@+&?%*)26&4L&0/11+2*&9@(44"
&
l(6,17733)=222.93
*
ulsLlngulshed
a
769 0.71 (0.13)
MeeLs LxpecLaLlons
b
6136 0.63 (0.14)
AccredlLed on WaLch
c
3027 0.34 (0.16)
c
602 0.32 (0.16)
d
373 0.39 (0.22)
noL 8aLed
a
431 0.67 (0.17)
noL CurrenLly Lnrolled ln a uS
School
d
6196 0.61 (0.13)
!
*
p<.0001

8eglon of Lhe clLy was slgnlflcanLly assoclaLed wlLh Lhe Sl raLlng of flrsL cholce schools.
SLudenLs ln Lhe lar norLheasL, near norLheasL and SouLheasL Lended Lo selecL hlgher raLed
schools, on average, as Lhelr flrsL cholces Lhan sLudenLs from Lhe norLhwesL and SouLhwesL
areas of Lhe clLy. SLudenLs from Lhe SouLhwesL area selecLed schools for Lhelr flrsL cholces LhaL
were Lhe lowesL among Lhe reglons of Lhe clLy.
1he Sl raLlng of flrsL cholce schools varled by Lhe Sl raLlng of currenL schools as well.
SLudenLs who were currenLly enrolled ln schools LhaL were raLed as ulsLlngulshed or noL yeL
raLed Lended Lo requesL hlgher-raLed flrsL cholce schools Lhan all oLher sLudenLs. SLudenLs
31

currenLly enrolled ln schools LhaL were Cn WaLch or Cn rlorlLy WaLch selecLed lower-raLed
schools as Lhelr flrsL cholces, on average, Lhan oLher sLudenLs parLlclpaLlng ln SchoolCholce.
1able 16 presenLs Lhe percenLage of sLudenLs selecLlng a school LhaL had noL yeL been raLed as
Lhelr flrsL cholce, by sLudenL characLerlsLlcs. Cverall, ln Lhe sample as a whole, 22 of sLudenLs
chose one of Lhese newer schools as Lhelr flrsL cholces. AbouL 40 of hlgh school sLudenLs
selecLed an unraLed school as Lhelr flrsL cholce. 1hls ls somewhaL surprlslng when one
conslders LhaL only abouL a flfLh of Lhe offered hlgh school seaLs were ln schools LhaL had noL
yeL been raLed (see llgure 8). SLudenLs ln LranslLlon grades were more llkely Lo selecL an
unraLed school as Lhelr flrsL cholce Lhan sLudenLs ln non-LranslLlon grades.

@0>8%'AUB'9%1*%#$0H%'"D'.$+4%#$&'.%8%*$,#H'0#'Z#10$%4'.*6""8'D"1'$6%,1'T,1&$'!6",*%F'>2'.$+4%#$'
!6010*$%1,&$,*&N
'
0(%1%@*+1)$*)@& A+1@+2*&0(44$)26&%2&e21%*+,&9@(44"& 9)62)L)@%2@+&
O1%,+&;+]+"& !
2
2
=1074.63
*
LlemenLary

17.44
Mlddle

17.77
Plgh

40.22
<1%2$)*)42&O1%,+& !
2
1
=72.69
*
non-LranslLlon grade

17.03
1ranslLlon grade

23.09
>1++^?+,/@+,&;/2@(& !
2
1
=84.93
*

uo noL Cuallfy 17.19

Cuallfy 23.87
?%@+^7*(2)@)*#& !
2
3
=0.34

8lack, noL Plspanlc

22.47
Plspanlc

21.99
WhlLe, noL Plspanlc

21.82
CLher

21.73
?+6)42& !
2
4
=1324.88
*
lar norLheasL

41.86
near norLheasL

22.36
norLhwesL

7.38
SouLheasL

17.76
SouLhwesL

13.63
9@(44"&A+1L41:%2@+&?%*)26&4L&0/11+2*&9@(44"
&
!
2
6
=1049.49
*
ulsLlngulshed

23.23
MeeLs LxpecLaLlons

14.07
AccredlLed on WaLch

23.09

18.21

42.30
noL 8aLed

33.41
School

22.49
*
p<.0001
32

SLudenLs who quallfled for free or reduced lunch were also slgnlflcanLly more llkely Lo selecL a
school LhaL had noL yeL been raLed as Lhelr flrsL cholce Lhan sLudenLs who dld noL quallfy for
free or reduced lunch. 1he llkellhood of selecLlng an unraLed school as a flrsL cholce was noL
assoclaLed wlLh race/eLhnlclLy. SLudenLs from all raclal and eLhnlc groups were equally llkely Lo
selecL Lhese newer schools as Lhelr flrsL cholces.

1he llkellhood of selecLlng a newer school varled dramaLlcally across Lhe reglons of Lhe clLy. 1hls
ls noL a surprlslng flndlng. 1he proporLlon of seaLs offered ln new schools also varles qulLe
dramaLlcally across Lhe clLy. ln Lhe lar norLheasL, 44 of offered seaLs were ln schools LhaL had
noL yeL been raLed. roporLlons of offered seaLs ln unraLed schools for Lhe norLhwesL,
SouLheasL, SouLhwesL, and near norLheasL were 14, 11, 9, and 4, respecLlvely. Clven Lhe
large proporLlon of seaLs ln newer schools LhaL were offered ln Lhe lar norLheasL, lL ls noL
unexpecLed LhaL a large percenLage of sLudenLs ln Lhe lar norLheasL selecLed newer schools as
Lhelr flrsL cholces (see 1able 16). Powever, ln splLe of Lhe facL LhaL Lhe near norLheasL had Lhe
smallesL percenLage of offered seaLs ln new schools, Lhls reglon had Lhe second hlghesL
proporLlon of sLudenLs chooslng newer, unraLed schools, 22. 1he norLhwesL had one of Lhe
hlghesL percenLages of offered seaLs ln newer schools, yeL Lhls reglon had Lhe smallesL
proporLlon of sLudenLs chooslng an unraLed school as Lhelr flrsL cholce, [usL 7.

llnally, Lhe Sl raLlng of Lhe school currenLly aLLended by Lhe sLudenL was assoclaLed wlLh Lhe
llkellhood of selecLlng a newer school as one's flrsL cholce. noL surprlslngly, sLudenLs who were
currenLly enrolled ln schools LhaL were noL yeL raLed were more llkely Lo selecL an unraLed
school as Lhelr flrsL cholce. Cver half of Lhese sLudenLs chose an unraLed school as Lhelr flrsL
cholce. SelecLlng an unraLed school as flrsL cholce was also a popular opLlon for sLudenLs
currenLly enrolled ln schools LhaL were Cn robaLlon. SLudenLs ln schools LhaL had earned Lhe
raLlng of MeeLs LxpecLaLlons were leasL llkely Lo selecL an unraLed school as Lhelr flrsL cholce.
5,$6'56,*6'.*6""8&'4,4'.$+4%#$&'E%$'M0$*6%4:'
5toJeots MotcbeJ wltb cbolces

Cverall 83 of sLudenLs were maLched wlLh one of Lhelr cholces. SevenLy percenL of sLudenLs
were maLched wlLh Lhelr flrsL cholce. SevenLy-nlne percenL were maLched wlLh Lhelr flrsL or
second cholce, and 83 were maLched wlLh one of Lhelr Lop Lhree cholces. 1o address Lhe
exLenL Lo whlch Lhe llkellhood of geLLlng a cholce was assoclaLed wlLh sLudenL characLerlsLlcs,
33

Lhese proporLlons were dlsaggregaLed by grade, free/reduced lunch sLaLus, race/eLhnlclLy,
reglon, and Sl raLlng of Lhelr currenL school.
Crade

1he proporLlons of sLudenLs maLched wlLh Lhelr cholces dlsaggregaLed by grade level are
presenLed ln 1able 17. 1he proporLlon of sLudenLs maLched wlLh any one of Lhelr cholces
Lended Lo be lower for sLudenLs enLerlng LCL and Lhe non-LranslLlon grades. Slnce school
aLLendance ls noL mandaLory for preschool-aged chlldren, schools do noL need Lo provlde
enough LCL seaLs Lo accommodaLe all chlldren. 1he lower proporLlon of LCL sLudenLs recelvlng
a cholce ls llkely due, ln parL, Lo Lhe overall demand for LCL exceedlng Lhe capaclLy ln addlLlon
Lo Lhe demand for cerLaln schools exceedlng Lhe capaclLy. lor sLudenLs enLerlng klndergarLen,
slxLh grade and nlnLh grade, proporLlons were hlgher (ln Lhe 90 range). A slmllar paLLern of
effecLs was apparenL when looklng aL Lhe proporLlon recelvlng Lhelr flrsL cholce, flrsL or second
cholce and one of Lhelr Lop Lhree cholces.
'
@0>8%'AVB'91"7"1$,"#'"D'.$+4%#$&'M0$*6%4'<,$6'@6%,1'!6",*%&F'>2'E104%'
O1%,+& a&\%*@(+,&b)*(&
!2#&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&41&9+@42,&
0(4)@+&
a&\%*@(+,&b)*(&
>)1$*N&9+@42,N&41&
<()1,&0(4)@+&
707& 77 61 70 74
D)2,+16%1*+2& 93 81 88 91
F-I& 71 36 63 68
S& 92 76 88 91
[-X& 38 41 30 33
Z& 90 73 86 89
Ff-FG& 73 66 73 73

lree or 8educed Lunch SLaLus

1able 18 presenLs Lhe proporLlon of sLudenLs maLched wlLh Lhelr cholces by free or reduced
lunch sLaLus. SLudenLs who quallfled for free and reduced lunch were sllghLly more llkely Lo geL
maLched wlLh one of Lhelr cholces Lhan sLudenLs who dld noL quallfy. 1he percenL of sLudenLs
maLched wlLh Lhelr flrsL cholce school was flve percenL hlgher for sLudenLs quallfylng for free or
reduced lunch Lhan for sLudenLs who dld noL quallfy.
'
@0>8%'AWB'91"7"1$,"#'"D'.$+4%#$&'M0$*6%4'<,$6'@6%,1'!6",*%&F'>2'T1%%[G%4+*%4'\+#*6'.$0$+&'
& a&\%*@(+,&b)*(&
!2#&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&41&9+@42,&
0(4)@+&
a&\%*@(+,&b)*(&
>)1$*N&9+@42,N&41&
<()1,&0(4)@+&
g/%")L#&L41&>1++&41&
?+,/@+,&;/2@(&
90 78 86 89
34

54&34*&g/%")L#& 86 73 82 83

8ace/LLhnlclLy

1he proporLlon of sLudenLs maLched wlLh Lhelr cholces by race/eLhnlclLy ls presenLed ln 1able
19. Plspanlc sLudenLs were mosL llkely Lo be maLched wlLh any cholce, whlLe sLudenLs were
leasL llkely Lo be maLched wlLh one of Lhelr cholces. 1hls paLLern ls repeaLed, buL Lhe
dlfferences beLween groups are larger when one conslders Lhe percenL of sLudenLs maLched
wlLh Lhelr flrsL cholce.

@0>8%'AXB'91"7"1$,"#'"D'.$+4%#$&'M0$*6%4'<,$6''@6%,1'!6",*%&F'>2'G0*%[($6#,*,$2' '
& a&\%*@(+,&b)*(&
!2#&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&41&9+@42,&
0(4)@+&
a&\%*@(+,&b)*(&
>)1$*N&9+@42,N&41&
<()1,&0(4)@+&
Y)$B%2)@& 89 76 84 87
'()*+& 78 62 71 73
."%@=& 84 63 77 82
T*(+1& 83 67 76 80

8eglon

1he proporLlon of sLudenLs maLched wlLh one of Lhelr cholces was falrly conslsLenL across
reglons of Lhe clLy (see 1able 20). 8eLween 83 and 89 of sLudenLs resldlng ln each reglon
were maLched wlLh aL leasL one of Lhelr schools. Powever, Lhe dlfferences beLween reglons
were larger when one examlnes Lhe proporLlon of sLudenLs maLched wlLh Lhelr flrsL cholce
schools by reglon. SLudenLs resldlng ln Lhe norLhwesL and SouLhwesL reglons of Lhe clLy were
mosL llkely Lo be maLched wlLh Lhelr flrsL cholce. SLudenLs resldlng ln Lhe oLher reglons of Lhe
clLy were 8 Lo 13 less llkely Lo be maLched wlLh Lhelr flrsL cholce school.

