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This contribution is based on comparative case studies of secondary schools in England, the Netherlands and Scotland. The authors conclude that although opportunities for school choice are offered in a formal sense in each of the locations studied, in certain cases choice is not particularly encouraged. In order to explain this disparity between formal education policy and actual school choice, they identified seven areas of friction which determine school choice. This approach allowed a more detailed and accurate view of the operation of school choice on a local, day-to-day basis. Active or passive discouragement of choice became apparent in factors such as availability of transport and information; bureaucratic procedures; strictly enforced admission criteria; and lack of educational diversity.

Current British educational developments related to market forces and school choice are examined in terms of educational demand, supply side characteristics, and the regulatory structure of choice. Results from panel study interviews in England and Scotland suggest that concerns about increased inequality among secondary schools are justified, especially in England. (Contains 25 references.) (Author/SV)