Getting quality education has a high value that cannot be overemphasized. The training demand entails the supply: private schools open in addi- tion to the conventional public schools; the extra-institutional training

(in the format of home education) grows in popularity (Vachkova, & Fedorovskaya, 2022). During the pandemic and lockdown, families revalued their attitude when pa- rents came closer to the academic process. When difficulties arose, a part of parents began plunging into the academic process more actively and look for new ways and tools of getting education that would meet the family values and goals (Nekhorosheva, 2022).

Given a vast variety of educational institutions, the selection of school for ente- ring the first form or for transfer if training in the chosen school is not satisfactory becomes a major challenge.

Theoretical analysis

The literary analysis suggests that there are numerous factors influencing the choice of the educational institution for children to study, adjustment of the educa- tional strategy and changing the school.

The most popular school choice factors may be divided into two categories: those related to the family features, parental particular features and those determined by the educational situation in the country and city of residence.

The family's socio-economic position is the most basic family feature that influences the possibility of choosing the educational institution (Parker, Cook, & Pet- tijohn, 2008; Bukhari, & Randall, 2009; Andersson, Цsth, & Malmberg, 2010; Do- mina, Penner, & Penner, 2021; Kuyvenhoven, & Boterman, 2021; Wilson, & Bridge, 2019). Higher-income parents usually have more resources at their disposal to address the problem of a more suitable education for children. The same-income families choose similar schools, and thus the socio-economic status of the family is maintained (Prieto et al., 2019). The low-income families have limited choice options and, more often than not, are governed by the cheapness principles, select the closest schools irrespective of their rating, reputation, and the education quality (Rohde et al., 2019). Transportation costs often become an obstacle for choosing schools outside the wal- king distance from home (Calsamiglia, Fu, & Gьell, 2020). The selection of a neigh- borhood school is also relevant for children attending the primary school (Bosetti, 2004; Nekhorosheva, Alekseycheva, & Kravchenko, 2021; Dixon, & Humble, 2017). Parents in higher-income families process the information on schools more thorough- ly and take more steps to analyze and verify the information (Erickson, 2017).

Parents with higher education also select the school more thoughtfully (Bukhari, & Randall, 2009; Sikkink, & Schwarz, 2018). As for education, parents also tend to take their personal school training experience into account and to select private schools if they regard their education experience in a public school as unsuccessful and unsatisfactory or if they have positive experience of studies in a private school (Bukhari, & Randall, 2009). Families where parents have a higher cultural and social capital may think about changing the school more often, especially if they receive information on more advantageous education options or failed attempts at getting to more prestigious schools (Pavlenko, & Dementeva, 2022). The cultural capital is highly relevant in choosing the school: studies suggest that migrant families have difficulties in looking for information for making a balanced decision (Wao et al., 2017; Trevena, McGhee, & Heath, 2015).

Non-employed parents, more often mothers, pay more attention to education of their children and to choosing the school, in particular, by searching information on schools more actively (Bukhari, & Randall, 2009).

The correlation between the prestige of the district the family resides in and the qua- lity of education provided by educational institutions located there occupies a separate place in the school choice studies. Higher-income families live and choose schools in pres- tigious districts; middle-class families may put children to better schools, if they have financial resources, but lower-income families are often limited in their choice of schools and tend to choose from the ones in the neighborhood. Many studies point to the direct correlation: parents regard schools in prestigious districts as more attractive (Domina, Penner, & Penner, 2017; Kuyvenhoven, & Boterman, 2021; Sikkink, & Schwarz, 2018; Wilson, & Bridge, 2019). This, in turn, may lead to selection of the migration strategy into more prestigious districts of the city or preservation of the residential and educational address that freezes the educational inequality in the city.

The second relevant category of factors that are important for families choo- sing the school are the factors determining the educational situation the parents take into account in making decision.