@0>8%'KYB'91"7"1$,"#'"D'.$+4%#$&'M0$*6%4'<,$6'@6%,1'!6",*%&F'>2'G%H,"#'"D'$6%'!,$2'' '
& a&\%*@(+,&b)*(&
!2#&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&41&9+@42,&
0(4)@+&
a&\%*@(+,&b)*(&
>)1$*N&9+@42,N&41&
<()1,&0(4)@+&
>%1&341*(+%$*& 86 63 79 84
3+%1&341*(+%$*& 83 68 76 80
341*(b+$*& 88 76 83 86
94/*(+%$*& 84 68 77 81
94/*(b+$*& 89 78 86 88

Sl 8aLlng of Lhe SLudenL's CurrenL School

33

1able 21 presenLs Lhe proporLlon of sLudenLs who were maLched wlLh Lhelr cholces, by Lhe Sl
raLlng of Lhelr currenL school. lor sLudenLs who were currenLly ln a uS school LhaL had been
raLed uslng Lhe Sl, Lhe proporLlons of sLudenLs belng maLched wlLh one of Lhelr cholces ls
remarkably slmllar for all Sl raLlngs. 8eLween 89 and 90 of sLudenLs ln Lhese schools were
maLched wlLh one of Lhelr cholces. ln conLrasL, only abouL Lhree-quarLers of sLudenLs who
were noL currenLly enrolled ln a uS school were maLched wlLh one of Lhelr cholces. 1he
proporLlon of sLudenLs from schools LhaL were noL yeL raLed who recelved one of Lhelr cholces
was sllghLly lower, 83. lor sLudenLs noL yeL enrolled ln a uS school, Lhe proporLlon was even
lower. !usL abouL Lhree-quarLers of Lhese sLudenLs recelved one of Lhelr cholces.

1he paLLern of resulLs dlffered sllghLly for Lhe proporLlon geLLlng maLched wlLh Lhelr flrsL
cholce. Cnce agaln, sLudenLs new Lo Lhe dlsLrlcL were leasL llkely Lo geL Lhelr flrsL cholce (38).
1he nexL lowesL group was sLudenLs ln schools LhaL were Cn robaLlon. AbouL Lwo-Lhlrds of
Lhese sLudenLs recelved Lhelr flrsL cholce, whereas abouL Lhree-quarLers of sLudenLs ln hlgher
raLed schools recelved Lhelr flrsL cholce.

@0>8%'KAB'91"7"1$,"#'"D'.$+4%#$&'M0$*6%4'<,$6'@6%,1'!6",*%&F'>2'.9T'G0$,#H'"D'$6%'.$+4%#$J&'!+11%#$'
.*6""8'' '
O1%,+& a&\%*@(+,&b)*(&
!2#&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&0(4)@+&
a&\%*@(+,&b)*(&
>)1$*&41&9+@42,&
0(4)@+&
a&\%*@(+,&b)*(&
>)1$*N&9+@42,N&41&
<()1,&0(4)@+&
5)$*)26/)$(+,& 89 77 86 87
\++*$&
7hB+@*%*)42$&
89 76 83 88
T2&'%*@(& 90 79 87 89
T2&A1)41)*#&'%*@(& 89 78 84 88
T2&A14K%*)42& 89 68 81 86
34*&?%*+,& 83 72 78 82
34*&0/11+2*"#&
7214""+,&)2&%&5A9&
9@(44"&
77 38 68 73

Across all of Lhe columns ln 1able 21, sLudenLs who are new Lo Lhe dlsLrlcL are leasL llkely Lo
recelve Lhelr cholces. 1hls ls noL surprlslng when one examlnes Lhe composlLlon of Lhls group
of sLudenLs. lorLy-elghL percenL of Lhese sLudenLs were enLerlng LCL, a grade level aL whlch
sLudenLs were less llkely Lo geL one of Lhelr cholces (see 1able 17). AnoLher 32 of sLudenLs ln
Lhls group were enLerlng klndergarLen and Lhese sLudenLs represenLed abouL 44 of
klndergarLeners parLlclpaLlng ln cholce overall. Whlle Lhe overall raLe of belng maLched wlLh
any cholce was qulLe hlgh for klndergarLeners (93, see 1able 17), furLher analysls revealed
LhaL Lhls dlffered slgnlflcanLly by wheLher or noL Lhe sLudenL was already enrolled ln uS
36

school.
17
nlneLy-seven percenL of sLudenLs enLerlng klndergarLen who were already enrolled ln
a uS school goL one of Lhelr cholces compared wlLh 88 of sLudenLs enLerlng klndergarLen
who were noL already enrolled ln a uS school. 1hls was ln splLe of Lhe facL LhaL enLerlng
klndergarLen sLudenLs who were new Lo uS made more cholces on average Lhan conLlnulng
enLerlng klndergarLeners.
18
8esulLs were slmllar when examlnlng Lhe proporLlon maLched wlLh
Lhelr flrsL cholce.
19
nlneLy percenL of sLudenLs enLerlng klndergarLen who were already
enrolled ln a uS school were maLched wlLh Lhelr flrsL cholce compared wlLh [usL 69 of
sLudenLs enLerlng klndergarLen who were noL already enrolled ln a uS school.

Ate 5toJeots cbotoctetlstlcs AssocloteJ wltb tbe 5ll kotloq of tbe 5cbools wltb wblcb 1bey ote
MotcbeJ?

So far, Lhls reporL has deLalled how sLudenL characLerlsLlcs are assoclaLed wlLh Lhe Sl raLlng of
sLudenLs' cholces and Lhe exLenL Lo whlch Lhey geL one of Lhelr cholces. Also of lnLeresL ls
wheLher cerLaln Lypes of sLudenLs are more llkely Lo acLually geL maLched wlLh hlgher raLed
schools. 1o address Lhls lssue, analyses were run uslng sLudenL characLerlsLlcs as predlcLors of
Lhe Sl raLlng of Lhe school wlLh whlch Lhey were acLually maLched. 8ecause sLudenLs need Lo
requesL hlgher raLed schools ln order Lo be maLched wlLh Lhem, Lhe average Sl raLlng of Lhe
schools Lhey requesLed was lncluded ln Lhe analyses as a covarlaLe. As a resulL, Lhese analyses
shed llghL on wheLher, oftet tokloq loto occooot tbe types of cbolces stoJeots moJe, sLudenL
characLerlsLlcs are assoclaLed wlLh Lhe Sl polnLs earned by Lhe schools Lo whlch Lhey were
acLually maLched. PeurlsLlcally, Lhese analyses address Lhe quesLlon of wheLher sLudenLs from
dlfferenL demographlc groups who requesL schools wlLh slmllar Sl raLlngs end up belng
maLched wlLh schools LhaL have slmllar Sl raLlngs.
Crade level was noL slgnlflcanLly assoclaLed wlLh Lhe Sl raLlng of Lhe schools wlLh whlch
sLudenLs were acLually maLched.
20
1haL ls, afLer Laklng lnLo accounL Lhe Sl raLlng of Lhe
schools LhaL sLudenLs requesLed, elemenLary, mlddle and hlgh school sLudenLs were maLched
wlLh schools wlLh slmllar Sl raLlngs on average. 1here was a slgnlflcanL effecL for LranslLlon
grade.
21
Powever, afLer ad[usLlng for Lhe Sl raLlngs of sLudenLs' requesLs, Lhe dlfference ln Lhe
means for Lhe Lwo groups was raLher small, and unllkely of any pracLlcal slgnlflcance. SLudenLs
ln LranslLlon grades were maLched wlLh schools earnlng, on average, 38 of Lhe posslble polnLs.
SLudenLs ln non-LranslLlon grades were maLched wlLh schools earnlng, on average 37 of Lhe
posslble polnLs.

17

2
1=191.73, p<.0001
18
l(1,3820)=123.37, p<.0001, mean for new klndergarLeners=3.01, sd=1.64, mean for conLlnulng klndergarLners=2.34, sd=1.61
19

2
1=413.94, p<.0001
20
l(2,13301)=0.36, n.s.
21
l(1,13301)=16.27, p<.0001
37

1he effecLs for free/reduced lunch sLaLus, race/eLhnlclLy, and reglon of Lhe clLy were also non-
slgnlflcanL.
22
AfLer ad[usLlng for Lhe average Sl raLlng of Lhe schools LhaL sLudenLs requesLed,
membershlp ln Lhese subgroups was noL assoclaLed wlLh Lhe Sl raLlngs of Lhe schools Lo whlch
sLudenLs were maLched.
560$'4"%&'$6%'!6",*%'3#D"1/0$,"#'@%88'Z&'0>"+$'=%/0#4'D"1'.*6""8&:'
&
ls uemooJ fot o 5cbool AssocloteJ wltb lts cbotoctetlstlcs?

1o address Lhls quesLlon, Lhe assoclaLlons beLween Lhe number of LoLal requesLs and flrsL
cholce requesLs per avallable seaL wlLh school characLerlsLlcs from Lhe Sl were examlned (see
1able 22).
'
lor Lhe elemenLary grades, Lhe composlLlon of Lhe school was sLrongly assoclaLed wlLh Lhe
number of LoLal and flrsL cholce requesLs per avallable seaL. Schools wlLh a greaLer proporLlon
of lree/8educed lunch sLudenLs, mlnorlLy sLudenLs, Lngllsh language learners, and speclal
educaLlon sLudenLs Lended Lo geL fewer requesLs per avallable seaL. lor Lhe mlddle school and
hlgh school grades, Lhere were fewer assoclaLlons. lor mlddle school, Lhe proporLlon of
lree/8educed Lunch sLudenLs was negaLlvely assoclaLed wlLh Lhe number of flrsL cholce
requesLs per avallable seaL. ln addlLlon, schools wlLh a hlgher percenLage of speclal educaLlon
sLudenLs Lended Lo geL fewer LoLal and flrsL cholce requesLs per avallable seaL for mlddle school
Lhan schools wlLh a smaller percenLage of speclal educaLlon sLudenLs. lor Lhe hlgh school
grades, Lhe percenL of free and reduced lunch sLudenLs and Lhe percenL of speclal educaLlon
sLudenLs were boLh negaLlvely assoclaLed wlLh Lhe LoLal number of requesLs and Lhe number of
flrsL cholce requesLs per avallable seaL.

