The global trend toward parental school choice in recent decades has inspired growth in the body of research focusing on school place allocation. The academic debate relating to school place allocation revolves between the concepts of freedom of choice and equality of opportunity: egalitarian thinkers tend to oppose, while liberal thinkers tend to promote parental school choice. Studies suggest that parental school choice is heavily influenced by social background (Gewirtz et al. 1995) and, consequently, may lead to socially more segregated schools (Söderström & Uusitalo 2010). At the same time, catchment areas in socially segregated neighbourhoods may also lead to socially segregated schools.
While most countries are following either a catchment area or school choice principle, in most cases both geographic location and parental choice is influencing the school place allocation process. As an example, primary school place allocation in Germany has been determined by catchment areas (van Ackeren 2006). Nonetheless, since 1949, parents in Berlin have the possibility to choose another school. In 2012, a third of all new Berlin primary school pupils did not attend their catchment area school (Vieth-Entus 2012), suggesting that the possibility of parental school choice undercuts the allocation through catchment area. Consequently, this present study aims to investigate the concurrency and also the practical interplay of both catchment areas and primary school choice in the case of Berlin.
Additionally, while existing research on school choice has mainly focused on the perspective of parents or the overall implications of school choice for efficiency or social justice (e.g. Gorard et al. 2003; Vincent et al. 2010), this study takes a different approach by examining the actual “doing” of school place allocation. Hereby, it particularly focuses on the local interpretation of school choice legislations, as reported by political actors. In doing so, it provides insights into a policy process which has often remained a black box in school choice research.
As Wiborg & Larsen (2017) show for Denmark, local politicians frequently bypass the school choice imperative by the national government and instead actively form socially integrated catchment areas, changing their boundaries and, if necessary, limiting parental school choice. Similarly, in Berlin, the twelve local school department heads are responsible for primary school place allocation defining the shape of their schools' catchment areas. This gives them, in theory, a certain influence on shaping the allocation process. Comparing three different districts of Berlin, this study comparatively investigates to what extent this political influence is used.
Finally, despite its single case focus, the study also has important implications for international and comparative educational research. The study investigates the tension in school place allocation between freedom of choice and equality of opportunity, present in most education systems around the world. How the political actors navigate between these concepts and how they use different allocation strategies to pursue their objectives can inform the international debate.