<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valant, Jon</style></author><author><style face="normal" font="default" size="100%">Walker, Brigham</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Setting Priorities in School Choice</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2025-10-08 10:56:19</style></date></pub-dates></dates><elocation-id><style  face="normal" font="default" size="100%">0124-13347R2</style></elocation-id><doi><style  face="normal" font="default" size="100%">10.3368/jhr.0124-13347R2</style></doi><volume><style face="normal" font="default" size="100%"></style></volume><issue><style face="normal" font="default" size="100%"></style></issue><abstract><style  face="normal" font="default" size="100%">Even in cities with expansive school choice reforms, historically disadvantaged groups of students enroll in substantially lower-performing schools than their peers. We examine this phenomenon in New Orleans, focusing on the applications that families submit and the placements that result. We find large gaps in the types of schools that families request. Additionally, when Black and White (and poor and nonpoor) families request the same first-choice school for kindergarten, White and nonpoor families are more likely to receive those placements. This results from student priorities in the system’s placement algorithm. We examine these priorities and simulate placements under different policies.</style></abstract></record></records></xml>