1here was a sLrong paLLern of assoclaLlons beLween Lhe LoLal percenLage of Sl polnLs earned
and Lhe LoLal number of requesLs and Lhe number of flrsL cholce requesLs per avallable seaL.
llve ouL of Lhe slx correlaLlons were large and sLaLlsLlcally slgnlflcanL. Schools earnlng a greaLer
proporLlon of posslble polnLs on Lhe Sl Lended Lo geL more requesLs per avallable seaL. lor
Lhe elemenLary school grades, all componenLs of Lhe Sl were slgnlflcanLly assoclaLed wlLh
boLh Lhe LoLal number and number of flrsL cholce requesLs per avallable seaL. lor mlddle
school, Lhe LoLal number of requesLs per avallable seaLs was largely unrelaLed Lo Lhe Sl areas.
Powever, Lhe number of flrsL cholce requesLs per avallable seaL was slgnlflcanLly assoclaLed Sl
polnLs ln Lhe areas of growLh, sLaLus, sLudenL engagemenL, and parenL saLlsfacLlon. lor hlgh

22
lree/reduced lunch: l(1,10227)=0.08, n.s., race/eLhnlclLy: l(3,13300)=2.40, n.s., reglon of Lhe clLy: l(4,13866)=2.38, n.s.
38

school, boLh LoLal and flrsL cholce requesLs per avallable seaL were slgnlflcanLly assoclaLed wlLh
Sl polnLs earned ln Lhe areas of growLh, sLaLus, readlness sLaLus, and sLudenL engagemenL.
39

'
@0>8%'KKB'!"11%80$,"#&'>%$<%%#'G%P+%&$&'D"1'.*6""8&'0#4'.*6""8'!6010*$%1,&$,*&']0#4'#&^
!
'
# of
8equesLs
per
Avallable
SeaL LCL-3
# of llrsL
Cholce
8equesLs
per
Avallable
SeaL LCL-3
# of
8equesLs
per
Avallable
SeaL 6-8
# of llrsL
Cholce
8equesLs
per
Avallable
SeaL 6-8
# of
8equesLs
per
Avallable
SeaL 9-12
# of llrsL
Cholce
8equesLs
per
Avallable
SeaL 9-12
1oLal
LnrollmenL aL
School
-.13
(93)
-.11
(93)
-.13
(48)
-.08
(48)
.01
(23)
.08
(23)

lree/8educed
Lunch
-dSF&
(93)
-dIG&
(93)
-.20
(48)
-dPG&
(48)
-dHF&
(23)
-dHX&
(23)
MlnorlLy -dIZ&
(93)
-dIf&
(93)
-.18
(48)
-.28
(48)
-.31
(23)
-.39
(23)
Lngllsh
Language
Learners
-dH[&
(93)
-dPS&
(93)
.00
(48)
-.08
(48)
-.26
(23)
-.30
(23)
Speclal
LducaLlon
SLudenLs
-dPP&
(93)
-dPI&
(93)
-dPf&
(48)
-dPS&
(48)
-dIf&
(23)
-dIP&
(23)
of osslble
Sl olnLs
Larned
dIf&
(93)
dHI&
(93)
.28
(48)
dHS&
(48)
dIZ&
(23)
dS[&
(23)
of CrowLh
olnLs Larned
dPZ&
(93)
dPS&
(93)
dG[&
(48)
dHF&
(48)
dIZ&
(22)
dSG&
(22)
of SLaLus
olnLs Larned
dIG&
(93)
dH[&
(93)
.23
(48)
dHP&
(48)
dIZ&
(23)
dSP&
(23)
of
8eadlness
CrowLh
olnLs Larned
-.03
(21)
.03
(21)
of
8eadlness
SLaLus olnLs
Larned
34*&!BB")@%K"+&
dIH&
(21)
dSG&
(21)
of SLudenL
LngagemenL
olnLs Larned
dHX&
(93)
dHS&
(93)
.27
(48)
dHP&
(48)
dHS
(23)
dIf
(23)
of 8e-
enrollmenL
olnLs Larned
dGX
(91)
dPF&
(91)
.16
(42)
.41
(42)
.33
(22)
.40
(22)
of arenL
SaLlsfacLlon
olnLs Larned
dG[
(93)
dGX
(93)
.23
(48)
dGZ
(48)
.29
(23)
.29
(23)
!
CorrelaLlons ln boldface are slgnlflcanL aL p<.03
40

1he school composlLlon varlables llsLed ln 1able 22 are hlghly correlaLed wlLh Sl raLlngs.
23

lurLher analyses were conducLed Lo deLermlne lf Lhe school composlLlon varlables were
assoclaLed wlLh requesLs per avallable seaL afLer Laklng lnLo accounL Lhe percenL of Sl polnLs
earned. arLlal correlaLlons were compuLed beLween free/reduced lunch percenL and Lhe
requesL per avallable seaL varlables, conLrolllng for Lhe percenL of Sl polnLs earned by Lhe
school. 1hese parLlal correlaLlons descrlbe Lhe assoclaLlon beLween free/reduced lunch percenL
and requesLs LhaL ls above and beyond whaL ls explalned by Lhe facL LhaL lower raLed schools
Lend Lo have a greaLer proporLlon of sLudenLs quallfylng for free or reduced lunch. 1he parLlal
correlaLlons were slgnlflcanL for Lhe elemenLary grades, buL noL for mlddle and hlgh school. ln
elemenLary grades, afLer conLrolllng for Lhe percenLage of Sl polnLs earned, Lhe LoLal number
of requesLs was assoclaLed wlLh Lhe free/reduced lunch percenLage aL -.46. AfLer conLrolllng for
Lhe percenLage of Sl polnLs earned, Lhe number of flrsL cholce requesLs was correlaLed wlLh
free/reduced lunch percenL aL -.33. 8oLh of Lhese correlaLlons were sLaLlsLlcally slgnlflcanL.
24
A
slmllar paLLern of resulLs was found when we examlned parLlal correlaLlons wlLh percenL
mlnorlLy, percenL LLL, and percenL speclal educaLlon.
23
When examlnlng all of Lhese
assoclaLlons, lL ls lmporLanL Lo keep ln mlnd LhaL Lhe exlsLence of a correlaLlon does noL
necessarlly lmply a causal mechanlsm.

wbot kole uoes locotloo lloy lo 5cbool cbolce?

Analyses were conducLed Lo shed llghL on Lhe exLenL Lo whlch sLudenLs selecLed schools ln Lhe
same reglon of Lhe clLy as Lhelr resldence. 8oLh Lhe percenLage of cholces made LhaL were ln
Lhe same reglon and wheLher Lhelr flrsL cholce selecLlons were ln Lhe same reglon as Lhelr
resldences were examlned. Cn average 66 of sLudenLs' cholces were ln Lhe same reglon of
Lhe clLy as Lhelr home. 1here was conslderable varlablllLy around Lhls mean, however.
26
nearly
a quarLer of sLudenLs (23) made no cholces ln Lhe same reglon of Lhe clLy as Lhelr home. Cver
half (33) of sLudenLs only selecLed schools wlLhln Lhelr home reglon. When looklng aL [usL
flrsL cholces, Lwo-Lhlrds (67) of sLudenLs selecLed schools wlLhln Lhelr home reglon as Lhelr
flrsL cholces. Analyses were also conducLed Lo examlne Lhe exLenL Lo whlch Lhe locaLlon of
cholces made varled by sLudenL and Lhe Sl raLlng of schools belng chosen were examlned.

23
CorrelaLlons wlLh percenL of Sl polnLs earned are as follows: l8L percenL r=-.33, mlnorlLy percenL r=-.30, LLL percenL r=-.31 and speclal
educaLlon percenL r=-.38. All are slgnlflcanL aL p<.0001
24
p<.0001 and p<.001, respecLlvely.
23
arLlal correlaLlons for percenL mlnorlLy wlLh elemenLary grade requesLs, conLrolllng for percenL of Sl polnLs earned, were as follows: LoLal
requesLs, r=-.42, p<.0001, flrsL cholce requesLs, r=-.31, p<.01. arLlal correlaLlons for percenL LLL wlLh elemenLary grade requesLs, conLrolllng
for percenL of Sl polnLs earned, were as follows: LoLal requesLs, r=-.29, p<.01, flrsL cholce requesLs, r=-.20, n.s.
arLlal correlaLlons for percenL speclal educaLlon wlLh elemenLary grade requesLs, conLrolllng for percenL of Sl polnLs earned, were as follows:
LoLal requesLs, r=-.24, p<.03, flrsL cholce requesLs, r=-.26, p<.03.
26
sd=.42, range 0-1
41

SLudenL CharacLerlsLlcs

Analyses were conducLed Lo deLermlne wheLher locaLlon of cholces varled by sLudenL grade,
free/reduced lunch sLaLus, race/eLhnlclLy, reglon of Lhe clLy ln whlch Lhey reslded, and Sl
raLlng of currenL school (see 1able 23). SLudenLs enLerlng Lhe non-LranslLlon hlgh school grades
(l.e., grades 10-12) made a slgnlflcanLly smaller proporLlon of cholces ln Lhe same reglon as
Lhelr home Lhan sLudenLs ln all oLher grades. Cn average, only sllghLly over a Lhlrd of Lhelr
cholces were wlLhln Lhe same reglon where Lhey llve. SLudenLs enLerlng LCL and klndergarLen
Lended Lo make Lhe smallesL proporLlon of cholces ouLslde of Lhe reglon where Lhey llve. Cn
average, over Lwo-Lhlrds of Lhese sLudenLs' cholces were wlLhln Lhe same reglon as Lhelr
homes. SLudenLs quallfylng for free or reduced lunch Lended Lo make a slmllar proporLlon of
cholces wlLhln Lhe same reglon as Lhelr homes as dld sLudenLs who dld noL quallfy for free or
reduced lunch.

Plspanlc sLudenLs made, on average, Lhe hlghesL proporLlon of cholces wlLhln Lhe reglon ln
whlch Lhey llve, abouL Lhree-quarLers. WhlLe sLudenLs and Lhose ln Lhe oLher race/eLhnlclLy
caLegory made Lhe fewesL cholces wlLhln Lhe reglon ln whlch Lhey llve, sllghLly over half.

SLudenLs resldlng ln Lhe near norLheasL reglon of Lhe clLy made Lhe smallesL percenLage of
cholces ln Lhelr home reglon. Cn average, only abouL half of Lhese sLudenLs' cholces were ln
Lhe same reglon ln whlch Lhey reslde. 1hls may be, ln parL, due Lo Lhe capaclLy lssues ln Lhls
reglon aL Lhe lower grades. As dlscussed earller, Lhe number of sLudenLs requesLlng LCL and
klndergarLen seaLs ln Lhls reglon exceeded Lhe number of seaLs offered by a wlde margln (see
1able 1). ln conLrasL, sLudenLs ln Lhe lar norLheasL reglon of Lhe clLy made nearly all of Lhelr
cholces wlLhln Lhelr reglon. Cn average, 88 of Lhe schools selecLed by Lhese sLudenLs were ln
Lhe lar norLheasL reglon.

llnally, Lhe Sl raLlng of Lhe sLudenL's currenL school was relaLed Lhe proporLlon of cholces Lhey
made from wlLhln Lhelr home reglon. SLudenLs currenLly enrolled ln schools LhaL were Cn
robaLlon made, on average, Lhe largesL proporLlon of cholces from wlLhln Lhe reglon ln whlch
Lhey llved. Cver Lhree-quarLers of Lhe schools selecLed by Lhese sLudenLs were from Lhe reglon
ln whlch Lhey llved compared wlLh abouL Lwo-Lhlrds of cholces from sLudenLs ln schools earnlng
oLher raLlngs.

42

'
@0>8%'KOB'9%1*%#$'"D'!6",*%&',#'.0/%'G%H,"#'0&';"/%F'>2'.$+4%#$'!6010*$%1,&$,*&N
!'
0(%1%@*+1)$*)@& 3& \+%2&V95W& 9)62)L)@%2@+&
O1%,+&;+]+"& l(6,22730)=90.44
*
LCL
a,b
4320 .70 (.42)
klndergarLen
a,b
3822 .72 (.42)
1-3
a,c
2603 .66 (.44)
6
c
4388 .63 (.40)
7-8
e
948 .33 (.46)
9
c,e
3833 .61 (.39)
10-12
f
601 .39 (.44)
>1++^?+,/@+,&;/2@(& L(7992)=1.47
uo noL Cuallfy 7396 .63 (.44)

Cuallfy 10339 .60 (.43)
?%@+^7*(2)@)*#& l(3,22730)=287.39
*
8lack, noL Plspanlc
a
2833 .66 (.40)
Plspanlc
b
11810 .73 (.40)
WhlLe, noL Plspanlc
c
6406 .33 (.44)
CLher
c
1683 .39 (.43)
?+6)42& l(4,20313)=886.43
*
lar norLheasL
a
4434 .88 (.26)
near norLheasL
b
3224 .49 (.42)
norLhwesL
c
2933 .74 (.37)
SouLheasL
c
3970 .83 (.31)
SouLhwesL
d
3827 .77 (.36)
9@(44"&A+1L41:%2@+&?%*)26&4L&0/11+2*&9@(44"
&
l(6,22733)=43.09
*
ulsLlngulshed
a,b
1002 .67 (.40)
MeeLs LxpecLaLlons
b
7141 .64 (.42)
AccredlLed on WaLch
a,c
3936 .71 (.39)
a,b,c
736 .68 (.41)
d
1000 .82 (.32)
noL 8aLed
a,b,c
923 .68 (.44)
School
a,b
7994
b
.63 (.44)
!
*
p<.0001

Sl 8aLlng of Schools

1he proporLlon of requesLs and Lhe proporLlon of flrsL cholce requesLs recelved by each school
from sLudenLs who llved wlLhln Lhe school's reglon was also examlned. Cn average, 69 of
requesLs and 71 of flrsL cholce requesLs came from sLudenLs resldlng ln Lhe same reglon as Lhe
school was locaLed (LoLal requesLs sd=.24, flrsL cholce requesLs sd=.28). 1ables 24 and 23
presenL Lhese proporLlons by Lhe Sl raLlng of Lhe schools. lor boLh LoLal requesLs and flrsL
43

cholce requesLs, Lhere were no slgnlflcanL dlfferences by Lhe Sl raLlng, lndlcaLlng LhaL schools
wlLh hlgher Sl raLlngs are noL more llkely Lo draw sLudenLs from ouLslde of Lhelr reglons.