High achievements of current schoolchildren and their academic progress (Bukhari, & Randall, 2009; Ruijs, & Oosterbeek, 2019), subjective assessment of edu- cation quality (Talance, 2020; Prieto et al., 2019; Bukhari, & Randall, 2009; Erickson, 2017), the contents of academic curricula (Hill, 2018), level of preparation for the next education stages (Bukhari, & Randall, 2009) prove to be important for parents. sociological study education

Parents pay much attention to the school's reputation (Brown, & Makris, 2018), quality of communication with the administration (Goldring, & Phillips, 2008; Hill, 2018), school discipline, number of students and the ethnic composition, ad- vanced studies of the necessary subjects (Domina, Penner, & Penner, 2017; Prieto et al., 2019) and the equipment available at school (Bukhari, & Randall, 2009). The team of teachers, the opportunities of purposeful development of the child's talents and skills are relevant for parents focusing on selection of a private school (Dukhanina et al., 2019; Kalimullin, Yungblud, & Khodyreva, 2016; Shaidullina et al., 2015; Sakhieva et al., 2015; Masalimova, & Sabirova, 2014).

Materials and methods

The study goal was to investigate into the factors that influence the parental choice of the main general education strategy for their children in the context of the development of the social infrastructure of the city.

The study object are parents of children attending 1-11 forms and residing in 12 Administrative Districts of Moscow. The study subject is the parental strategy of getting school education by children in 1-11 forms.

Information collection methods:

1) desk study: creation of an overview of foreign sources, as part of which the school selection strategies were analyzed;

2) questionnaire survey of 10,081 parents. Study sampling:

Sampling for questionnaire survey: targeted, cluster-based.

Parents of 2 categories (the “training format” category) were invited to take part in the study purposefully: those whose children attend

1) Moscow public schools,

2) those whose children attend any alternative educational format (online training, family training, family school, etc.).

Schools were selected based on territorial location: 12 Administrative Districts/ at least 5 districts/ at least 2 schools from each district.

Results and discussion

Females (93,4 %) and males (6,6 %) took part in the survey.

The respondents' distribution by administrative division is as follows: in the South Western (14,9 %), Southeastern (12,5 %), and Eastern (12,3 %) Administrative Districts.

Table 1 / Taблица 1

Distribution of the sample by administrative division (%) Распределение выборки по административному делению (%)

The sampling population comprised parents whose children attend neighbor- hood schools (84,1 %) and schools in different districts (15,5 %). Parents of pri- mary school (41,6 %, 1-4 forms), basic school (17,2 % and 25,2 %, 5-6 forms and 7-9 forms, respectively) and secondary school (16,2 %, 10-11 forms) students took part in the survey.

Table 2 / Taблица 2

Distribution of a sample of parents by educational attainment of their children (%) Распределение выборки родителей по уровням образования их детей (%)

To describe the obtained sociological survey data, we determined the factors that influence the school choice by parents:

1) public and alternative schools;

2) Administrative Districts (hereinafter, AD);

3) school's location;

4) education levels;

5) satisfaction with the education quality;

6) plans to change the educational organization.

1. Public and alternative schools

The analysis of obtained data demonstrates that the South Western Administra- tive District is the leader by the number of parents from private schools (27,5 %) out of 12 Administrative Districts of Moscow. Half of parents (50 %) of private school students transport their children to the educational institution to a district other than their residential district.

In the “private schools” category, there are 80 % parents of whom at least one underwent any training (courses, workshops, secondments) during the last two years. This parameter is lower, at 62,5 %, in public schools.

The involvement of the older generation (grannies/grandpas) in education and training of children from a public school is 41,3 %. This indicator ranges from 17,4 to 35 % in alternative schools.

By assessing the income level, 23 % families with children studying in a public school indicated that their income is sufficient and they even save money, whereas the percentage of such families is lower in private schools, at 17,5 %. Money is mostly sufficient in most of the families (62,5 %) where children study in private schools but they do not manage to save money.

74,7 % families whose children go to a public school spend up to RUB 20,000/ month on training (up to RUB 5,000, up to RUB 10,000, and up to RUB 20,000, 21,8 %, 27,5 %, and 25,4 % families, respectively). The education spendings in 60 % families where children attend private schools range from RUB 40,000 and often exceed RUB 60,000 (up to RUB 50,000 -- 12,5 %, up to RUB 60,000 -- 7,5 %, and RUB 60,000+ -- 40 %) (Fig. 1).

