Gill, Brandi. Student Achievement Comparison between Traditional Schools and Schools of Choice: A Quantitative Study, (under the direction of Theodore Kaniuka, Ed.D) This study provides a detailed review of school choice literature nationally and within the state of North Carolina. The literature revealed limited studies focused on school choice and student achievement using North Carolina's elementary students as a population. This study aimed to describe the differences in elementary student achievement levels and growth scores among school types. The school types included charter and magnet schools as Schools of Choice (SoC) and Traditional Public Schools (TPS). Four research questions guided this study and included the following components: to what degree is there a statistically significant difference in scale scores (growth) and achievement levels (proficiency) on the North Carolina End of Grade Reading and Math assessments between elementary students attending SoC and TPS? The study incorporated rational choice theory (RCT) as the theoretical framework to assist with conceptualizing the decision-making process in school choice, considering the assumptions underlining RCT, which include but are not limited to; individualism, preference, and social networks. The results of this research study can to inform school officials on student achievement, policymakers on school expansion, and federal agencies on school funding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]