@0>8%'KSB'9%1*%#$'"D'G%P+%&$&'D"1'.*6""8&'@60$'!0/%'T1"/'$6%'.0/%'G%H,"#'0&'$6%'.*6""8F'>2'.9T'
G0$,#H'
9A>&?%*)26& 3& \+%2&V95W& 9)62)L)@%2@+&
& l(4,138)=0.93, n.s.

ulsLlngulshed

17 .63 (.22)
MeeLs LxpecLaLlons

60 .66 (.26)
Cn WaLch

46 .73 (.21)
Cn rlorlLy WaLch

8 .73 (.10)
Cn robaLlon

8 .69 (.24)

@0>8%'KRB'9%1*%#$'"D'T,1&$'!6",*%'G%P+%&$&'D"1'.*6""8&'@60$'!0/%'T1"/'$6%'.0/%'G%H,"#'0&'$6%'.*6""8F'
>2'.9T'G0$,#H'
9A>&?%*)26& 3& \+%2&V95W& 9)62)L)@%2@+&
& l(4,138)=0.93, n.s.

ulsLlngulshed

17 .66 (.31)
MeeLs LxpecLaLlons

60 .67 (.29)
Cn WaLch

46 .76 (.24)
Cn rlorlLy WaLch

8 .72 (.22)
Cn robaLlon

8 .73 (.26)

.+//012'0#4'!"#*8+&,"#&'

Cver 22,000 sLudenLs parLlclpaLed ln Lhe SchoolCholce process. 1he vasL ma[orlLy of Lhese
sLudenLs were enLerlng grades when sLudenLs Lyplcally LranslLlon Lo a new school (l.e., LCL,
klndergarLen, 6
Lh
and 9
Lh
grades). 1he group of sLudenLs who parLlclpaLed ln SchoolCholce was
slmllar Lo Lhe dlsLrlcL as a whole ln Lerms of race/eLhnlclLy and free/reduced lunch sLaLus.

ln general, capaclLy was avallable ln every reglon Lo accommodaLe cholce parLlclpanLs. A
noLable excepLlon Lo Lhls was Lhe near norLheasL reglon, where Lhere were many more
parLlclpanLs enLerlng LCL Lhan Lhere was capaclLy. 1he number of SchoolCholce parLlclpanLs
enLerlng klndergarLen ln Lhls reglon also exceeded Lhe number of avallable seaLs.

1he quallLy of avallable seaLs across Lhe dlsLrlcL was also examlned uslng Lhe Sl raLlng as Lhe
measure of quallLy. Across Lhe dlsLrlcL, abouL half of elemenLary and mlddle school seaLs were
ln hlgher-raLed schools. AbouL half of Lhe avallable hlgh school seaLs were ln schools raLed as
Cn WaLch. Cenerally speaklng, Lhe SouLheasL Lended Lo have Lhe hlghesL proporLlon of hlgher-
raLed seaLs across grade levels. Plgher proporLlons of lower-raLed seaLs were found ln Lhe near
norLheasL, norLhwesL, and SouLhwesL reglons of Lhe clLy.
44

uemand for schools was assoclaLed wlLh Lhe characLerlsLlcs of currenLly enrolled sLudenLs (e.g.,
percenL free/reduced lunch, percenL speclal educaLlon). LlemenLary schools wlLh a greaLer
proporLlon of free and reduced lunch sLudenLs, mlnorlLy sLudenLs, Lngllsh language learners
and speclal educaLlon sLudenLs Lended Lo recelve fewer LoLal requesLs and fewer flrsL cholce
requesLs, even afLer school quallLy was Laken lnLo accounL. 1he percenLage of Sl polnLs
earned was sLrongly and conslsLenLly assoclaLed wlLh Lhe LoLal number of requesLs and number
of flrsL cholce requesLs per avallable seaL for all grade levels. Schools scorlng hlgher on Lhe Sl
Lended Lo geL more requesLs per avallable seaL.

When requesLlng schools, sLudenLs used sllghLly over half of Lhe cholces avallable Lo Lhem, on
average, [usL 2.8 ouL of a posslble 3 cholces. SLudenLs ln LranslLlon grades made more cholces
Lhan sLudenLs ln oLher grades. ln addlLlon, black sLudenLs and sLudenLs from Lhe norLheasL
reglon of Lhe clLy Lended Lo make more cholces Lhan sLudenLs from oLher groups. SLudenLs
who were currenLly enrolled ln schools raLed as ulsLlngulshed Lended Lo make Lhe fewesL
cholces, whlle sLudenLs enrolled ln schools LhaL were Cn robaLlon Lended Lo make Lhe mosL
cholces.

A large proporLlon of sLudenLs were maLched wlLh one of Lhe schools Lhey requesLed. Cver
Lwo-Lhlrds of sLudenLs overall were maLched wlLh Lhelr flrsL cholce. 1hese proporLlons Lended
Lo be lower for sLudenLs enLerlng LCL or one of Lhe non-LranslLlon grades Lhan lL was for
klndergarLen, 6
Lh
and 9
Lh
grades. SLudenLs who quallfled for free or reduced lunch were sllghLly
more llkely Lo geL one of Lhelr cholces and more llkely Lo geL Lhelr flrsL cholce Lhan sLudenLs
who dld noL quallfy. Plspanlc sLudenLs were mosL llkely of Lhe raclal and eLhnlc groups Lo be
maLched wlLh any cholce and Lhelr flrsL cholce, whlLe sLudenLs were Lhe leasL llkely. 1he
proporLlon geLLlng maLched wlLh one of Lhelr requesLed schools was falrly conslsLenL across
reglons of Lhe clLy. Powever, when Lhe proporLlon geLLlng maLched wlLh Lhelr flrsL cholce
school was examlned, Lhls varled by reglon. SLudenLs resldlng ln Lhe norLhwesL and SouLhwesL
reglons of Lhe clLy were mosL llkely Lo be maLched wlLh Lhelr flrsL cholce.

lnLeresLlngly, sLudenLs ln Lhese same subgroups (l.e., quallfy for free or reduced lunch, Plspanlc,
llve ln Lhe norLhwesL or SouLhwesL reglons of Lhe clLy) all Lended Lo choose lower raLed schools
as Lhelr flrsL cholces, on average. SLudenLs who quallfled for free and reduced lunch and
Plspanlc sLudenLs were more llkely Lo llve ln reglons of Lhe clLy LhaL Lended Lo have fewer seaLs
ln hlgher raLed schools and more seaLs ln lower-raLed schools, whlch may explaln why Lhey
Lended Lo choose lower raLed schools as Lhelr flrsL cholces. noneLheless, Lhe facL LhaL Lhey
Lended Lo choose lower raLed schools may explaln, aL leasL ln parL, why Lhey were more llkely
Lo geL Lhelr flrsL cholces, as Lhe Sl raLlng of schools was sLrongly relaLed Lo Lhe demand for
43

schools. AfLer Laklng lnLo accounL Lhe Sl polnLs earned by Lhe schools LhaL sLudenLs
requesLed, we found LhaL demographlc characLerlsLlcs were largely unrelaLed Lo Lhe Sl raLlngs
of Lhe schools wlLh whlch sLudenLs were acLually maLched. 1haL ls, any apparenL demographlc
dlfferences ln Lhe Sl raLlngs of schools wlLh whlch sLudenLs were maLched are acLually due Lo
Lhe dlfferences ln Lhe Lypes of schools LhaL sLudenLs from dlfferenL demographlc groups
requesL. 1hls hlghllghLs Lhe falrness of Lhe maLchlng procedure buL also ralses quesLlons abouL
Lhe exLenL Lo whlch all sLudenLs are maklng requesLs LhaL reflecL Lhelr Lrue preferences. 1he old
sysLem for cholce ln uS provlded lncenLlves for some sLudenLs Lo mlsrepresenL Lhelr cholces.
1he new procedure ellmlnaLes Lhls need, buL Lhese resulLs ralse quesLlons abouL Lhe exLenL Lo
whlch parenL behavlor has changed along wlLh Lhe SchoolCholce process.

1he llkellhood of geLLlng maLched wlLh a cholce dld noL vary subsLanLlally by Lhe Sl raLlng of
Lhe school where Lhe sLudenL was currenLly enrolled. AbouL 90 of sLudenLs enrolled ln uS
schools were maLched wlLh one of Lhelr cholces. Powever, only abouL Lhree-quarLers of
sLudenLs who were new Lo Lhe dlsLrlcL were maLched wlLh one of Lhelr cholces. LlghLy percenL
of Lhls group of sLudenLs was enLerlng LCL or klndergarLen. Cur analysls revealed LhaL LCL
sLudenLs and klndergarLeners new Lo Lhe dlsLrlcL were leasL llkely Lo be maLched wlLh one of
Lhelr cholces.

AbouL Lwo-Lhlrds of sLudenLs' requesLs were for schools ln Lhe same reglon of Lhe clLy as Lhey
reslded. SLudenLs ln Lhe non-LranslLlon grades requesLed schools ouLslde Lhelr home reglon
more ofLen Lhan sLudenLs enLerlng oLher grades. Plspanlc sLudenLs Lended Lo choose schools
wlLhln Lhelr home reglon more ofLen Lhan sLudenLs of oLher races/eLhnlclLles. SLudenLs
resldlng ln Lhe near norLheasL reglon made Lhe smallesL percenLage of cholces ln Lhelr home
reglon. llnally, generally speaklng sLudenLs who were currenLly enrolled ln lower-performlng
schools Lended Lo make more cholces from wlLhln Lhelr reglon Lhan sLudenLs ln hlgher
performlng schools.

School characLerlsLlcs were examlned ln relaLlon Lo Lhe proporLlon of requesLs for schools from
wlLhln Lhe same reglon. 1here were no slgnlflcanL effecLs. Schools wlLh hlgher Sl raLlngs are
noL more llkely Lo draw sLudenLs from ouLslde of Lhelr reglons.

ln sum, many sLudenLs parLlclpaLed ln Lhe SchoolCholce process. lL ls lmposslble from Lhese
daLa Lo deLermlne lf Lhose who dld noL parLlclpaLe lnLended Lo choose Lo aLLend Lhelr
nelghborhood school or lf more markeLlng ls needed Lo engage more sLudenLs ln Lhe process.
lor Lhose LhaL dld parLlclpaLe, Lhe process dld noL appear Lo dlsadvanLage mlnorlLy or low-
lncome sLudenLs. 1here was evldence LhaL famllles showed a preference for hlgher-performlng
schools, buL LhaL Lhe sLrengLh of LhaL preference varled by demographlc characLerlsLlcs,
46

lncludlng where ln Lhe clLy sLudenLs reslded. lL ls clear from Lhese analyses LhaL demographlc
characLerlsLlcs, reglon of Lhe clLy ln whlch sLudenLs reslde, Lhe exLenL Lo whlch Lhey requesL
hlgher-raLed schools, and Lhelr wllllngness Lo aLLend a school ouLslde of Lhe reglon ln whlch
Lhey llve are all facLors LhaL are hlghly assoclaLed wlLh one anoLher and wlLh Lhe school wlLh
whlch a sLudenL was ulLlmaLely maLched. 1he vasL ma[orlLy of sLudenLs dld recelve one of Lhelr
cholces, buL Lhls was lower among sLudenLs enLerlng LCL, hlghllghLlng a capaclLy lssue LhaL
should be addressed.