When asked about the amount spent on all types of the child's education, 30 % parents from the Private School category answered “it was too high”. 22,9 % children from public schools and just 5 % children from private schools at- tend free study groups, study sections, studios, clubs. 42,5 % children from private schools and 30,3 % children from public schools attend paid study groups.

The parents were asked to evaluate the significance of factors when the school was selected. Many factors had the opposite or differing significance for parents of children attending the public and private school. The parents of children from private schools regard it as important/parents from public schools regard it as less important:

– the opportunity of personalized approach to the child's education, needs and interests (70-13 %);

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Fig. 1. Income levels of parents in private and public schools

Рис. 1. Уровень дохода родителей частных и государственных школ

– good psychological environment; positive relations among children, between teachers and students (52,5-27,2 %);

– development of the child's interests and inclinations (42,5-14,9 %);

– advanced studies of the necessary subjects (37,5-22,5 %);

– possibility of additional education (excursions, study groups, study sections) (35-27,8 %).

And on the contrary, the factors were important for parents with children at- tending the public school / less important for parents with children from the private school (see Fig. 2):

– it is the neighborhood school (43-7,5 %);

– school assigned to the registration address (29,6-10 %);

– free school (22-7,5 %);

– the child's elder brother / sister studied in the school (17,7-2,5 %);

– selection of a certain teacher (19,6-5 %).

Parents from private and public schools used different information sources to select the school or the training format (see Fig. 3).

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Fig. 2. Relevance of factors in parents' choice of school

Рис. 2. Значимость факторов при выборе школы родителями

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Fig. 3. Relevance of factors in parents' choice of school

Рис. 3. Значимость факторов при выборе школы родителями

As a result of survey, 80,1 % parents whose children study in a public school and 80 % parents of children from private schools evaluate the quality of the educa- tion their children receive as high and rather high.

In the opinion of 12,5 % parents of private school students, their children do not like to study in the selected educational institution, and 20 % families think about changing the private school but have not made the final choice of whether or not they will do that and what exactly a new educational institution will be.

78,7 % families do not plan to transfer their children from a public school. In the opinion of 7,8 % parents only, their children do not like to study in their school. Among the parents thinking about transferring their child from the selected school, 50 % parents whose children are from private schools are already investiga- ting into the options of replacing the educational institution or the education format. 32,3 % parents from public schools have these thoughts sometimes, and 22,5 % fami-

lies discuss this idea and make plans.

The most long-term plans (for 6 and more years) are made by the parents whose children study in a private school; they account for 27,5 %.

2. Administrative Districts

Most respondents (84,1 %) noted that children study in the district where they live. The majority of school children, 14,9 %, reside in the South Western Admi- nistrative District; this Administrative District is the leader in all levels of gene- ral education, from primary, secondary and basic. The primary school students are the most numerous in three Administrative Districts: South Western (6,0 %), Southeastern (5,5 %) and Eastern (5,3 %). The middle students are the most nume- rous in South Western, Eastern, and Western Administrative Districts (6,5 %, 6,1 % and 5,4 %). Senior students were most numerous in the South Western Administra- tive District, at 2,4 %, and in Southeastern, Eastern, and Northeastern Administrative Districts, at 1,9 % in each.'

3. School's location

The study findings suggest that the “Proximity to home -- remoteness from home” is one of the factors influencing the educational strategy selection.

There is also a connection between the choice of the school location and the fa- mily type: if there is a child (children) with a disability, such families more often select private educational institutions other than in the district where they reside (8,6 %); and this parameter is lower when a public school is chosen in the district of residen- ce (3,6 %). Here and hereinafter, as % of total respondents for each education level.

The respondents who chose “We belong to the low-income category” more of- ten select a neighborhood school (6,4 %) and chose a school in another district less frequently (4,9 %). As concerns the rest of parameters: “the single-parent family”, “a parent is disabled”, “a religious family”, “one or more parents are not Russian nationals”, “a family with a child/children under wardship / adoptive parents”, the parameters do not differ and are unrelated to the school's location.

More children live near the school (42,8 %) in the primary school and more children (42,8 %) live other than in the district where the school is located in the se- nior school: 28,1 %, 22,8 % in 7-9 forms and 10-11 forms, respectively (here and hereinafter, % of total respondents by location of school district and residential district) (Table 3).

