This article analyzes the stratification critique of school choice. The stratification critique consists of several key claims, some supporting evidence, and a loose set of assumptions and inferences usually left implicit. Limitations of the critique include rarely treating stratification as a complex multidimensional phenomenon; insufficient recognition that stratification is widespread in school districts, whether or not they have school choice; and the idea that from a policy standpoint, the decision is not between school choice and an ideal nonstratified state. One must weigh the stratification consequences of different policies, and these consequences must be viewed in relation to other policy goals and values. This article argues for clearer terminology, better indexes, and more explicit comparative frames of references in theory and research on school choice and stratification.
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