1hls reporL represenLs an lmporLanL flrsL sLep ln undersLandlng how Lhe SchoolCholce process
worked ln lLs flrsL year. 1he daLa analyzed here are rlch and furLher analyses should be
conducLed Lo undersLand Lhe process on a deeper level. Such analyses could look more closely
how Lhe quallLy of sLudenLs' currenL schools, demographlc characLerlsLlcs, and Lhe cholces Lhey
work ln comblnaLlon Lo predlcL Lhe quallLy of Lhe schools wlLh whlch Lhey are ulLlmaLely
maLched. lurLher analyses could also shed llghL on Lhe SchoolCholce process dlffers for schools
wlLh dlfferenL characLerlsLlc. lor example, lL may be useful Lo lnvesLlgaLe dlfferences beLween
schools LhaL span a wlde grade range (e.g., k-8 schools and mlddle hlgh schools) and schools
LhaL serve Lhe more common grade ranges (l.e., LCL-3, 6-8, 9-12) or newer schools and more
esLabllshed schools. llnally, lL would be useful lf furLher research examlned Lhe sLudenLs who
dld noL parLlclpaLe ln Lhe SchoolCholce process Lo shed llghL on how Lhey may be slmllar or
dlfferenL from sLudenLs who chose Lo parLlclpaLe.
47

48

?77%#4,)'?B'.%0$&'CDD%1%4'0#4'901$,*,70#$&'D"1'L"#Q@10#&,$,"#'E104%&'
49

@0>8%'?AB'.%0$&'CDD%1%4'0#4'.*6""8!6",*%'901$,*,70#$&'D"1'L"#Q@10#&,$,"#'E104%&F'>2'E104%'
0#4'G%H,"#''
E104%' G%H,"#' I'"D'.%0$&'CDD%1%4' I'"D'901$,*,70#$&'
1
sL

lnL 127 103
nnL 267 214
nW 163 92
SL 263 192
SW 243 77
2
nd

lnL 82 103
nnL 267 114
nW 148 37
SL 138 97
SW 187 66
3
rd

lnL 128 93
nnL 201 98
nW 149 63
SL 78 68
SW 198 60
4
Lh

lnL 173 186
nnL 239 93
nW 201 38
SL 114 76
SW 177 60
3
Lh

lnL 188 114
nnL 264 38
nW 187 33
SL 93 44
SW 292 117
7
Lh

lnL 142 130
nnL 461 141
nW 76 39
SL 139 34
SW 63 39
8
Lh

lnL 31 121
nnL 399 83
nW 218 46
SL 101 28
30

8
Lh
SW 61 43
10
Lh

lnL 206 73
nnL 138 36
nW 73 24
SL 213 33
SW 140 38
11
Lh

lnL 7 42
nnL 182 37
nW 83 26
SL 210 23
SW 137 23
12
Lh

lnL 6 29
nnL 170 22
nW 102 10
SL 234 16
SW 133 12
'
31

?77%#4,)'_B'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'?88'.*6""8
32

@0>8%'_AB'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'(!(QR'
?%2=& 9@(44"& _&?+`/+$*$& _&9+%*$&TLL+1+,& ?+`/+$*$&B+1&!]%)"%K"+&
9+%*& 1 T,#$$+#&9@(44"& 310 28 18.21
2 9*+@=& 697 69 10.10
3 .14:b+""& 392 43 9.12
4 7$@%"%2*+-.)66$&!@%,+:#& 983 144 6.82
3 9*+B(+2&D2)6(*&0+2*+1&L41&7%1"#&
7,/@%*)42&
2271 336 6.38
6 '+$*+1"#&01++=& 1086 182 3.97
7 9b)6+1*&c2*+12%*)42%"&9@(44"& 1163 196 3.94
8 9"%]+2$& 338 38 3.83
9 5+2]+1&O1++2&9@(44"& 297 33 3.4
10 9T!?&%*&O1++2&C%""+#&?%2@(& 374 112 3.13
11 \%1)+&;d&O1++2b44,&!@%,+:#& 109 22 4.93
12 041#& 193 40 4.83
13 Y)6(")2+&!@%,+:#& 303 66 4.39
14 A4"%1)$&A1461%:&%*&7K+1*& 348 80 4.33
13 !@%,+:)%&!2%&\%1)+&9%2,4]%"& 687 139 4.32
16 .14b2&c2*+12%*)42%"&!@%,+:#& 470 109 4.31
17 ')"")%:&?4K+1*$& 990 230 4.30
18 0%1$42& 314 120 4.28
19 \%hb+""& 630 133 4.23
20 5+2]+1&;%26/%6+&9@(44"& 424 100 4.24
21 ;)2@4"2& 379 137 4.23
22 !1@(/"+*%& 236 61 4.20
23 \42*@"%)1&9@(44"&4L&!@%,+:)@$&%2,&
721)@(:+2*&
322 81 3.98
24 e2)]+1$)*#&A%1=& 364 92 3.96
23 A%1=&Y)""& 430 123 3.60
26 .+%@(&04/1*& 332 93 3.49
27 9T!?&%*&T%="%2,& 398 114 3.49
28 D/2$:)""+1&01+%*)]+&!1*$&!@%,+:#& 207 62 3.34
29 94/*(:441& 313 104 3.03
30 7,)$42& 330 186 2.96
31 T:%1&5d&."%)1&0(%1*+1& 483 163 2.93
32 \@O"42+& 316 109 2.90
33 ;4b1#& 322 112 2.88
34 0%$*14& 328 117 2.80
33 <+""+1& 338 121 2.79
36 9*++"+& 290 103 2.76
37 54/""& 338 123 2.73
38 O1++2&C%""+#& 393 228 2.61
39 >%11+""&.d&Y4b+""& 333 208 2.36
40 C%",+i& 380 233 2.49
41 \%11%:%& 402 164 2.43
33

42 !$K/1#& 198 81 2.44
43 >"41),%&A)**&'%""+1& 308 208 2.44
44 5+2)$42&\42*+$$41)& 473 198 2.40
43 O)"B)2&\42*+$$41)&A/K")@&9@(44"& 327 141 2.32
46 Y4":& 222 97 2.29
47 A"%@+&.1),6+!@%,+:#& 210 93 2.21
48 04"+&!1*$&%2,&9@)+2@+&!@%,+:#& 287 132 2.17
49 84(2$42& 249 118 2.11
30 9*+,:%2& 302 144 2.10
31 04""+6+&C)+b& 207 99 2.09
32 \@\++2& 399 192 2.08
33 7"")$& 308 131 2.04
34 O/$*& 309 234 2.00
33 O1%2*&?%2@(& 272 136 2.00
36 <1%#"41&!@%,+:#& 338 182 1.97
37 04"/:K)%2& 238 124 1.92
38 50c9&%*&>41,& 242 131 1.83
39 7%6"+*42& 173 94 1.84
60 9%:/+"$& 320 181 1.77
61 0+$%1&0(%]+i&!@%,+:#& 104 39 1.76
62 04"/:K)2+& 160 91 1.76
63 .1#%2*-'+K$*+1&5/%"&;%26/%6+& 223 128 1.76
64 .%12/:& 209 124 1.69
63 04"L%h& 233 132 1.66
66 A%":+1& 303 186 1.64
67 \@D)2"+#-<(%*@(+1& 118 73 1.62
68 7$@/+"%&<"%*+"4"@4& 88 33 1.60
69 C%"]+1,+& 260 172 1.31
70 !:+$$+& 290 194 1.49
71 .1%,"+#&c2*+12%*)42%"&9@(44"& 363 243 1.49
72 541%&\441+& 200 134 1.49
73 9%K)2&'41",& 296 204 1.43
74 Y%11)26*42& 207 149 1.39
73 3+b"42& 161 117 1.38
76 D2%BB& 302 221 1.37
77 O%1,+2&A"%@+&!@%,+:#& 192 144 1.33
78 0+2*+22)%"& 196 148 1.32
79 O4",1)@=& 233 179 1.31
80 \/214+& 212 162 1.31
81 O4,$:%2& 276 219 1.26
82 04b+""& 193 133 1.26
83 !$("+#& 132 121 1.26
84 .%11+**& 124 100 1.24
83 >41@+& 218 181 1.20
34

86 9@(:)**& 132 133 1.13
87 '()**)+1& 196 173 1.12
88 A)42++1& 124 113 1.10
89 >%)1])+b& 121 116 1.04
90 Y%""+**&>/2,%:+2*%"&!@%,+:#& 232 228 1.02
91 0(+"*+2(%:& 194 199 0.97
92 \%*(&%2,&9@)+2@+&;+%,+1$()B&
!@%,+:#&
123 133 0.91
93 9:)*(&?+2%)$$%2@+&9@(44"& 213 239 0.90
94 0\9&04::/2)*#&9@(44"& 176 210 0.84
93 e2)]+1$)*#&A1+B%1%*41#&9@(44"& 99 120 0.83
96 ?4@=#&\4/2*%)2&A1+B& 128 161 0.80
97 O1++2"++& 130 166 0.78
98 01+%*)])*#&0(%""+26+&V0PW& 72 100 0.72
99 DcAA&9/2$()2+&A+%=&!@%,+:#& 79 110 0.72
100 9b%2$+%& 131 232 0.63
101 D%)$+1& 143 234 0.62
102 '#%**-7,)$42&0(%1*+1& 103 203 0.30
103 <1+])$*%& 110 242 0.43
104 DcAA&\42*K+""4&04""+6+&A1+B& 43 110 0.39
103 >%)1:42*& 79 236 0.33
33

&
@0>8%'_KB''G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'UQW'
?%2=& 9@(44"& _&?+`/+$*$& _&9+%*$&
TLL+1+,&
?+`/+$*$&B+1&
!]%)"%K"+&9+%*&
F& Cdyssey School 147 4 36.73
G& kl Sunshlne eak Academy 310 10 31.00
P& kl MonLbello College rep 168 13 11.20
H& lace 8rldge Academy 38 6 9.67
I& Cmar u. 8lalr CharLer 231 28 8.23
S& uSS1 - Creen valley 8anch MS 1014 143 6.99
[& Lscuela 1laLelolco 46 7 6.37
X& uSS1 - SLapleLon MS 849 143 3.86
Z& Wllllam 8oberLs 196 34 3.76
Ff& larrell 8. Powell 236 49 3.22
FF& Plghllne Academy 124 27 4.39
FG& Cole ArLs & Sclence Academy 9 2 4.30
FP& WesL uenver rep - lederal 621 138 4.30
FH& Cesar Chavez Academy 34 13 4.13
FI& WesL uenver rep - Parvey ark 333 141 3.79
FS& Slavens 193 34 3.37
F[& uenver School of Lhe ArLs 399 176 3.40
FX& uClS aL MonLbello 412 123 3.30
FZ& llorlda lLL Waller 231 82 3.06
Gf& Marle L. Creenwood Academy 283 93 3.00
GF& kunsmlller CreaLlve ArLs Academy 442 149 2.97
GG& CranL 8anch 136 33 2.47
GP& McAullffe lnLernaLlonal School 407 168 2.42
GH& ParrlngLon MS 18 8 2.23
GI& WesL uenver rep - Cv8 324 147 2.20
GS& WesL uenver rep - Lake 320 147 2.18
G[& uSS1 - College vlew 299 133 1.93
GX& noel CommunlLy ArLs School 288 130 1.92
GZ& uSS1 - Cole 281 130 1.87
Ff& Plll Campus of ArLs and Sclences 368 310 1.83
PF& PamllLon 631 330 1.80
PG& WesL uenver rep - Plghland 263 147 1.79
PP& Sklnner 231 142 1.77
PH& Lake lnLernaLlonal School 239 163 1.37
PI& kepner 403 260 1.33
PS& Clrls ALhleLlc Leadershlp School 221 143 1.33
P[& Morey 732 310 1.47
PX& uenver CenLer for lnLernaLlonal SLudles 412 289 1.43
36