Table 3 / Taблица 3

In which area is your child's school located -- is it in the same area where you live or in a different one (%)?

В каком районе располагается школа, где учится ваш ребенок, -- в том же, где вы живете, или в другом (%)?

Table 4 / Taблица 4

School choice indicators and their importance to respondents (Questionnaire question: “Why did you choose this school? What was most important to you at the time of choosing the school?”)

Показатели выбора школы и их важность для респондентов (Вопрос анкеты: «Почему вы выбрали эту школу?

Что было наиболее важным для вас на момент выбора школы?»)

One can conclude that the school's proximity, assignment in the registration address, qualified teachers, availability of study groups and good psychological en- vironment are important for the parents whose children study in the neighborhood. Teachers' qualification, psychological environment, advanced studies of the ne- cessary subjects, additional education and the school's high rating are important for parents whose children study far from home.

Table 5 / Taблица 5

Influence of information source on choice of school (Questionnaire question: “What sources did you use when choosing your school or study format?”)

Влияние источника информации на выбор школы (вопрос анкеты: «Какие источники вы использовали, когда выбирали школу или формат обучения?»)

“The advice of friends and acquaintances” was the main source of information about the school (neighborhood school -- 42,1 %; and far-away school -- 51 %). Such information sources as “Communication with schoolchildren or their pa- rents”, “Communication with teachers and school administration”, “Open door days in the school”, “School's websites” have different importance. The parameters differ, and this is due to the residence location and the educational institution proxi- mity, e.g. the information from current schoolchildren and parents is more relevant for parents whose children study in a neighborhood school, whereas the information from teachers and the school administration is more important for the respondents whose children study far from home.

When assessing the educational strategy, it was proposed to respondents to eva- luate the relevance of 29 indicators on a 5-score scale (from 1 to 5, where 1 is abso- lutely dissatisfied, 5 is absolutely satisfied). The most relevant indicators for parents are shown in the article.

The “Walking distance from home” indicator is closely connected with the school location (Table 6).

Table 6 / Taблица 6

Significance of the “Walking distance from home” indicator

Степень значимости показателя «Пешая доступность школы от дома» (%)

Table 7 / Taблица 7

Level of significance of the indicator “Extracurricular activities and events (excursions, festivals, conferences)”

Степень значимости показателя «Внеурочные занятия и мероприятия (экскурсии, фестивали, конференции)»

The level of significance of the indicator “Extracurricular activities and events (excursions, festivals, conferences)” is higher (61,2 %) for parents of children at- tending school in another district than for parents whose child attends a neighbor- hood school (53,3 %).

The same proportion of parameters is identified for other survey parameters:

– “Option to communicate with teachers” (other than in the district of school, 71,1 %; in the district of school, 65,9 %);

– “Children's subject skills” (other than in the district of school, 53,5 %, in the district of school, 46,8 %);

– “Administration openness to dialogue” (other than in the district of school, 67,9 %, in the district of school, 56,9 %);

– “Consultations for parents” (other than in the district of school, 62,5 %, in the district of school, 54,2 %);

– “Information value of the school's website” (other than in the district of school,

60.6 %, in the district of school, 58,3 %);

– “Project work for children” (other than in the district of school, 54,6 %, in the district of school, 46,9 %);

– “Option to develop a personalized curriculum that meets the child's needs and interests” (in the district where the school is not located -- 40,3 %; in the district where the school is located -- 32,9 %).

When asked: “Did the child go to a public school before entering your current (private) school?”, more than a half of respondents answered yes, and this parameter is much higher among the respondents whose children attend the school in another district (70 %) (Table 8).

Table 8 / Taблица 8

Distribution of respondents' answers to the question: “Before coming to your current school (private),

did your child go to public school?” Распределение ответов респондентов на вопрос:

«Прежде, чем прийти в вашу нынешнюю школу (частную),

ходил ли ваш ребенок в государственную школу?»

It was proposed to parents to evaluate several questions about the family spending on child's training. The educational spending of parents was the same. However, spen- ding is much higher among the respondents whose children study far from home -- these are transportation costs, 47,3 % (see Table 9).

