Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0002
- Subject:
- History, British and Irish Modern History
This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent ...
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This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent model of schooling in France.Less
This chapter discusses the development of girls' schools in England and France. Topics covered include the emergence of a domestic model of schooling in England and the consolidation of a convent model of schooling in France.
André Elias Mazawi
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195369212
- eISBN:
- 9780199871179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195369212.003.0011
- Subject:
- Religion, Religion and Society, Islam
This chapter is concerned with the debates and media constructions on the schooling of Muslim youth in France. First, it positions these debates in relation to the shifting bases of political power ...
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This chapter is concerned with the debates and media constructions on the schooling of Muslim youth in France. First, it positions these debates in relation to the shifting bases of political power under the Fifth Republic. Second, it examines media constructions of Muslim youth in the larger debates on integration, social diversity, and multiculturalism. Third, it examines initiatives to establish Muslim schools over the backdrop of shifting class stratification and marked spatial segregation of the city and the suburbs. Fourth, it positions the founding of Muslim private schools over the larger backdrop of European political integration and the emergence of a “European space” of praxis in relation to which new forms of citizenship and political action are possible. The concluding section offers a reflection on the role schooling plays in constructing competing notions of Muslim youth within the larger context of a “transnational European” space.Less
This chapter is concerned with the debates and media constructions on the schooling of Muslim youth in France. First, it positions these debates in relation to the shifting bases of political power under the Fifth Republic. Second, it examines media constructions of Muslim youth in the larger debates on integration, social diversity, and multiculturalism. Third, it examines initiatives to establish Muslim schools over the backdrop of shifting class stratification and marked spatial segregation of the city and the suburbs. Fourth, it positions the founding of Muslim private schools over the larger backdrop of European political integration and the emergence of a “European space” of praxis in relation to which new forms of citizenship and political action are possible. The concluding section offers a reflection on the role schooling plays in constructing competing notions of Muslim youth within the larger context of a “transnational European” space.
Karthik Muralidharan and Michael Kremer
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.003.0005
- Subject:
- Economics and Finance, Econometrics
This chapter presents results from a nationally representative survey of rural private primary schools in India conducted in 2003. Twenty-eight percent of the population of rural India has access to ...
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This chapter presents results from a nationally representative survey of rural private primary schools in India conducted in 2003. Twenty-eight percent of the population of rural India has access to fee-charging private schools in the same village, while richer states have fewer rural private schools. States, districts, and villages with poor public school performance are each more likely to have private schools. Nearly 50 percent of the rural private schools in the author’s sample were established five or fewer years before the survey, and nearly 40 percent of private school enrollment is in these schools. This suggests a rapid expansion of private schooling, although it could also, in part, reflect turnover among schools in the sector. The chapter aims to show that private fee-charging schools play a significant role in the primary education sector even if primary education policy in developing countries is focused on increasing the resource base and the number of government-run schools.Less
This chapter presents results from a nationally representative survey of rural private primary schools in India conducted in 2003. Twenty-eight percent of the population of rural India has access to fee-charging private schools in the same village, while richer states have fewer rural private schools. States, districts, and villages with poor public school performance are each more likely to have private schools. Nearly 50 percent of the rural private schools in the author’s sample were established five or fewer years before the survey, and nearly 40 percent of private school enrollment is in these schools. This suggests a rapid expansion of private schooling, although it could also, in part, reflect turnover among schools in the sector. The chapter aims to show that private fee-charging schools play a significant role in the primary education sector even if primary education policy in developing countries is focused on increasing the resource base and the number of government-run schools.
Ross McKibbin
- Published in print:
- 1998
- Published Online:
- September 2011
- ISBN:
- 9780198206729
- eISBN:
- 9780191677298
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206729.003.0006
- Subject:
- History, British and Irish Modern History, Social History
This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider ...