PZ& 8ryanL-WebsLer uual Language 43 32 1.41
Hf& uenver Creen School 120 89 1.33
HF& Penry World School 379 294 1.29
HG& WesL uenver rep - MonLbello 188 147 1.28
HP& CranL 8eacon 171 133 1.27
HH& MarLln LuLher klng, !r. Larly College 427 340 1.26
HI& WesL Leadershlp Academy 130 123 1.20
HS& Merrlll 280 243 1.13
H[& 8ruce 8andolph 213 229 0.94
HX& venLure rep 100 114 0.88
HZ& CenLennlal 34 64 0.84
If& WesL CeneraLlon Academy 232 300 0.77
IF& uora Moore 82 113 0.73
IG& Slms layola 86 120 0.72
IP& Columblne 9 13 0.69
IH& WhlLLler 29 43 0.67
II& lalrmonL 14 22 0.64
IS& loneer 21 44 0.48
I[& WyaLL-Ldlson CharLer 43 93 0.43
IX& Smlley 178 462 0.39
IZ& 1revlsLa 28 81 0.33
&
37

&
@0>8%'_OB''G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'E104%&'XQAK&
?%2=& 9@(44"& _&?+`/+$*$& _&9+%*$&TLL+1+,& ?+`/+$*$&B+1&
!]%)"%K"+&9+%*&
F& uSS1 - SLapleLon 349 20 27.43
G& uenver School of Lhe ArLs 467 37 8.19
P& uSS1 - Creen valley 8anch 806 183 4.36
H& uClS aL MonLbello 306 129 3.92
I& CLC Mlddle College of uenver 489 139 3.32
S& Plgh 1ech Larly College 481 140 3.44
[& MarLln LuLher klng, !r. Larly College 361 167 3.36
X& kl uenver ColleglaLe 277 100 2.77
Z& uenver CenLer for lnLernaLlonal SLudles 248 93 2.67
Ff& LasL 1631 680 2.43
FF& WesL uenver rep SMA81 383 160 2.39
FG& Lscuela 1laLelolco 33 24 2.29
FP& kunsmlller CreaLlve ArLs Academy 230 120 2.08
FH& 8ruce 8andolph 328 178 1.84
FI& Ceorge WashlngLon 1036 389 1.76
FS& SouLh 784 308 1.34
F[& noel CommunlLy ArLs School 334 218 1.33
FX& ColleglaLe rep Academy 433 300 1.44
FZ& norLh 393 293 1.34
Gf& MonLbello 12 10 1.20
GF& SouLhwesL Larly College 271 233 1.13
GG& Abraham Llncoln 613 373 1.07
GP& Manual 196 183 1.06
GH& WesL CeneraLlon Academy 147 130 0.98
GI& !ohn l. kennedy 398 647 0.92
GS& 1homas !efferson 877 1000 0.88
G[& WesL Leadershlp Academy 103 123 0.82
GX& venLure rep 146 246 0.39
GZ& Slms layola 71 130 0.33
Pf& WesL 21 163 0.13
PF& uenver Cnllne Plgh School 11 139 0.08
&
38

?77%#4,)'!B'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'@10#&,$,"#'E104%&
39

1here were mulLlple opLlons for how Lo express demand for schools, each wlLh lLs own
sLrengLhs and weaknesses. Lxpresslng demand for schools as a raLlo of Lhe number of requesLs
Lo Lhe number of seaLs offered was selecLed Lo provlde a more even playlng fleld for smaller
and larger schools. AnoLher lssue faced was wheLher Lo focus solely on Lhe LranslLlon grades
because Lhe vasL ma[orlLy of SchoolCholce parLlclpanLs were ln Lhese grades, or Lo focus on all
grades. lor compleLeness, we presenLed Lhe hlghesL and lowesL demand schools uslng
calculaLlons based on all grades ln Lhe maln body of Lhe resporL. 1he resulLs for LranslLlon
grades appear ln Lhls Appendlx. When examlnlng Lhese daLa, lL ls lmporLanL Lo keep ln mlnd
LhaL unlque feaLures of parLlcular schools can affecL Lhe resulLs uslng Lhese dlfferenL meLhods
of calculaLlng demand.

1able C1 presenLs lnformaLlon abouL Lhe number of requesLs per avallable LCL seaL. All buL
Lhree of Lhe 82 schools offerlng LCL seaLs had aL leasL one requesL per offered seaL. When
examlnlng Lhe schools wlLh Lhe mosL requesLs per offered LCL seaLs, Lhe resulLs are slmllar Lo
Lhose reporLed for all seaLs ln 1able 3. Slx of Lhe Len schools llsLed wlLh Lhe mosL requesLs per
offered LCL seaL (see 1able C1) were also among Lhe mosL requesLed schools for LCL-3 (1able
3). 1he ma[orlLy of Lhe Len mosL requesLed schools for LCL were ln Lhe lar norLheasL and
SouLheasL reglons of Lhe clLy. Palf of Lhem were hlgher-raLed schools (l.e., ulsLlngulshed or
MeeLs LxpecLaLlons). 1hree were noL raLed. 1he Len mosL requesLed schools for LCL also
lncluded one school LhaL was Cn robaLlon and one LhaL was Cn WaLch.

1he resulLs for Lhe leasL requesLed schools were also slmllar Lo whaL was reporLed ln 1able 3.
lour of Lhe slx schools wlLh Lhe fewesL requesLs per LCL seaL (see 1able C1) also appeared on
Lhe llsL of leasL requesLed schools for LCL-3 (1able 3). 1he ma[orlLy of Lhe Len schools wlLh Lhe
fewesL requesLs per LCL seaL were locaLed ln Lhe SouLhwesL or norLhwesL reglons of Lhe clLy.
MosL of Lhese schools were lower-raLed schools. 1wo were Cn robaLlon, one was Cn rlorlLy
WaLch and slx were Cn WaLch.
@0>8%'!AB'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'(!('
?%2=& 9@(44"& _&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42& 9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 SLeck 193 18 10.72 SL 96 ulsLlngulshed
2 LscalanLe-8lggs
Academy
393 36 10.63 lnL noL 8aLed
3 SwlgerL lnLernaLlonal
School
611 61 10.02 lnL noL 8aLed
4 WesLerly Creek 363 70 8.04 lnL 73 MeeLs
LxpecLaLlons
3 SLephen knlghL
CenLer for Larly
LducaLlon
1742 218 7.99 SL noL 8aLed
6 Carson 143 19 7.63 SL 78 MeeLs
60

?%2=& 9@(44"& _&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42& 9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
LxpecLaLlons
7 Maxwell 310 43 7.21 lnL 33 Cn robaLlon
8 uenver Creen School 122 17 7.18 SL 46 Cn WaLch
9 Wllllam 8oberLs 463 73 6.20 lnL 63 MeeLs
LxpecLaLlons
10 8rown lnLernaLlonal
Academy
137 29 3.41 nW 32 MeeLs
LxpecLaLlons
11 Llncoln 268 34 4.96 SL 84 ulsLlngulshed
12 SLedman 147 30 4.90 nnL 34 MeeLs
LxpecLaLlons
13 llorlda lLL Waller 203 43 4.36 lnL 47 Cn WaLch
14 SCA8 aL Cakland 144 32 4.30 lnL noL 8aLed
13 valverde 120 27 4.44 SW 33 Cn rlorlLy
WaLch
16 ark Plll 128 29 4.41 nnL 70 MeeLs
LxpecLaLlons
17 Ldlson 141 33 4.27 nW 33 MeeLs
LxpecLaLlons
18 Ashley 72 17 4.24 nnL 38 Cn rlorlLy
WaLch
19 College vlew 127 30 4.23 SW 39 Cn rlorlLy
WaLch
20 CranL 8anch 134 32 4.19 SW 66 MeeLs
LxpecLaLlons
21 Columblne 34 13 4.13 nnL 42 Cn WaLch
22 8each CourL 111 29 3.83 nW 86 ulsLlngulshed
23 McClone 117 31 3.77 lnL 46 Cn WaLch
24 1raylor Academy 147 39 3.77 SW 32 MeeLs
LxpecLaLlons
23 Academla Ana Marle
Sandoval
387 107 3.62 nW 72 MeeLs
LxpecLaLlons
26 lorce 94 26 3.62 SW 61 MeeLs
LxpecLaLlons
27 almer 98 28 3.30 nnL 71 MeeLs
LxpecLaLlons
28 8arreLL 31 13 3.40 nnL 41 Cn WaLch
29 McMeen 144 43 3.33 SL 80 ulsLlngulshed
30 Marrama 133 42 3.21 lnL 67 MeeLs
LxpecLaLlons
31 uora Moore 63 20 3.13 nnL 60 MeeLs
LxpecLaLlons
32 valdez 338 108 3.13 nW 33 MeeLs
61

?%2=& 9@(44"& _&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42& 9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
LxpecLaLlons
33 !ohnson 83 28 3.04 SW 41 Cn WaLch
34 SmlLh 8enalssance
School
138 46 3.00 nnL 33 Cn robaLlon
33 Mcklnley-1haLcher 42 14 3.00 SL 46 Cn WaLch
36 lace 8rldge
Academy
98 33 2.97 SL 47 Cn WaLch
37 uenver CenLer for
lnLernaLlonal SLudles
aL lord
86 30 2.87 lnL noL 8aLed
38 Polm 64 23 2.78 SL 37 MeeLs
LxpecLaLlons
39 Lllls 162 39 2.73 SL 34 MeeLs
LxpecLaLlons
40 CasLro 103 39 2.69 SW 61 MeeLs
LxpecLaLlons
41 Amesse 138 39 2.68 lnL 40 Cn WaLch
42 Columblan 120 43 2.67 nW 39 Cn rlorlLy
WaLch
43 WhlLLler 82 31 2.63 nnL 31 MeeLs
LxpecLaLlons
44 Creen valley 238 90 2.64 lnL 32 MeeLs
LxpecLaLlons
43 larrell 8. Powell 164 64 2.36 lnL 38 MeeLs
LxpecLaLlons
46 8ocky MounLaln
reparaLory School
47 19 2.47 SL noL 8aLed
47 Carden lace
Academy
108 44 2.43 nnL 67 MeeLs
LxpecLaLlons
48 uoull 171 70 2.44 SW 69 MeeLs
LxpecLaLlons
49 Lowry 83 34 2.44 SL 34 MeeLs
LxpecLaLlons
30 Cllpln MonLessorl
ubllc School
179 74 2.42 nnL 43 Cn WaLch
31 Samuels 143 60 2.42 SL 37 MeeLs
LxpecLaLlons
32 CusL 243 103 2.31 SW 34 MeeLs
LxpecLaLlons
33 knapp 133 38 2.29 SW 63 MeeLs
LxpecLaLlons
34 1eller 87 38 2.29 nnL 42 Cn WaLch
33 Cole ArLs & Sclence 103 43 2.29 nnL 33 MeeLs
62