4. Educational level of children

The analysis of obtained data demonstrated that the general education of children is a factor determining the educational strategy.

For example, depending on the education level, there are differences in the pa- rents' occupation: on the maternity leave there are 21,6 % parents of children from 1-4 forms, 17,4 % from 5-6 forms, 13,4 % from 7-9 forms,11,7 % from 10- 11 forms, respectively (see Table 10). Here and hereinafter, as % of total respondents for each education level.

Table 9 / Taблица 9

Parents' expenses related to their child's education (%) Расходы родителей, связанные с обучением ребенка (%)

Table 10 / Taблица 10

Dependence of general education level on the occupation of students' parents (%)

Зависимость уровня общего образования от рода деятельности родителей обучающихся (%)

Parents of pupils from 1-4 forms (46,6 %) and 5-6 forms (41,5 %) help in edu- cation and upbringing of children. Children from the basic (63,3 %) and seconda- ry (65,5 %) school are more independent from parents (Table 11).

The school remoteness from residence is not typical of families in all educa- tion levels of their children. However, a large percentage of the families residing

Table 11 / Taблица 11

Distribution of respondents' answers to the question: “Do your parents and/or your spouse's parents currently help in bringing up and educating children?” (%) Распределение ответов респондентов на вопрос:

«Помогают ли сейчас ваши родители и/или родители супруга (супруги) в воспитании и обучении детей?» (%)

in another district than the school's district is reported among families with students of 10-11 forms, 21,8 %; vs 12 % in 1-4 forms, 15 % in 5-6 forms, 17,3 % in --7-9 forms (Table 12).

Table 12 / Taблица 12

Distribution of respondents' answers to the question:

“In which district is your child's school located -- in the same district where you live or in another one?” (%)

Распределение ответов респондентов на вопрос:

«В каком районе располагается школа, в которой учится ваш ребенок, -- в том же, где вы живете, или в другом?» (%)

Different parameters influence the school choice by parents of children atten- ding 1-11 forms.

For instance, the following parameters are significant when the school is selected by the parents of children attending 1-11 forms:

– Neighborhood School (1-4 forms, 45,8 %; 5-6 forms, 46,5 %; 7-9 forms,

42,4 %), “qualified teachers” (10-11 forms, 44,1 %);

– “qualified teachers” (for 1-4 forms, 35.4 %; for 5-6 forms, 35.4 %; and for 7-9 forms, 36,7 %, respectively), “advanced studies of the necessary subjects” (for 10-11 forms, 37,1 %);

– “School assigned to the registration address” (for 1-4 forms, 33,1 %; for 5-6 forms, 29,7 %; and for 7-9 forms, 28,5 % respectively), “Good psychologi- cal environment, positive relations among children, between teachers and students” (for 10-11 form, 32,6 %);

– “there are different additional education options (excursions, study groups, study sections)” (for 1-4 forms, 30,0 %; and for 5-6 forms, 26,6 %; respectively),

“positive relations among children, between teachers and students” (for 7-9 forms, 26,7 %), “neighborhood school” (for 10-11 forms, 32,5 %);

– “we selected a particular teacher” (for 1-4 forms, 28,3 %), “good psycholo- gical environment, positive relations among children, between teachers and students” (for 5-6 forms, 20,5 %), “there are different additional education options (excursions, study groups, study sections)” (for 7-9 forms, 26,7 %), “the school prepares for final exams (basic state exam/ uniform state exam) well” (for 10-11 forms, 29,7 %).

The same information sources influence the school choice, and it is not related to children's education level (Table 13).

Table 13 / Taблица 13

Significance of information source for school choice according to children's education level (%)

Степень значимости источника информации при выборе школы в зависимости от уровня образования детей (%)

The parental evaluation of the children's education quality, depending on the general education level, seem to be interesting (Table 14).

Table 14 / Taблица 14

Parents' satisfaction with the quality of their children's education (%) Степень удовлетворенности родителями качеством образования детей (%)

The children's subject skills are very important, in the respondents' opinion, in the primary (56,3 %) and senior (44,5 %) school. The education quality is not a sig- nificant parameter for parents whose children are in the basic school: “4” in 5-6 forms (41,6 %), in 7-9 forms (39,2 %).

