This study examined why some low-income families in the Central Florida area made particular school choices for their children. Specifically, this study aimed to understand why families living in poverty selected their zoned public school as their first choice as an educational pathway for their children. This study is significant because understanding how and why families make school choices allows educational stakeholders to provide more equitable circumstances for students and families living in poverty. Qualitative data collection methods revealed that families recognized the advantages and disadvantages of their choices, but ultimately selected a zoned public school for their children as the best option. A primary finding from this study revealed that families valued teachers over any other resource available in the school. This study is unique because families living in poverty are often under-represented in studies involving school choice. Recommendations that could improve upon this study may include the involvement of more participants from different regions.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Curriculum and Instruction
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Hales, Kelly, "Exploring the Reasons Why Some Low-income Families of School-aged Children May Choose Zoned Public Schools" (2021). Electronic Theses and Dissertations, 2020-. 874.