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This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider society. It looks at the comparative failure of technical education, the function of intelligence testing, and the beginnings of the movement for comprehensive schooling. It also assesses the degree to which, if at all, education promoted social mobility. The discussion suggests that there were few things in England less class-neutral than its educational system, or more problematic than social mobility. The history of English education in these years is a history of failure. Even though the state became more active in the educational system, the hopes which animated the 1918 and 1944 legislation — for a national, democratic, and technically effective system — were not achieved.Less
This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider society. It looks at the comparative failure of technical education, the function of intelligence testing, and the beginnings of the movement for comprehensive schooling. It also assesses the degree to which, if at all, education promoted social mobility. The discussion suggests that there were few things in England less class-neutral than its educational system, or more problematic than social mobility. The history of English education in these years is a history of failure. Even though the state became more active in the educational system, the hopes which animated the 1918 and 1944 legislation — for a national, democratic, and technically effective system — were not achieved.
Douglas A Hicks
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195337174
- eISBN:
- 9780199868407
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337174.003.0009
- Subject:
- Religion, Religion and Society
Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the ...
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Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the basics of religious identities. This chapter asserts that citizens must learn to listen to one another’s stories, to share their own, and to find areas of both agreement and disagreement. Religious literacy can happen through formal civic education, which can be part of teaching about religion in public schools, private schools, and higher education. As a comparison to the U.S., the chapter analyzes how religion is taught in public schools in Spain. The chapter also considers religion and the media, and asserts that journalists can play a role in promoting public understanding of religion in its diverse forms.Less
Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the basics of religious identities. This chapter asserts that citizens must learn to listen to one another’s stories, to share their own, and to find areas of both agreement and disagreement. Religious literacy can happen through formal civic education, which can be part of teaching about religion in public schools, private schools, and higher education. As a comparison to the U.S., the chapter analyzes how religion is taught in public schools in Spain. The chapter also considers religion and the media, and asserts that journalists can play a role in promoting public understanding of religion in its diverse forms.
Michelle A. Purdy
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469643496
- eISBN:
- 9781469643519
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469643496.003.0100
- Subject:
- History, African-American History
This chapter discusses the book’s central arguments. This book contends that the lines between public and private blurred as private schools became focal points of policy and spaces to avoid public ...
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This chapter discusses the book’s central arguments. This book contends that the lines between public and private blurred as private schools became focal points of policy and spaces to avoid public school desegregation during the mid-twentieth century. Leaders of independent schools also blurred notions of public and private as they responded to multiple historical, political, social, and economic factors. The first black students to desegregate schools like Westminster in Atlanta were born and raised in the decade after the Brown v. Board of Education decision. This history posits that they courageously navigated such schools, drawing on their experiences in southern black segregated communities and in southern black segregated schools. Consequently, by virtue of their presence and actions, the first black students, including Michael McBay, Malcolm Ryder, Jannard Wade, and Wanda Ward, informed and influenced the Westminster school culture as it underwent institutional change. This narrative more forthrightly positions historically white elite schools or independent schools in the racial school desegregation narrative and contributes to an expanding understanding of black educational experiences in the third quarter of the twentieth century. While an institutional history, this book also chronicles, simultaneously, how the National Association of Independent Schools (NAIS) considered and advanced a focus on the recruitment of black students.Less
This chapter discusses the book’s central arguments. This book contends that the lines between public and private blurred as private schools became focal points of policy and spaces to avoid public school desegregation during the mid-twentieth century. Leaders of independent schools also blurred notions of public and private as they responded to multiple historical, political, social, and economic factors. The first black students to desegregate schools like Westminster in Atlanta were born and raised in the decade after the Brown v. Board of Education decision. This history posits that they courageously navigated such schools, drawing on their experiences in southern black segregated communities and in southern black segregated schools. Consequently, by virtue of their presence and actions, the first black students, including Michael McBay, Malcolm Ryder, Jannard Wade, and Wanda Ward, informed and influenced the Westminster school culture as it underwent institutional change. This narrative more forthrightly positions historically white elite schools or independent schools in the racial school desegregation narrative and contributes to an expanding understanding of black educational experiences in the third quarter of the twentieth century. While an institutional history, this book also chronicles, simultaneously, how the National Association of Independent Schools (NAIS) considered and advanced a focus on the recruitment of black students.