When evaluating the education quality (from 1 to 5, where 1 is absolutely dis- satisfied and 5 is fully satisfied), parents believe that such indicators as “Availability of literature, tutorials etc.”; “Opportunity to communicate with teachers”; “Walking distance from home” (Table 15) are important for their children.

Table 15 / Taблица 15

Significant indicators for parents in assessing the quality of their children's school (%)

Значимые показатели для родителей при оценке качества образования школы, в которой обучаются их дети (%)

Such indicator as “consultations for parents on the education of the child” are im- portant for parents whose children study in primary and senior school: for 1-4 forms, 60,8 %; for 5-6 forms, 48,1 %; 7-9 forms, 48,6 %; and for 10-11 forms, 59,2 %; re- spectively. The “number of students in class” is important for parents whose children study in senior school: for 1-4 forms, 48,6 %; for 5-6 forms, 49,7 %; for 7-9 forms, 49,5 %; for 10-11 forms, 57,9 %; respectively.

Parents of children at all educational levels evaluate the family income in the same way, by indicating that the “family has enough money but we do not manage to save money”: 1-4 forms, 55,5 %; 5-6 forms, 56,5 %; 7-9 forms, 53,5 %; 10-11 forms, 56,5 %. It is noteworthy that parents expressed an interesting opinion on their children's future. When evaluating the statements (degree of evaluation, where 1 is poor and 5 is good), most parents believe that “it is important for the child to enter the university after school”: for 1-4 forms, 61,2 %; for 5-6 forms, 60,1 %; for 7-9 forms, 59,2 %; for 10-11 forms, 63,9 %. The reduction in other indicators is demonstrated; a majority of parents assigned the score of 3 points (medium level) by the following parameters: “It is necessary for the child to get the profession that will help him/her earn money” and “To fit right in in life, rather than academic success, is important” (see Table 16).

Table 16 / Taблица 16

Respondents' assessment of statements about their children's future (%) Оценка респондентами утверждений о будущем своих детей (%)

5. Satisfaction with education quality

The findings of the study into the parents' satisfaction with the education quali- ty (Fig. 4) suggested that 82,7 % parents in the total sampling regard the quality of education their child is receiving as high, 14,1 % and 3,3 % as satisfactory and poor, respectively.

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Fig. 4. Parents' assessment of the quality of education (%)

Рис. 4. Оценка родителями качества образования (%)

To study the parental satisfaction with the children's subject skills, they were asked to evaluate this criterion on a 5-score scale, where 1 is absolutely dissatisfied and 5 is absolutely satisfied.

48,1 % of the total parental sampling are absolutely satisfied with the Child- ren's subject skills. 56,7 % parents believe the education quality is satisfactory and 33,5 % parents are absolutely dissatisfied with the Children's subject skills in individual subjects (Table 17).

Table 17 / Taблица 17

Parents' assessment of children's subject skills (%)

Оценка родителями качества подготовки детей по предметам (%)

6. Plans to change the educational organization

A majority of respondents (78 %) noted they did not plan to transfer their child to another school. 17 % parents stated their intention to change the educational organization and just 17 % parents and 5 % respondents found it difficult to answer. There is a link between the school location and the plans to change the school.

For example, 40 % of the parents who do not plan to change the school where their child studies noted that it is the neighborhood school and 28 % of them answered that this school was assigned to their registration address.

The South Western Administrative District is on top of the anti-rating of the parents who stated their intention to change the educational institution (16,9 %), Southeastern Administrative District ranks # 2 (13,8 %), and the Western Administrative District, # 3 (12,3 %). The Troitsky Administrative District is last (0,4 %).

The education quality and the attitude of children to school plays not an unim- portant part in the plans for the future. 43,9 % parents from the total sampling regard the education quality as satisfactory, and 86,6 %, as good. 95,5 % parents who regard the education quality as good noted that children certainly enjoy studies at school, whereas 27,5 % and 49,5 % parents who estimate the education quality as satisfactory and poor noted that their children do not certainly enjoy studies at school (see Fig. 5).

