Research shows charter schools are more segregated by race and class than are traditional public schools. I investigate an underexamined mechanism for this segregation: Charter schools project identities corresponding to parents’ race- and class-specific parenting styles and educational values. I use computational text analysis to detect the emphasis on inquiry-based learning in the websites of all charter schools operating in 2015–16. I then estimate mixed linear regression models to test the relationships between ideological emphasis and school- and district-level poverty and ethnicity. I thereby transcend methodological problems in scholarship on charter school identities by collecting contemporary, populationwide data and by blending text analysis with hypothesis testing. Findings suggest charter school identities are both race and class specific, outlining a new mechanism by which school choice may consolidate parents by race and class—and paving the way for behavioral and longitudinal studies. This project contributes to literatures on school choice and educational stratification.

研究表明，与传统的公立学校相比，特许学校在种族和班级上的隔离程度更高。我研究了这种隔离机制的一个未得到充分审查的机制：特许学校的项目身份与父母的种族和班级特定的父母养育方式以及教育价值观相对应。我使用计算文本分析来检测2015-16年度所有运营的特许学校网站中对基于查询的学习的重视。然后，我估计混合线性回归模型以测试意识形态重点与学校和地区级贫困与种族之间的关系。因此，我通过收集当代人群数据，并将文本分析与假设检验相结合，克服了关于特许学校身份的奖学金方法论问题。研究结果表明，特许学校的身份既是种族又是阶级的，这勾勒出一种新的机制，通过这种机制，学校的选择可以通过种族和阶级巩固父母，并为行为和纵向研究铺平道路。该项目为有关学校选择和教育分层的文献做出了贡献。