Chester E. Finn and Andrew E. Scanlan
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691178721
- eISBN:
- 9780691185828
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691178721.003.0011
- Subject:
- Education, Higher and Further Education
This chapter examines how elite private schools rejected the Advanced Placement (AP) program. Advanced Placement emerged in large part from the labors of a small cadre of representatives from ...
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This chapter examines how elite private schools rejected the Advanced Placement (AP) program. Advanced Placement emerged in large part from the labors of a small cadre of representatives from privileged private schools and colleges. A one-line version of its original mission was to ease the transition of high achievers from prep schools into Ivy League institutions and colleges, giving those kids a leg up—literally “advanced placement”—on their baccalaureate studies based on college-level work that they completed during high school. Today, AP can be found in many places and, while solid scores on its exams still denote serious academic accomplishment in high school, that is no longer exceptional. One need not enroll in a posh prep school to participate in AP. What does this mean for elite private schools? In practice, it means that a handful of them have in various ways distanced themselves from AP—and their number is likely to grow, albeit in slightly hypocritical fashion. At the postsecondary level, it means that selective colleges, again mainly the private kind, are making it harder to earn credit via AP exams—and much harder to shorten one's time to degree.Less
This chapter examines how elite private schools rejected the Advanced Placement (AP) program. Advanced Placement emerged in large part from the labors of a small cadre of representatives from privileged private schools and colleges. A one-line version of its original mission was to ease the transition of high achievers from prep schools into Ivy League institutions and colleges, giving those kids a leg up—literally “advanced placement”—on their baccalaureate studies based on college-level work that they completed during high school. Today, AP can be found in many places and, while solid scores on its exams still denote serious academic accomplishment in high school, that is no longer exceptional. One need not enroll in a posh prep school to participate in AP. What does this mean for elite private schools? In practice, it means that a handful of them have in various ways distanced themselves from AP—and their number is likely to grow, albeit in slightly hypocritical fashion. At the postsecondary level, it means that selective colleges, again mainly the private kind, are making it harder to earn credit via AP exams—and much harder to shorten one's time to degree.
W. Bentley MacLeod and Miguel Urquiola
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226078687
- eISBN:
- 9780226078854
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226078854.003.0007
- Subject:
- Education, Educational Policy and Politics
Friedman (1962) suggested that unfettered markets generally ensure efficient provision of goods and services. Applying this logic to education, he recommended that students be provided vouchers to ...
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Friedman (1962) suggested that unfettered markets generally ensure efficient provision of goods and services. Applying this logic to education, he recommended that students be provided vouchers to purchase schooling in a free market. Hoxby (2002) agrees, and suggests that more choice increases school productivity. This chapter discusses the evidence in this area, concluding that competition has more mixed and modest impact than expected. This should not be surprising, since economic theory on incentives and incomplete contracts (beginning with contributions from the 1950s) leads to more nuanced expectations. An examination of the incentives faced by schools, parents, and students yields predictions that are broadly consistent with the evidence, and suggests little reason to expect that school choice will dramatically improve test scores. The chapter describes a simple model that illustrates this point and implies that elements of market design might be necessary to ensure that competition enhances educational performance.Less
Friedman (1962) suggested that unfettered markets generally ensure efficient provision of goods and services. Applying this logic to education, he recommended that students be provided vouchers to purchase schooling in a free market. Hoxby (2002) agrees, and suggests that more choice increases school productivity. This chapter discusses the evidence in this area, concluding that competition has more mixed and modest impact than expected. This should not be surprising, since economic theory on incentives and incomplete contracts (beginning with contributions from the 1950s) leads to more nuanced expectations. An examination of the incentives faced by schools, parents, and students yields predictions that are broadly consistent with the evidence, and suggests little reason to expect that school choice will dramatically improve test scores. The chapter describes a simple model that illustrates this point and implies that elements of market design might be necessary to ensure that competition enhances educational performance.
Michelle A. Purdy
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469643496
- eISBN:
- 9781469643519
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469643496.001.0001
- Subject:
- History, African-American History
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the ...