?%2=& 9@(44"& _&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42& 9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
Academy LxpecLaLlons
36 8arnum 63 28 2.23 nW 34 MeeLs
LxpecLaLlons
37 LagleLon 63 28 2.23 nW 38 MeeLs
LxpecLaLlons
38 uenlson MonLessorl 261 121 2.16 SW 69 MeeLs
LxpecLaLlons
39 Codsman 128 61 2.10 SW 46 Cn WaLch
60 CenLennlal 60 29 2.07 nW 40 Cn WaLch
61 8ryanL-WebsLer uual
Language
60 30 2.00 nW 34 MeeLs
LxpecLaLlons
62 8radley lnLernaLlonal
School
171 87 1.97 SL 71 MeeLs
LxpecLaLlons
63 ParrlngLon 83 44 1.93 nnL 46 Cn WaLch
64 newlon 33 28 1.89 nW 36 MeeLs
LxpecLaLlons
63 Colfax 136 73 1.86 nW 34 MeeLs
LxpecLaLlons
66 Creenlee 77 43 1.71 nW 41 Cn WaLch
67 PalleLL lundamenLal
Academy
107 64 1.67 nnL 71 MeeLs
LxpecLaLlons
68 Lscuela 1laLelolco 43 28 1.61 nW 34 Cn rlorlLy
WaLch
69 SouLhmoor 60 38 1.38 SL 38 MeeLs
LxpecLaLlons
70 loneer 47 30 1.37 nnL 44 Cn WaLch
71 SchmlLL 66 44 1.30 SW 42 Cn WaLch
72 Cowell 88 39 1.49 nW 34 MeeLs
LxpecLaLlons
73 CMS CommunlLy
School
83 37 1.49 SW 29 Cn robaLlon
74 Coldrlck 80 38 1.38 SW 46 Cn WaLch
73 Sabln World 79 39 1.34 SW 67 MeeLs
LxpecLaLlons
76 ChelLenham 74 60 1.23 nW 40 Cn WaLch
77 kalser 71 60 1.18 SW 41 Cn WaLch
78 Swansea 39 34 1.09 nnL 44 Cn WaLch
79 lalrvlew 60 39 1.02 nW 38 Cn rlorlLy
WaLch
80 Munroe 33 37 0.93 SW 41 Cn WaLch
81 1revlsLa 49 38 0.84 nW 33 Cn robaLlon
82 lalrmonL 30 43 0.67 nW 40 Cn WaLch
63

1able C2 presenLs Lhe requesLs per offered klndergarLen seaL. nlneLy-four of Lhe 100 schools
offerlng klndergarLen seaLs recelved aL leasL one requesL per klndergarLen seaL. lour of Lhe Len
mosL requesLed schools ln 1able C2 were among Lhe mosL requesLed for LCL-3 (see 1able 3). As
wlLh LCL, nearly all of Lhese schools were locaLed ln Lhe lar norLheasL or SouLheasL reglons of
Lhe clLy. 1he ma[orlLy of Lhe Len mosL requesLed schools had earned hlgher raLlngs, four were
raLed as ulsLlngulshed and four were raLed as MeeLs LxpecLaLlons. 1he Len mosL requesLed
schools per avallable klndergarLen seaL lncluded one school Cn WaLch and one Cn robaLlon.

When examlnlng Lhe Len leasL requesLed schools per avallable klndergarLen seaL, Lhe resulLs
were qulLe slmllar Lo Lhe resulLs of analyses examlnlng LCL-3 as a whole (1able 3). Seven of Lhe
Len leasL requesLed schools for klndergarLen (ln 1able C2) also appeared ln Lhe llsL of leasL
requesLed schools for LCL-3. nearly half of Lhe leasL requesLed schools for klndergarLen were
ln Lhe norLhwesL reglon. Palf of Lhem were Cn WaLch, Lwo were Cn robaLlon. 1wo schools
had noL yeL been raLed.
@0>8%'!KB'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'`,#4%1H01$%#'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
A+1&
!]%)"%K"+&
9+%*&
?+6)42

&
9A>--a&
A4)2*$&
7%12+,&
9A>&0%*+641#&
1 Cdyssey School 288 23 11.32 lnL 71
MeeLs
LxpecLaLlons
2 ArchuleLa 166 13 11.07 lnL 67
MeeLs
LxpecLaLlons
3
olarls rogram aL
LberL
182 24 7.38 nnL 89 ulsLlngulshed
4 8romwell 270 40 6.73 SL 80 ulsLlngulshed
3 SLeck 339 31 6.63 SL 96 ulsLlngulshed
6 Maxwell 234 46 3.32 lnL 33 Cn robaLlon
7 Carson 213 40 3.38 SL 78
MeeLs
LxpecLaLlons
8
Cmar u. 8lalr
CharLer
262 34 4.83 lnL 69
MeeLs
LxpecLaLlons
9 uenver Creen School 128 27 4.74 SL 46 Cn WaLch
10 unlverslLy ark 273 61 4.31 SL 83 ulsLlngulshed
11
Academla Ana Marle
Sandoval
234 32 4.30 nW 72
MeeLs
LxpecLaLlons
12
SCA8 aL Creen valley
8anch
13
LscalanLe-8lggs
Academy
14 Slavens 229 33 4.16 SL 86 ulsLlngulshed
13 Llncoln 223 36 4.02 SL 84 ulsLlngulshed
64

?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
A+1&
!]%)"%K"+&
9+%*&
?+6)42

&
9A>--a&
A4)2*$&
7%12+,&
9A>&0%*+641#&
16 valdez 209 34 3.87 nW 33
MeeLs
LxpecLaLlons
17
SLephen knlghL
CenLer for Larly
LducaLlon
329 138 3.83 SL noL 8aLed
18 WesLerly Creek 387 101 3.83 lnL 73
MeeLs
LxpecLaLlons
19 CasLro 192 32 3.69 SW 61
MeeLs
LxpecLaLlons
20 SouLhmoor 170 47 3.62 SL 38
MeeLs
LxpecLaLlons
21
8ryanL-WebsLer uual
Language
123 33 3.37 nW 34
MeeLs
LxpecLaLlons
22 Plghllne Academy 164 46 3.37 SL 63
MeeLs
LxpecLaLlons
23
MonLclalr School of
Academlcs and
LnrlchmenL
131 43 3.31 nnL 67
MeeLs
LxpecLaLlons
24
8rown lnLernaLlonal
Academy
232 67 3.46 nW 32
MeeLs
LxpecLaLlons
23
uenver Language
School
346 100 3.46 SL noL 8aLed
26 ark Plll 218 66 3.30 nnL 70
MeeLs
LxpecLaLlons
27
SwlgerL lnLernaLlonal
School
413 126 3.28 lnL noL 8aLed
28 Wllllam 8oberLs 400 124 3.23 lnL 63
MeeLs
LxpecLaLlons
29 Creen valley 269 83 3.16 lnL 32
MeeLs
LxpecLaLlons
30 8each CourL 131 48 3.13 nW 86 ulsLlngulshed
31 Asbury 133 30 3.10 SL 74
MeeLs
LxpecLaLlons
32 uoull 133 30 3.06 SW 69
MeeLs
LxpecLaLlons
33 1eller 149 30 2.98 nnL 42 Cn WaLch
34 SLeele 217 73 2.97 SL 67
MeeLs
LxpecLaLlons
33 larrell 8. Powell 218 73 2.91 lnL 38
MeeLs
LxpecLaLlons
36 Lowry 177 61 2.90 SL 34
MeeLs
LxpecLaLlons
63

?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
A+1&
!]%)"%K"+&
9+%*&
?+6)42

&
9A>--a&
A4)2*$&
7%12+,&
9A>&0%*+641#&
37 Lscuela 1laLelolco 34 12 2.83 nW 34
Cn rlorlLy
WaLch
38 uenlson MonLessorl 168 60 2.80 SW 69
MeeLs
LxpecLaLlons
39 Ldlson 263 97 2.71 nW 33
MeeLs
LxpecLaLlons
40
Cllpln MonLessorl
ubllc School
122 43 2.71 nnL 43 Cn WaLch
41
kunsmlller CreaLlve
ArLs Academy
120 46 2.61 SW 42 Cn WaLch
42 1raylor Academy 143 36 2.39 SW 32
MeeLs
LxpecLaLlons
43 CusL 203 82 2.48 SW 34
MeeLs
LxpecLaLlons
44 CenLennlal 119 49 2.43 nW 40 Cn WaLch
43 SCA8 aL Cakland 173 74 2.36 lnL noL 8aLed
46 McClone 163 70 2.36 lnL 46 Cn WaLch
47 Columblan 92 40 2.30 nW 39
Cn rlorlLy
WaLch
48 !ohnson 134 39 2.27 SW 41 Cn WaLch
49 Samuels 163 77 2.12 SL 37
MeeLs
LxpecLaLlons
30 almer 133 73 2.10 nnL 71
MeeLs
LxpecLaLlons
31
Cole ArLs & Sclence
Academy
136 63 2.09 nnL 33
MeeLs
LxpecLaLlons
32 uora Moore 113 33 2.09 nnL 60
MeeLs
LxpecLaLlons
33 Marrama 208 100 2.08 lnL 67
MeeLs
LxpecLaLlons
34 CranL 8anch 104 30 2.08 SW 66
MeeLs
LxpecLaLlons
33 8arnum 133 63 2.08 nW 34
MeeLs
LxpecLaLlons
36 Columblne 82 40 2.03 nnL 42 Cn WaLch
37 Polm 131 74 2.04 SL 37
MeeLs
LxpecLaLlons
38 WhlLLler 89 43 1.98 nnL 31
MeeLs
LxpecLaLlons
39
8radley lnLernaLlonal
School
138 70 1.97 SL 71
MeeLs
LxpecLaLlons
60 LagleLon 88 43 1.96 nW 38
MeeLs
LxpecLaLlons
66

?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
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A+1&
!]%)"%K"+&
9+%*&
?+6)42

&
9A>--a&
A4)2*$&
7%12+,&
9A>&0%*+641#&
61 McMeen 202 103 1.92 SL 80 ulsLlngulshed
62
PalleLL lundamenLal
Academy
93 30 1.90 nnL 71
MeeLs
LxpecLaLlons
63 llorlda lLL Waller 223 120 1.88 lnL 47 Cn WaLch
64 Colfax 90 48 1.88 nW 34
MeeLs
LxpecLaLlons
63 Mcklnley-1haLcher 33 30 1.83 SL 46 Cn WaLch
66 Lllls 137 73 1.83 SL 34
MeeLs
LxpecLaLlons
67
Cesar Chvez
Academy
80 43 1.78 nW 38
Cn rlorlLy
WaLch
68 SLedman 126 71 1.77 nnL 34
MeeLs
LxpecLaLlons
69 valverde 124 70 1.77 SW 33
Cn rlorlLy
WaLch
70 knapp 139 90 1.77 SW 63
MeeLs
LxpecLaLlons
71 Munroe 143 84 1.73 SW 41 Cn WaLch
72
lace 8rldge
Academy
101 60 1.68 SL 47 Cn WaLch
73 ParrlngLon 98 39 1.66 nnL 46 Cn WaLch
74 lorce 108 66 1.64 SW 61
MeeLs
LxpecLaLlons
73 Ashley 64 40 1.60 nnL 38
Cn rlorlLy
WaLch
76 Coldrlck 132 83 1.33 SW 46 Cn WaLch
77 Sabln World 139 103 1.31 SW 67
MeeLs
LxpecLaLlons
78 8arreLL 63 43 1.44 nnL 41 Cn WaLch
79 Codsman 122 88 1.39 SW 46 Cn WaLch
80 Amesse 110 80 1.38 lnL 40 Cn WaLch
81
Carden lace
Academy
82 63 1.26 nnL 67
MeeLs
LxpecLaLlons
82 College vlew 74 39 1.23 SW 39
Cn rlorlLy
WaLch
83
uenver CenLer for
aL lord
122 100 1.22 lnL noL 8aLed
84 newlon 84 70 1.20 nW 36
MeeLs
LxpecLaLlons
83 ChelLenham 94 80 1.18 nW 40 Cn WaLch
86 loneer 63 36 1.16 nnL 44 Cn WaLch
67

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_&
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9+%*&
?+6)42

&
9A>--a&
A4)2*$&
7%12+,&
9A>&0%*+641#&
87
unlverslLy
reparaLory School
81 70 1.16 nnL noL 8aLed
88 SchmlLL 73 63 1.13 SW 42 Cn WaLch
89 lalrvlew 36 49 1.14 nW 38
Cn rlorlLy
WaLch
90
SmlLh 8enalssance
School
71 63 1.13 nnL 33 Cn robaLlon
91 Cowell 87 80 1.09 nW 34
MeeLs
LxpecLaLlons
92
WyaLL-Ldlson
CharLer
86 81 1.06 nnL 30 Cn WaLch
93 kalser 63 60 1.03 SW 41 Cn WaLch
94
MaLh and Sclence
Leadershlp Academy
66 63 1.02 SW noL 8aLed
93
CMS CommunlLy
School
81 89 0.91 SW 29 Cn robaLlon
96 1revlsLa 30 36 0.89 nW 33 Cn robaLlon
97 Swansea 81 93 0.83 nnL 44 Cn WaLch
98
8ocky MounLaln
reparaLory School
36 71 0.79 SL noL 8aLed
99 lalrmonL 41 60 0.68 nW 40 Cn WaLch
100 Creenlee 48 74 0.63 nW 41 Cn WaLch

1able C3 presenLs Lhe requesLs per offered slxLh grade seaL. All of Lhe schools offerlng slxLh
grade seaLs recelved aL leasL one requesL per offered seaL. 1he resulLs for slxLh grade seaLs
alone were slmllar Lo Lhose for grades 6-8 (see 1ables 7 and 9). Seven of Lhe Len mosL
requesLed schools ln 1able C3 were among Lhe mosL requesLed for 6-8 (see 1able 7). Palf of Lhe
Len mosL requesLed schools for slxLh grade were ln Lhe lar norLheasL reglon. Palf were raLed as
MeeLs LxpecLaLlons. lL should be noLed LhaL all Len of Lhe mosL requesLed schools for 6
Lh
grade
offered relaLlvely few, less Lhan 30, seaLs.

