School Choice and Admission Policy: Implementation, Service Satisfaction, and Equity (2019-2025) - 论文摘要

Sep 2, 2026

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Peer-reviewed research synthesizes evidence on elementary-school admission (PPDB) and school choice from 2019–2025, focusing on how implementation quality, administrative services, and information access shape parental perceptions. Included studies examine zoning and policy reforms, highlighting constraints such as limited socialization, technical obstacles, uneven school quality, and restricted choice. Findings connect transparency, communication, and service procedures to satisfaction, while showing that geographic and market mechanisms can still reproduce segregation and unequal access across families.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Publication Scope and Selection Criteria

Inclusion and Exclusion Standards

Time Period, Educational Level, and Topical Relevance

Evidence Summary by Study Theme

Implementation Challenges and Acceptance

Service Satisfaction and User Experience

Choice Behavior Under Zoning

Educational Equity and Information Access

| Article History:
Received: January 2, 2026; Revised: February 22, 2026; Accepted: March 16, 2026 | | | --- | --- | | | © 2026 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution ShareAlike (CC BY SA) license ([https://creativecommons.org/licenses/by-sa/4.0/](https://creativecommons.org/licenses/by-sa/4.0/)) . | | Criterion | Included | Excluded | | --- | --- | --- | | Publication type | Peer-reviewed articles, relevant scholarly chapters, and official policy reports | News items, opinion pieces, unpublished assignments, and promotional materials | | Time period | 2019-2025 for the topic-specific analytical corpus | Sources outside the period, except foundational methodological or theoretical references | | Educational level | Elementary or compulsory-school admission and directly comparable schoolchoice systems | Higher-education admissions without relevance to school zoning | | Topical relevance | Parental perceptions, satisfaction, implementation, school choice, access, segregation, or equity | Studies without a direct connection to admission policy or family decision-making | | Availability and quality | Accessible full text with identifiable methods, evidence, or policy analysis | Duplicated, incomplete, or
methodologically opaque records | | Study | Context or focus | Principal evidence | Theme | | --- | --- | --- | --- | | Muammar (2019) | Elementary-school PPDB in Mataram | Limited understanding, technical obstacles, and weak socialization reduced acceptance. | Implementation | | Wianti (2019) | Elementary-school admission service | Administrative and technical service quality influenced user experience. | Service satisfaction | | Handani & Frinaldi (2020) | Zoning implementation in Padang | Compliance and public acceptance depended on implementation and communication. | Implementation | | Azizah & Untari (2021) | Public and private elementary schools | Schools adapted promotion and recruitment strategies under zoning. | Choice behavior | | Ningrum et al. (2022) | Parents' perspectives | Parents recognized equity and proximity benefits but reported restricted choice. | Benefits and objections | | Prestoroika et al.(2022) | Elementary-school zoning in Pontianak | Transparency, readiness, and technical processes remained implementation challenges. | Implementation | | Salim & Nora (2022) | Elementary-school admissions in Matur | Zoning reduced favorite-school stigma but shifted parents toward pragmatic local choices. | Choice behavior | | Putra et al. (2023) | Public-service implementation in Badung | Information clarity and service procedures shaped satisfaction. | Service satisfaction | | Study | Context or focus | Principal evidence | Theme | | --- | --- | --- | --- | | Saadah et al. (2023) | Admission policy and education quality | Uneven school quality limited the equity effects of admissions reform. | Educational equity | | Werdiningsih (2023) | Parents and schools | Perceptions varied with understanding, local school quality, and implementation experience. | Contextual variation | | Robertson et al.(2022) | Underserved families navigating school enrollment | Personalized support and trusted relationships were more useful than impersonal information dashboards. | Information equity | | Perry et al. (2022); Lubienski et al.(2022) | International school-choice and segregation literature | Geography and market mechanisms can reproduce social sorting when access and school quality are unequal. | Structural equity |

FAQs

What time period and educational level does the review cover?

The review uses topic-specific analytical sources from 2019–2025 and focuses on elementary or compulsory-school admission, excluding higher-education admissions without relevance to school zoning.

Which factors most influence parental satisfaction and acceptance?

Included studies emphasize implementation quality, administrative and technical service standards, transparency, communication, and the clarity of information and procedures.

How does zoning affect equity and school-choice behavior?

Zoning can reduce stigma toward preferred schools, but it may still limit choice for some families; uneven school quality can weaken equity effects, while geography and market mechanisms may reproduce social sorting.

Sep 2, 2026

Upload by Aria