More
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.Less
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
Lois Weis, Kristin Cipollone, and Heather Jenkins
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226134895
- eISBN:
- 9780226135083
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226135083.003.0005
- Subject:
- Education, Secondary Education
This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and ...
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This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and their parents explicitly intend to use elite private schools for social and economic advancement. However, unlike privileged parents in both affluent public and elite privates who have consciously engaged the preparation and packaging of their children with an eye towards competitive college admissions since they were very young, low-income Black parents operate from a different structural location and accompanying set of perspectives. As data make clear, both parents and children conceptualize attendance at elite, private, secondary institutions as constituting an escape from poverty and a virtually guaranteed opportunity to enter the four-year (in contrast to two-year) postsecondary sector, a sector to which they do not see themselves as having access had they remained in under-resourced, predominantly Black and Latino urban public schools. In this chapter, we also highlight the unintended consequences of facially neutral policies and practices embedded within elite private schools.Less
This chapter focuses on the college-related experiences and practices of low-income Black students in elite private secondary schools. Like other groups in such schools, low-income Black students and their parents explicitly intend to use elite private schools for social and economic advancement. However, unlike privileged parents in both affluent public and elite privates who have consciously engaged the preparation and packaging of their children with an eye towards competitive college admissions since they were very young, low-income Black parents operate from a different structural location and accompanying set of perspectives. As data make clear, both parents and children conceptualize attendance at elite, private, secondary institutions as constituting an escape from poverty and a virtually guaranteed opportunity to enter the four-year (in contrast to two-year) postsecondary sector, a sector to which they do not see themselves as having access had they remained in under-resourced, predominantly Black and Latino urban public schools. In this chapter, we also highlight the unintended consequences of facially neutral policies and practices embedded within elite private schools.
Christina de Bellaigue
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199289981
- eISBN:
- 9780191710995
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199289981.003.0009
- Subject:
- History, British and Irish Modern History
This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the ...
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This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the development of women's education between 1800 and 1867. Over half a century before the establishment of government-sponsored forms of female secondary education, the schools that emerged on both sides of the Channel were providing formal secondary instruction for a large proportion of middle-class girls, reinforcing the notion that female education was important and necessary.Less
This chapter presents a synthesis of discussions in the preceding chapters. It shows that in both England and France, private lay boarding schools for girls played a more significant part in the development of women's education between 1800 and 1867. Over half a century before the establishment of government-sponsored forms of female secondary education, the schools that emerged on both sides of the Channel were providing formal secondary instruction for a large proportion of middle-class girls, reinforcing the notion that female education was important and necessary.
Natalie G. Adams and James H. Adams
- Published in print:
- 2018
- Published Online:
- September 2019
- ISBN:
- 9781496819536
- eISBN:
- 9781496819581
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496819536.003.0010
- Subject:
- History, American History: 20th Century
This chapter suggests that the establishment of private segregationist academies throughout the state was the ultimate form of white resistance to school desegregation. In some school districts, the ...
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This chapter suggests that the establishment of private segregationist academies throughout the state was the ultimate form of white resistance to school desegregation. In some school districts, the entire white, school-age population left the public schools in the first few years of desegregation, never to return. However, the varied responses to private schools also demonstrates that the white community was not unified or homogeneous in its beliefs about race, the role of public schools for a strong community, or the personal choices parents should make on behalf of their children's education. Indeed, the public–private school debate divided the white community in some towns, leaving severed friendships and church divisions in its wake.Less
This chapter suggests that the establishment of private segregationist academies throughout the state was the ultimate form of white resistance to school desegregation. In some school districts, the entire white, school-age population left the public schools in the first few years of desegregation, never to return. However, the varied responses to private schools also demonstrates that the white community was not unified or homogeneous in its beliefs about race, the role of public schools for a strong community, or the personal choices parents should make on behalf of their children's education. Indeed, the public–private school debate divided the white community in some towns, leaving severed friendships and church divisions in its wake.
