








Purpose In Arizona's mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and "high-performing" Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders' decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition.
