Sigal R. Ben-Porath and Michael C. Johanek
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780226619460
- eISBN:
- 9780226619774
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226619774.003.0001
- Subject:
- Education, Philosophy and Theory of Education
Debates about school choice fail to recognize the policy’s long history in the US dating back to the early days of the republic. This book recognizes that choice among schools has always been ...
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Debates about school choice fail to recognize the policy’s long history in the US dating back to the early days of the republic. This book recognizes that choice among schools has always been available to many American parents, and argues that understanding choice today requires an examination of the choices available, how these vary, and how we regulate who has which choices in today’s mixed schooling field. Analyzing school choice requires attention to the increasing role of business and philanthropic interests in the provision of schooling. The introduction summarizes the current landscape of school choice, highlighting how American parents exercise school choice today, including residential mobility, open enrollment, private schools, magnet schools, charter schools, homeschooling and vouchers. Some of these dominate current public debate about school choice, but they are not necessarily accessible to most families. This helps frame the question of who has the authority to make decisions on children’s education, and what norms and values inform these decisions? While the book focuses primarily on the schooling system in the US, many of the questions explored are relevant to debates in other countries, especially regarding school reform, privately-managed schools, and the provision of public schooling by private companies.Less
Debates about school choice fail to recognize the policy’s long history in the US dating back to the early days of the republic. This book recognizes that choice among schools has always been available to many American parents, and argues that understanding choice today requires an examination of the choices available, how these vary, and how we regulate who has which choices in today’s mixed schooling field. Analyzing school choice requires attention to the increasing role of business and philanthropic interests in the provision of schooling. The introduction summarizes the current landscape of school choice, highlighting how American parents exercise school choice today, including residential mobility, open enrollment, private schools, magnet schools, charter schools, homeschooling and vouchers. Some of these dominate current public debate about school choice, but they are not necessarily accessible to most families. This helps frame the question of who has the authority to make decisions on children’s education, and what norms and values inform these decisions? While the book focuses primarily on the schooling system in the US, many of the questions explored are relevant to debates in other countries, especially regarding school reform, privately-managed schools, and the provision of public schooling by private companies.
Rajashri Chakrabarti and Paul E. Peterson (eds)
- Published in print:
- 2008
- Published Online:
- August 2013
- ISBN:
- 9780262033763
- eISBN:
- 9780262270113
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033763.001.0001
- Subject:
- Economics and Finance, Econometrics
Public–private partnerships in education exist in various forms around the world, in both developed and developing countries. Despite this, and despite the importance of human capital for economic ...
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Public–private partnerships in education exist in various forms around the world, in both developed and developing countries. Despite this, and despite the importance of human capital for economic growth, systematic analysis has been limited and scattered, with most scholarly attention going to initiatives in the United States. This book helps to fill the gap, bringing together recent studies on public–private partnerships in different parts of the world, including Asia, North and South America, and Europe. These initiatives vary significantly in form and structure, and the book offers not only comprehensive overviews (including a cross-country analysis of student achievement) but also detailed studies of specific initiatives in particular countries. Two chapters compare public and private schools in India, and the relative efficacy of these two sectors in providing education. Others examine the use of publicly funded vouchers in Chile and Colombia, reporting promising results in Colombia but ambiguous findings in Chile; and student outcomes in publicly funded, privately managed schools (similar to American charter schools) in two countries: Colombia’s “concession schools” and the United Kingdom’s City Academies Programme. Taken together, these studies offer insights for scholars, practitioners, and policymakers into the purposes, directions, and effects of different public–private educational initiatives.Less
Public–private partnerships in education exist in various forms around the world, in both developed and developing countries. Despite this, and despite the importance of human capital for economic growth, systematic analysis has been limited and scattered, with most scholarly attention going to initiatives in the United States. This book helps to fill the gap, bringing together recent studies on public–private partnerships in different parts of the world, including Asia, North and South America, and Europe. These initiatives vary significantly in form and structure, and the book offers not only comprehensive overviews (including a cross-country analysis of student achievement) but also detailed studies of specific initiatives in particular countries. Two chapters compare public and private schools in India, and the relative efficacy of these two sectors in providing education. Others examine the use of publicly funded vouchers in Chile and Colombia, reporting promising results in Colombia but ambiguous findings in Chile; and student outcomes in publicly funded, privately managed schools (similar to American charter schools) in two countries: Colombia’s “concession schools” and the United Kingdom’s City Academies Programme. Taken together, these studies offer insights for scholars, practitioners, and policymakers into the purposes, directions, and effects of different public–private educational initiatives.