Thomas J. Nechyba
- Published in print:
- 2003
- Published Online:
- February 2013
- ISBN:
- 9780226355337
- eISBN:
- 9780226355344
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355344.003.0006
- Subject:
- Economics and Finance, Behavioural Economics
This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system ...
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This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system realistically before attempting to predict the effects of school choice, and provides evidence on the link between housing and school consumption and the impact that private schools can have by severing this link. The analysis reveals that under the most pessimistic assumptions, increasing school choice may lead to surprisingly small declines in average public school quality and in the overall level of inequality in the system, whereas it may yield substantial gains under more optimistic assumptions.Less
This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system realistically before attempting to predict the effects of school choice, and provides evidence on the link between housing and school consumption and the impact that private schools can have by severing this link. The analysis reveals that under the most pessimistic assumptions, increasing school choice may lead to surprisingly small declines in average public school quality and in the overall level of inequality in the system, whereas it may yield substantial gains under more optimistic assumptions.
Geeta G. Kingdon
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.003.0006
- Subject:
- Economics and Finance, Econometrics
This chapter illustrates the lack of available data that impedes the analysis of education in India in general, and of private and public schools in particular. In spite of recent developments in the ...
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This chapter illustrates the lack of available data that impedes the analysis of education in India in general, and of private and public schools in particular. In spite of recent developments in the education sector, the official data collection exercise on schools still only collects information on the so-called “recognized” schools. Large numbers of private schools are left out of the official data, as many of them are “unrecognized.” The first section of the chapter presents evidence on the relative sizes of private, aided, and government schooling sectors in India. The second section examines the relative effectiveness and per-pupil costs of private and public schools in India, and the final section discusses India’s experience with public–private partnerships in education.Less
This chapter illustrates the lack of available data that impedes the analysis of education in India in general, and of private and public schools in particular. In spite of recent developments in the education sector, the official data collection exercise on schools still only collects information on the so-called “recognized” schools. Large numbers of private schools are left out of the official data, as many of them are “unrecognized.” The first section of the chapter presents evidence on the relative sizes of private, aided, and government schooling sectors in India. The second section examines the relative effectiveness and per-pupil costs of private and public schools in India, and the final section discusses India’s experience with public–private partnerships in education.
Emily Van Dunk and Anneliese M. Dickman
- Published in print:
- 2003
- Published Online:
- October 2013
- ISBN:
- 9780300099423
- eISBN:
- 9780300127973
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300099423.001.0001
- Subject:
- Sociology, Education
This book refocuses the debate about school choice programs in America, with a non-partisan assessment of the nation's largest and longest-running private school voucher program—the high-profile ...
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This book refocuses the debate about school choice programs in America, with a non-partisan assessment of the nation's largest and longest-running private school voucher program—the high-profile Milwaukee experiment—and finds that the system undercuts the promise of school choice. The book argues that the Milwaukee experiment has not resulted in the one element necessary for school choice to be effective: an accountability system in which good schools thrive and poor schools close. It shows that most ingredients of a robust market are missing. Well-informed consumers (parents) are not the norm. State fiscal incentives are counterproductive and competition among public and choice schools is difficult to discern. The book concludes that school choice could succeed if certain conditions were met, and they offer guidelines to strengthen accountability and repair the voucher system.Less
This book refocuses the debate about school choice programs in America, with a non-partisan assessment of the nation's largest and longest-running private school voucher program—the high-profile Milwaukee experiment—and finds that the system undercuts the promise of school choice. The book argues that the Milwaukee experiment has not resulted in the one element necessary for school choice to be effective: an accountability system in which good schools thrive and poor schools close. It shows that most ingredients of a robust market are missing. Well-informed consumers (parents) are not the norm. State fiscal incentives are counterproductive and competition among public and choice schools is difficult to discern. The book concludes that school choice could succeed if certain conditions were met, and they offer guidelines to strengthen accountability and repair the voucher system.
Thomas J. Nechyba
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.003.0003
- Subject:
- Economics and Finance, Econometrics
This chapter provides an overview organized around four types of competitive advantages that can explain the existence of private schools. First, private schools enjoy greater resource ...
