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Using network proximity drive-time measures and a difference-in-differences framework, the analysis evaluates impacts on math and English language arts test scores and graduation rates. A student-level dataset spanning 2006–07 through 2015–16 shows little evidence of average effects, and discusses policy implications of the findings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-the-indiana-choice-scholarship-program-on-public-school-students-achievement-and-graduation-rates/590326/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-the-indiana-choice-scholarship-program-on-public-school-students-achievement-and-graduation-rates/590326.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question of the study?","Question",{"text":112,"@type":113},"The study asks whether a competitive choice-based voucher system lifts outcomes for all students or instead worsens existing inequities, focusing on achievement and graduation changes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure access and travel time for students?",{"text":117,"@type":113},"It uses network proximity data to create a drive-time measure that accounts for road lengths, intersection turn times, speed limits, and traffic patterns, calculated in 1-minute intervals.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study find about average student impacts in Indiana public schools?",{"text":121,"@type":113},"The findings show little evidence that the average student in an Indiana traditional public school was affected positively or negatively by the program’s enactment and growth.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590326,1792480576,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–22 DOI: 10. 1177/23328584251326927  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEffects of the Indiana Choice Scholarship Program on Public School Students’Achievement and Graduation Rates  \nAnna J. Egalite  \nNorth Carolina State University  \nHoover Institution at Stanford University  \nAndrew D. Catt  \nEdChoice  \nWe examined the competitive effects of the largest, statewide K–12 private school voucher program in the United States. We relied on network proximity data to generate a drive-time measure that accounts for road lengths, intersection turn times, speed limits, and traffic patterns. This allowed us to calculate travel time between two points in 1-minute intervals. We used this precise measure in a difference-in-differences framework to examine impacts on student math and English language arts test scores and graduation rates. Using a student-level dataset that covers the 2006–07 through 2015–16 school years, we found little evidence that the average student in an Indiana traditional public school had been affected—either positively or negatively— by the enactment and growth of the Indiana Choice Scholarship Program. We discuss policy implications of these findings.  \nKeywords: achievement, educational policy, educational reform, longitudinal studies, quasi-experimental analysis, regression analyses, secondary data analysis, school choice, education policy, market reforms  \nIntroduction  \nPassed as part of House Enrolled Act 1003-2011, the Indiana Choice Scholarship Program (ICSP) is a meanstested private school choice program currently supporting~69,000 students with state funds to offset the cost of private school tuition. It is the largest voucher program in the country, and enrollment has grown more than 10-fold since the program’s inception (Table 1). During the first year of operation, ICSP scholarships were limited to a maximum of 7,500 students, but legal uncertainty about the program meant that student participation fell short of the cap that year, and just 3,911 students participated. The program participation cap doubled in the program’s second year, and for the 2013–14 school year, the enrollment cap was removed altogether so that ICSP scholarships could be awarded to all eligible applicants. By 2015–16, the final year of this study, enrollment in Indiana’s voucher program had reached 32,686 students, representing 19.62% of all private school voucher recipientsin the United States that year. Given its size and scope, Indiana presents a rich opportunity to examine the systemic effects of the nation’s largest voucher program.  \nOver the period we studied, eligibility for the program was initially targeted to low-income public school students  \nbut gradually expanded to include more categories of students over time. Initially, enrollment in this program was limited to students with two semesters’ experience in a public school. Another requirement was that applicants came from households where the family income did not exceed 150% of the maximum qualifying income for free and reduced-price lunch (this equated to ~$61,000 for a family of four that year) . Also eligible were students who previously received an award from a scholarship-granting organization. In 2013–14, four categories of students were added to the eligibility list: kindergarten students, those with special educational needs from families earning up to 200% of the free and reduced-price lunch cutoff ($87,136 for a family of four), siblings of students who previously received an award from a scholarship-granting organization and students coming from failing public schools. Furthermore, after the program’s first 2 years of operation, there was no enrollment cap on the total number of possible participants.  ","cbCaiaUBLDzOg8pM","https://ap.wps.com/l/cbCaiaUBLDzOg8pM","pdf",1047663,22,"English","# Introduction\n## Program eligibility and enrollment growth\n## Research question and prior evidence\n## Research design and outcome measures","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"The study asks whether a competitive choice-based voucher system lifts outcomes for all students or instead worsens existing inequities, focusing on achievement and graduation changes.\"},{\"question\":\"How does the study measure access and travel time for students?\",\"answer\":\"It uses network proximity data to create a drive-time measure that accounts for road lengths, intersection turn times, speed limits, and traffic patterns, calculated in 1-minute intervals.\"},{\"question\":\"What does the study find about average student impacts in Indiana public schools?\",\"answer\":\"The findings show little evidence that the average student in an Indiana traditional public school was affected positively or negatively by the program’s enactment and growth.\"}]","Effects of the Indiana Choice Scholarship Program on Public School Students' Achievement and Graduation Rates | PDF",1792069346,55]