Discussions results

The following conclusions can be made based on the sociological study results and the descriptive analysis data. When parents select an educational institution for their children, they give preference to some particular school (public / private) based on the following factors:

– Administrative District;

– school's location;

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Fig. 5. Parents' perceptions of their children's attitudes towards school

Рис. 5. Представления родителей об отношении их детей к школе

–

– educational level of children (primary, basic and secondary education);

– education quality (availability of highly qualified teachers, availability of addi- tional courses and curricula, etc.).

For all parents when they chose the educational institution (“Why did you choose this school? What was the most important choice factor for you when you selected the school?”), the following parameters are important: “good psychological environ- ment, positive relations among children, between teachers and students”, “the school is free”, “the school assigned to the registration address”, “advanced studies of the neces- sary subjects”, “qualified teachers”, “neighborhood school”.

Such parameters as “teachers are experienced in training children with health limitations”, “it is possible to study online without attending the school”, “it is the only school in the district”, “inclusive education, the school meets the child's health status”, “the school proposed by the mos.ru service” are not important for parents.

The educational situation of the school choice depending on the Administrative District has the following particular features:

– “Neighborhood School”, “”School assigned to the registration address” are important for residents of such Administrative Districts as South Western, South- eastern, Southern, Eastern, Northern Administrative Districts;

– “qualified teachers”, for the Western, Eastern, Southeastern, and South Western Administrative Districts;

– “there are different additional education options (excursions, study groups, study sections)” - for the South Western Administrative District;

– “good psychological environment, positive relations among children, between teachers and students” - for the South Western Administrative District;

– “School assigned to the registration address” -- South Western Administra- tive District.

The educational situation depending on the school location has the following particular features:

– Common parameters, irrespective of the district where the school and the re- sidential building are located: “qualified teachers”, “availability of various additional education options for children (excursions, study groups, study sections)”, “good psychological environment, positive relations among children, between teachers and students”;

– if the school is located in the district where the child resides, the parameters of “neighborhood school” and “school assigned to the registration address” are important for parents;

– if the school is located other than in the child's residence district: “advanced studies of the necessary subjects”.

The educational situation depending on the general education level of children has the following particular features:

– common parameters for all children, irrespective of the education level, are: “school's proximity to home”, “qualified teachers”;

– In the parent's opinion, such parameter as “School assignment to the regist- ration address” influences the school choice for children studying in the primary and basic school (1-4 and 5-9 forms);

– the following factors are important for the primary school students: “we se- lected a particular teacher”, “good psychological environment, positive relations among children, between teachers and students”;

– For senior students (7-9 and 10-11 forms), the important factors are: “ad- vanced studies of the necessary subjects”, “good psychological environment, posi- tive relations among children, between teachers and students”.

The educational situation depending on the school type has the following parti- cular features:

– general indicators, irrespective of the education type (public / alternative): “qualified teachers”, “there are different options of additional education (excursions, study groups, study sections)”, “good psychological environment, positive relations among children, between teachers and students”;

– such parameters as the “neighborhood school”, “school assigned to the regist- ration address” are important for public school students;

– the following parameters are also important for private school students: “the possibility of personalized approach to the child's education, needs and inte- rests”, “development of the child's interests and inclinations”, “advanced studies of the necessary subjects”.

The educational situation depending on the education quality evaluation has the following particular features:

– Such parameter as “neighborhood school” is significant for all parents, irres- pective of the education quality evaluation;

– for parents who evaluated the school education quality as good (4 and 5 points) value the following parameters: “qualified teachers”, “there are different additional education options (excursions, study groups, study sections)”, “good psychological environment, positive relations among children, between teachers and students”;

– the following parameters were important for parents who evaluated the school education quality as satisfactory and poor (1 and 3 points): “school assigned to the registration address” and “the school is free”.

The educational situation depending on the parents' intention to transfer the child to another educational institution:

– the following parameters are significant for parents whose children study in public schools and alternative education institutions (16,4 % of total population) and who plan to transfer the child to another school: “neighborhood school”, “school assigned to the registration address”;

– The following parameters are significant for all parents (16,4 % of total population) who plan to transfer the child to a public school: “neighborhood school” and “school assigned to the registration address”, “it is free”, “we selected a particu- lar teacher”, “the elder brother/sister of the child studied in that school”;