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This chapter provides an overview organized around four types of competitive advantages that can explain the existence of private schools. First, private schools enjoy greater resource efficiency—that is, they may be more effective at translating dollars into outcomes valued by parents. Second, private schools are able to serve niche markets by more effectively targeting their pedagogical approach to the needs of particular subsets of families. Third, private schools derive an advantage from positive peer effects by skimming the cream of students. Finally, private schools allow parents to unbundle schooling and housing choices within a metropolitan area. The chapter begins with an overview of the complexity faced by education policy makers and the resulting complexity of an economic approach to analyzing the policy makers’ problem. The advantages mentioned above are also related to the benefits and costs of mobilizing the private sector.Less
This chapter provides an overview organized around four types of competitive advantages that can explain the existence of private schools. First, private schools enjoy greater resource efficiency—that is, they may be more effective at translating dollars into outcomes valued by parents. Second, private schools are able to serve niche markets by more effectively targeting their pedagogical approach to the needs of particular subsets of families. Third, private schools derive an advantage from positive peer effects by skimming the cream of students. Finally, private schools allow parents to unbundle schooling and housing choices within a metropolitan area. The chapter begins with an overview of the complexity faced by education policy makers and the resulting complexity of an economic approach to analyzing the policy makers’ problem. The advantages mentioned above are also related to the benefits and costs of mobilizing the private sector.
Cristian Bellei
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.003.0008
- Subject:
- Economics and Finance, Econometrics
This chapter puts a critical eye on the available research about whether Chilean students attending private schools obtain larger learning outcomes than their peers studying at public schools. Chile ...
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This chapter puts a critical eye on the available research about whether Chilean students attending private schools obtain larger learning outcomes than their peers studying at public schools. Chile constitutes a paradigmatic case in the debate about the relative efficacy of private and public schools, and research on its experience might shed light on such a controversy. The chapter begins with a brief description of Chilean education, then reviews the research on the systemic effects of school choice on private versus public schools’ effectiveness. An analysis of some key methodological issues that account for the contrasting findings of previous research is presented, along with a description of the data used. Empirical evidence of the consequences of the identified methodological limitations are also provided. Finally, the main conclusions in the chapter are summarized by elaborating an interpretative hypothesis and stating some educational policy implications.Less
This chapter puts a critical eye on the available research about whether Chilean students attending private schools obtain larger learning outcomes than their peers studying at public schools. Chile constitutes a paradigmatic case in the debate about the relative efficacy of private and public schools, and research on its experience might shed light on such a controversy. The chapter begins with a brief description of Chilean education, then reviews the research on the systemic effects of school choice on private versus public schools’ effectiveness. An analysis of some key methodological issues that account for the contrasting findings of previous research is presented, along with a description of the data used. Empirical evidence of the consequences of the identified methodological limitations are also provided. Finally, the main conclusions in the chapter are summarized by elaborating an interpretative hypothesis and stating some educational policy implications.
Lois Weis, Kristin Cipollone, and Heather Jenkins
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226134895
- eISBN:
- 9780226135083
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226135083.003.0004
- Subject:
- Education, Secondary Education
Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in ...
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Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in secondary school, and the ways in which they approach the process of preparing for college applications and admissions. We follow the students through the college application process in a highly detailed manner, with specific attention paid to all college related activities, including the work of the school counselors with regard to the top 20 percent of students in the class. In this chapter, we argue that the differences in class work that exist between parents and students in chapters 3 and 4 are tied to distinct differences in the discursive and material practices that become normative in a particular school sector. In the case at hand, differentially located parents and students (those in elite/affluent private versus elite/affluent public secondary schools) conceptualize and enact noticeably different “class work” at the point of college admissions, even though parent SES is largely comparable. Parents in the NAIS school more heavily monitor the college application process and students and parents constantly self-assess in order to select the “right” postsecondary destination.Less
Chapter 4 picks up the same set of questions as chapter 3 among students and parents in a NAIS co-educational day school, tracing how students and parents enact and conceptualize their work in secondary school, and the ways in which they approach the process of preparing for college applications and admissions. We follow the students through the college application process in a highly detailed manner, with specific attention paid to all college related activities, including the work of the school counselors with regard to the top 20 percent of students in the class. In this chapter, we argue that the differences in class work that exist between parents and students in chapters 3 and 4 are tied to distinct differences in the discursive and material practices that become normative in a particular school sector. In the case at hand, differentially located parents and students (those in elite/affluent private versus elite/affluent public secondary schools) conceptualize and enact noticeably different “class work” at the point of college admissions, even though parent SES is largely comparable. Parents in the NAIS school more heavily monitor the college application process and students and parents constantly self-assess in order to select the “right” postsecondary destination.
