K-12 School Choice: Academics May Cause Families to Consider Leaving, but Climate Pushes Them Out the Door

A new national survey of K-12 families conducted by Sogolytics finds that the reasons families consider leaving a school differ from the reasons they enroll in a new school system. Data reveals that perceptions of education quality lead families to explore other options, but relationships and climate determine whether they follow through and leave. 

Among families who said they had considered leaving their current school, the top reasons were education quality (32%), class sizes (29%), safety (27%), school climate concerns and bullying (27%), and a specific incident at school (23%). Education quality sat at the top of the list of triggers that prompt families to look around. 

However, among those who had already decided to leave, the decision was driven by situational and relational factors: a specific incident at school (42%), concerns about school climate (37%), and family relocation (32%). Education quality, the leading reason families begin considering other options, dropped off the list. 

This data suggests wavering confidence in education quality opens the door and gets families comparing options. A negative experience with climate, safety, or a specific incident is what moves them through it. 

Key Findings  

• 87% of families who are considering another school district are exploring options that do not require opting into a private or religious school. Overall, 39% considered another public district, 29% considered homeschool, 25% considered online schooling, 16% considered private-religious schools, and 14% considered private non-religious schools. 
• In states with universal school choice funding, 36% of families say public funding meaningfully expanded their education options, and 45% report their family does not receive public funding at all. 
• School climate factors outrank education quality factors on family importance ratings, with safety and family communication tied for first at 88%, and strong education quality and rigor coming in seventh at 84%. 
• Public school families at their assigned district have the strongest committed base; 63% report no consideration of leaving, roughly 20 points higher than any other school type. 
• Families in English Language Learner programs are the highest attrition-risk cluster in the study: only 28% say they are not considering another school, and 29% have either applied to an alternative or decided to leave. 

The District Next Door May Be Your Real Competitor 

48% of parents considered another school in the past 12 months, and 11% seriously considered leaving. The top three alternatives families considered were another public district (39%), homeschool (29%), and online (25%). Charter, parochial, and non-parochial private schools were named less often, at 10%, 16%, and 14% respectively. 

Universal Choice Has Not Yet Changed Behavior 

In states that have adopted universal school choice funding, 36% of families say school choice funding expanded their education options, 18% say it has not really changed things, and 45% say their family does not receive public funding at all. Policy expansion has not translated into broad adoption yet, giving district leaders a working window to strengthen the case for their district before more families begin utilizing available funding. 

Climate Factors Outrank Academic Ones on Family Importance 

When asked what matters most in evaluating school fit, families put climate factors above academic ones. Safety and family communication tied for first at 87.6% each, followed by support for individual learning needs (87.5%), mental health support (87.1%), responsiveness to family input (87.1%), and trust in leadership (86.3%). Strong academic performance and rigor came in seventh at 84.3%. Small class sizes landed last at 70.8%. 

Results suggest that academic reputation functions mainly as an entry point to the decision, not the closing argument. A family unhappy about a bullying incident or a breakdown in trust with school staff is unlikely to be retained by a higher proficiency percentage. 

The Feedback Loop That Predicts Departure 

One of the sharpest findings involves how families engage before they leave. In the past 12 months, 79% of committed families have provided some form of input to their school. Among families who had already decided to leave, that figure was 100%. Every departing family in the sample communicated first, through a survey, email, board meeting, or conversation with a teacher. The share who disagreed that their school had acted on family input climbed from 19% among committed families to 26% among those who had decided to leave. Departing families engaged more and were more likely to walk away without confirmation that their input mattered. 

ELL Families Are the Largest Attrition-Risk Cluster 

Families whose student is in an English Language Learner program are the most likely to be exploring other schooling options. Only 28% say they are not at all considering another school, the lowest of any subgroup. 14% report they are likely to leave, and 15% have already applied to an alternative or decided to go. This may suggest that families of ELL students feel less confident that the school is adequately serving their children.  

About the Study 

The Family Priorities in School Choice and Satisfaction report is based on a national survey of 534 U.S. parents and guardians of K-12 students, conducted by Sogolytics through a managed consumer panel aligned with U.S. Census demographics. The instrument covered eight domains including enrollment decision factors, school climate and culture, school safety, family and school communication, family voice and input, trust in leadership, retention and exit intent, and awareness of school choice options in the family's state. 

This is an independent Sogolytics study. It was not commissioned, funded, or reviewed by any school district, state education agency, advocacy organization, or third party. 

The findings represent Sogolytics’ analysis and are provided for informational purposes only. They are not intended as policy advice or as an endorsement of any specific school, district, or education program.