When examlnlng Lhe Len leasL requesLed schools per avallable slxLh grade seaL, slx of Lhe Len
leasL requesLed schools for slxLh grade (ln 1able C3) also appeared ln Lhe llsL of leasL requesLed
schools for grades 6-8 (1able 9). MosL of Lhe schools recelvlng Lhe fewesL requesLs per avallable
slxLh grade seaL were locaLed ln Lhe norLhwesL or near norLheasL reglons of Lhe clLy. nearly all
of Lhem were lower-raLed schools (6 Cn WaLch, 1 Cn rlorlLy WaLch, and 1 on robaLlon).

68

@0>8%'!OB'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'U
$6
'E104%'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
F& Cdyssey School 120 1 120.00 lnL 71
MeeLs
LxpecLaLlons
G&
kl Sunshlne eak
Academy
263 10 26.30 SW 69
MeeLs
LxpecLaLlons
P& Lscuela 1laLelolco 42 2 21.00 nW 34
Cn rlorlLy
WaLch
H&
lace 8rldge
Academy
48 3 16.00 SL 47 Cn WaLch
I&
Cesar Chvez
Academy
48 4 12.00 nW 38
Cn rlorlLy
WaLch
S& Cmar u. 8lalr CharLer 176 13 11.73 lnL 69
MeeLs
LxpecLaLlons
[&
kl MonLbello
College rep
168 13 11.20 lnL noL 8aLed
X& Plghllne Academy 104 10 10.40 SL 63
MeeLs
LxpecLaLlons
Z& llorlda lLL Waller 213 23 8.32 lnL 47 Cn WaLch
Ff& Wllllam 8oberLs 133 26 3.96 lnL 63
MeeLs
LxpecLaLlons
FF& larrell 8. Powell 200 37 3.41 lnL 38
MeeLs
LxpecLaLlons
FG&
uSS1: Cv8 Mlddle
School
776 143 3.33 lnL 93 ulsLlngulshed
FP&
uSS1: SLapleLon
Mlddle School
FH&
WesL uenver rep -
lederal
374 138 4.16 SW 83 ulsLlngulshed
FI& CranL 8anch 120 33 3.64 SW 66
MeeLs
LxpecLaLlons
FS&
WesL uenver rep -
Parvey ark
494 141 3.30 SW 90 ulsLlngulshed
F[&
8ryanL-WebsLer uual
Language
28 8 3.30 nW 34
MeeLs
LxpecLaLlons
FX&
uenver School of Lhe
ArLs
437 130 3.36 nnL 73
MeeLs
LxpecLaLlons
FZ& Slavens 174 34 3.22 SL 86 ulsLlngulshed
Gf& uClS aL MonLbello 370 120 3.08 lnL noL 8aLed
GF&
kunsmlller CreaLlve
ArLs Academy
390 140 2.79 SW 42 Cn WaLch
GG&
Marle L. Creenwood
Academy
233 93 2.66 lnL 37
MeeLs
LxpecLaLlons
69

GP&
McAullffe
lnLernaLlonal School
407 168 2.42 lnL noL 8aLed
GH& uenver Creen School 102 44 2.32 SL 46 Cn WaLch
GI& ParrlngLon 18 8 2.23 nnL 46 Cn WaLch
GS&
WesL uenver rep -
Creen valley 8anch
324 147 2.20 lnL noL 8aLed
G[& WyaLL-Ldlson CharLer 34 16 2.13 nnL 30 Cn WaLch
GX& Morey 643 313 2.06 nnL 38
MeeLs
LxpecLaLlons
GZ&
Clrls ALhleLlc
Leadershlp School
206 100 2.06 SL 73
MeeLs
LxpecLaLlons
Pf& Sklnner 233 118 1.99 nW 33
MeeLs
LxpecLaLlons
PF&
WesL uenver rep -
Lake
287 147 1.93 nW 90 ulsLlngulshed
PG&
uSS1: College vlew
Mlddle School
299 133 1.93 SW noL 8aLed
PP& PamllLon 384 306 1.91 SL 32
MeeLs
LxpecLaLlons
PH&
noel CommunlLy ArLs
School
261 140 1.86 lnL noL 8aLed
PI& WhlLLler 26 14 1.86 nnL 31
MeeLs
LxpecLaLlons
PS& kepner 376 210 1.79 SW 44 Cn WaLch
P[&
Plll Campus of ArLs
and Sclences
301 293 1.70 SL 33
MeeLs
LxpecLaLlons
PX&
WesL uenver rep -
Plghland
244 147 1.66 nW 87 ulsLlngulshed
PZ&
uSS1: Cole Mlddle
School
248 130 1.63 nnL noL 8aLed
Hf&
Lake lnLernaLlonal
School
240 130 1.60 nW 43 Cn WaLch
HF& Merrlll 268 173 1.33 SL 30 Cn WaLch
HG&
MarLln LuLher klng,
!r. Larly College
368 233 1.44 lnL 47 Cn WaLch
HP&
uenver CenLer for
330 230 1.40 SW 60
MeeLs
LxpecLaLlons
HH& venLure rep 77 36 1.38 nnL 32 Cn robaLlon
HI&
WesL uenver rep -
MonLbello
188 147 1.28 lnL noL 8aLed
HS&
WesL CeneraLlon
Academy
191 130 1.27 nW noL 8aLed
H[& uora Moore 73 60 1.23 nnL 60
MeeLs
LxpecLaLlons
HX& CranL 8eacon 161 130 1.24 SL 49 Cn WaLch
HZ&
WesL Leadershlp
Academy
130 123 1.20 nW noL 8aLed
70

If& Penry World School 344 288 1.19 SW 36
Cn rlorlLy
WaLch
IF& 8ruce 8andolph 138 118 1.17 nnL 46 Cn WaLch
IG& lalrmonL 11 10 1.10 nW 40 Cn WaLch
IP& 1revlsLa 24 30 0.80 nW 33 Cn robaLlon
IH& Smlley 136 198 0.79 nnL 30 Cn WaLch
II& Slms layola 86 120 0.72 lnL noL 8aLed
IS& CenLennlal 42 60 0.70 nW 40 Cn WaLch
I[& Columblne 9 13 0.69 nnL 42 Cn WaLch
IX& loneer 13 23 0.37 nnL 44 Cn WaLch

1able C4 presenLs Lhe requesLs per offered nlnLh grade seaL. 1wenLy-flve ouL of Lhe 29 schools
offerlng 9
Lh
grade seaLs recelved aL leasL one requesL per offered seaL. 1he resulLs presenLed ln
Lable C4 are qulLe slmllar Lo Lhe resulLs for 9-12 grades (see 1ables 11 and 13). nlne ouL of Lhe
Len mosL requesLed schools ln 1able C4 were among Lhe mosL requesLed for grades 9-12 (see
1able 11). Palf of Lhe Len mosL requesLed schools for nlnLh grade were ln Lhe lar norLheasL
reglon. Palf were hlgher-raLed schools earnlng raLlngs of ulsLlngulshed or MeeLs LxpecLaLlons.

When examlnlng Lhe Len leasL requesLed schools per avallable nlnLh grade seaL, seven of Lhe
Len leasL requesLed schools for nlnLh grade (ln 1able C4) also appeared ln Lhe llsL of leasL
requesLed schools for grades 9-12 (1able 13). 1he Len schools recelvlng Lhe fewesL requesLs per
avallable nlnLh grade seaL were dlsLrlbuLed falrly evenly across Lhe clLy. MosL of Lhem were
raLed as Cn WaLch. 1hree of Lhese schools had noL yeL been raLed.
@0>8%'!SB'G%P+%&$&'7%1'?-0,80>8%'.%0$'D"1'X
$6
'E104%'
?%2=& 9@(44"&
_&
?+`/+$*$&
_&9+%*$&
TLL+1+,&
?+`/+$*$&
B+1&
!]%)"%K"+&
9+%*&
?+6)42&
9A>--a&
4L&
A4)2*$&
7%12+,&
9A>&0%*+641#&
F&
uSS1 - SLapleLon Plgh
School
G& Lscuela 1laLelolco 47 4 11.73 nW 34
Cn rlorlLy
WaLch
P&
uenver School of Lhe
ArLs
370 34 10.88 nnL 73
MeeLs
LxpecLaLlons
H&
uSS1 - Cv8 Plgh
School
I& uClS aL MonLbello 489 121 4.04 lnL noL 8aLed
S&
uenver CenLer for
223 60 3.73 SW 60
MeeLs
LxpecLaLlons
[&
Plgh 1ech Larly
College
468 123 3.74 lnL noL 8aLed
X&
MarLln LuLher klng
Larly College
313 144 3.38 lnL 47 Cn WaLch
71

Z&
CLC Mlddle College
of uenver
440 123 3.32 nW 66
MeeLs
LxpecLaLlons
Ff&
kl uenver
ColleglaLe
239 100 2.39 SW 40 Cn WaLch
FF& venLure rep 133 32 2.36 nnL 32 Cn robaLlon
FG&
SouLhwesL Larly
College
234 100 2.34 SW 48 Cn WaLch
FP&
WesL uenver rep
SMA81
383 160 2.39 SW noL 8aLed
FH& LasL 1396 393 2.33 nnL 66
MeeLs
LxpecLaLlons
FI&
noel CommunlLy ArLs
School
323 140 2.32 lnL noL 8aLed
FS& 8ruce 8andolph 292 140 2.09 nnL 46 Cn WaLch
F[&
kunsmlller CreaLlve
ArLs Academy
243 120 2.03 SW 42 Cn WaLch
FX& 1homas !efferson 790 430 1.84 SL 33
MeeLs
LxpecLaLlons
FZ&
ColleglaLe rep
Academy
418 230 1.67 lnL noL 8aLed
Gf& SouLh 720 438 1.64 SL 43 Cn WaLch
GF& Ceorge WashlngLon 924 370 1.62 SL 44 Cn WaLch
GG& norLh 334 228 1.46 nW 43 Cn WaLch
GP& Manual 177 133 1.33 nnL 46 Cn WaLch
GH& !ohn l. kennedy 347 437 1.20 SW 49 Cn WaLch
GI& Abraham Llncoln 368 499 1.14 SW 43 Cn WaLch
GS&
WesL CeneraLlon
Academy
147 130 0.98 nW noL 8aLed
G[&
WesL Leadershlp
Academy
103 123 0.82 nW noL 8aLed
GX& Slms layola 71 130 0.33 lnL noL 8aLed
GZ&
uenver Cnllne Plgh
School
7 23 0.30 nnL 43 Cn WaLch

Evaluation of Denver's SchoolChoice Process For The 2012-2013 School Year

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Evaluation of Denver's SchoolChoice Process For The 2012-2013 School Year

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1

!une 12, 2012

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