Gilbert Mitullah Omware
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447337638
- eISBN:
- 9781447337676
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447337638.003.0003
- Subject:
- Education, Educational Policy and Politics
This chapter examines Kenya's current approach to the regulation of low-fee private schools amid the tension between conceiving of education as a commodity provided for profit — where rules of the ...
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This chapter examines Kenya's current approach to the regulation of low-fee private schools amid the tension between conceiving of education as a commodity provided for profit — where rules of the market determine growth and development — and conceiving of education as a fundamental right that the state must fulfil for every person in its jurisdiction. In Kenya, the contextual term for ‘low-fee’ private schools is ‘APBET’ schools (Alternative Provision of Basic Education and Training), after the 2009 APBET Policy. The Kenyan government still does not know exactly how many APBET schools operate in the country and therefore cannot adequately regulate them. As demonstrated by the fragmentation in the regulation of these schools, it reveals that there is a need to consolidate the incorporation, registration, licensing, and taxation regimes to ensure a uniform approach to law and policy on low-fee private schools. As such, a comprehensive overhaul of the regulation of APBET schools is required.Less
This chapter examines Kenya's current approach to the regulation of low-fee private schools amid the tension between conceiving of education as a commodity provided for profit — where rules of the market determine growth and development — and conceiving of education as a fundamental right that the state must fulfil for every person in its jurisdiction. In Kenya, the contextual term for ‘low-fee’ private schools is ‘APBET’ schools (Alternative Provision of Basic Education and Training), after the 2009 APBET Policy. The Kenyan government still does not know exactly how many APBET schools operate in the country and therefore cannot adequately regulate them. As demonstrated by the fragmentation in the regulation of these schools, it reveals that there is a need to consolidate the incorporation, registration, licensing, and taxation regimes to ensure a uniform approach to law and policy on low-fee private schools. As such, a comprehensive overhaul of the regulation of APBET schools is required.
Anjini Kochar (ed.)
- Published in print:
- 2002
- Published Online:
- February 2013
- ISBN:
- 9780226454528
- eISBN:
- 9780226454542
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226454542.003.0008
- Subject:
- Economics and Finance, International
This chapter investigates the supply-side factors that influence the decision to extend children's school attendance to longer periods. The differential effect of school quality on households from ...
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This chapter investigates the supply-side factors that influence the decision to extend children's school attendance to longer periods. The differential effect of school quality on households from different socioeconomic backgrounds indicates that low school quality may increase inequality in schooling attainment. It also provides evidence of the correlation between schooling inequality and governmental investments in the schooling sector. Educationally backward households and regions pay the costs of poor school quality to a far greater extent than do better-schooled households. Furthermore, data shows that states spending relatively more on schooling have experienced more rapid growth in private school enrollments. Low school quality affects poorer households, characterized by low levels of parental schooling. A decrease in regulation may promote the growth of private schools.Less
This chapter investigates the supply-side factors that influence the decision to extend children's school attendance to longer periods. The differential effect of school quality on households from different socioeconomic backgrounds indicates that low school quality may increase inequality in schooling attainment. It also provides evidence of the correlation between schooling inequality and governmental investments in the schooling sector. Educationally backward households and regions pay the costs of poor school quality to a far greater extent than do better-schooled households. Furthermore, data shows that states spending relatively more on schooling have experienced more rapid growth in private school enrollments. Low school quality affects poorer households, characterized by low levels of parental schooling. A decrease in regulation may promote the growth of private schools.
