ABSTRACT
Th e rationale for school choice is that providing autonomy, innovation, and accountability will allow schools of choice to operate more eff ectively vis-à-vis regular public schools. However, from existing research, we do not know that this is the case. Here, we review several social perspectives on choice: rational choice theory, institutional theory, social capital theory, and the social organization of schooling. Rational choice theory provides a rationale for many forms of school choice, although several researchers have questioned its underlying assumptions. An alternative theory is the institutional perspective, which predicts that school choice will not result in widespread innovation and diff erent school organizational forms. Social capital theory provides a lens to view how face-to-face social relationships among individuals and groups can promote certain goals and outcomes. Th e social organization of schooling perspective emphasizes how school structure and processes are related to student outcomes. We argue that there is a need for researchers to expand this latter perspective to examine what occurs inside the black box of schools of choice. By examining the social structure and processes within schools, classrooms, and families, we will further understand the conditions under which choice may (or may not) promote positive student outcomes.
