Privatization and the History of Vouchers in Education. Three Educational Innovations. Private School Choice: Vouchers (today) Public School Choice: Charter Schools. Questions to Ask:. Who promotes these programs? What are the ideas that shape these innovations?
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
“Governments could require a minimum level of education which they could finance by giving parents vouchers redeemable for a specified maximum sum per child per year if spent on ‘approved’ educational services. Parents would then be free to spend this sum and any additional sum on purchasing educational services from an ‘approved’ institution of their choice.”
“The educational services could be rendered by private enterprises operating for profit or by non-profit institutions of various kinds. The role of the government would be limited to assuring that the schools met certain minimum standards such as the inclusion of a minimum common content in their programs, much as it now inspects restaurants to assure that they maintain minimum sanitary requirements.”
“Government has appropriately been concerned with widening the opportunity of young men and women to get professional and technical training, but it has sought to further this objective by the inappropriate means of subsidizing such education, largely in the form of making it available free or at a low price at governmentally operated schools.”
“Education vouchers are tuition certificates that are issued by the government and are redeemable at the school of the student’s choice. Their aim is to make the education system operate as much like a free market as possible.”
--Laura Hersh Salganik, “The Fall and Rise of Education Vouchers,” Teachers College Record (1981) 83:2.
“The push for school vouchers has created some strange bedfellows. Free marketers not known for their sensitivity to the plight of the poor find themselves allied with disadvantaged urban parents and community organizations that are simply fed up with the abysmal quality of the schools their children must attend. For [urban parents], vouchers loom as offering an escape hatch for at least some of their children.”
--Edward Fiske and Helen Ladd, “After Zelman: The Need to Focus on the Core Education Issues,” Teachers College Record (2002).
Headline in the Courier Post, Friday, February 11, 2005
Mainly the Black Ministers’ Council of New Jersey supported vouchers because of dissatisfaction with the local public school systems
Jon Chubb and Jonathan Kozol on school vouchers
“Fewer than 2,000 students are getting free outside tutoring this year in Philadelphia, although there are more than 110,000 children enrolled in underperforming schools that are required to offer this service.”
155 schools out of 267 schools fit the category of missing their academic improvement goals three years in a row.
In a 5-4 decision, on June 27, 2002, the US Supreme Court held that “neutral educational assistance programs that
. . . offer aid directly to a broad class of individual recipients defined without regard to religion” are constitutional.
No public funds should be used to support educational programs run by religious institutions, because it will pay for religious teaching: the covenant with Israel and Mosaic law, primacy of the Apostle Peter and the Papacy, truth of reformed Christianity, and revelation of the Prophet Mohammed.
Vouchers seem neutral in terms of student achievement, with no significant differences between voucher students and those who remain in public schools (from studies done of Cleveland, Dayton, Washington DC, New York City, Chile, and New Zealand voucher systems).
There is no strong evidence that vouchers promote educational innovation or the diffusion of best-practices management.
When faced with increased enrollment, schools tend not to expand, but choose their students for the spaces available, based on academic ability, test scores, discipline records, interviews with students and parents, and parents’ willingness to volunteer at the school.