ERIC Number: ED276115
Record Type: RIE
Publication Date: 1984-May
Reference Count: 0
From Theory to Practice: Considerations for Implementing a Statewide Voucher System.
Doyle, Denis P.
This monograph analyzes trends in American educational philosophy and history in its proposal to implement an all-public statewide school voucher system. Following an introduction, section 1, "Alternative Voucher Systems," discusses three concepts: universal unregulated vouchers, favored by Milton Friedman; regulated compensatory vouchers, developed by Christopher Jencks; and "power-equalizing" vouchers. "Vouchers and Private Schools," section 2, raises the issue of religious schools. "The Administrative Dilemma in Vouchers for Private Schools," section 3, concludes that a system including religious schools is not feasible. The legal fate of vouchers depends upon the operative "child benefit" theory--that the purpose is to benefit the child, not the school. Section 4, "All-Public Vouchers," cites California as a likely candidate for a public model because of the centralization trend. Nationwide, the "excellence" movement expresses centralization, though local control remains a commitment. The trends are reconciled by state-funded vouchers with a statewide open enrollment system. A school would, as today, verify enrollment, and thereby earn its governmental income. Student mobility is handled by budgeting according to days attended. Equalizing school finance leads to free movement and dissolution of boundaries, permitting significant racial integration. Twenty-two endnotes are included. (CJH)
Descriptors: Educational Equity (Finance), Educational Finance, Educational Innovation, Educational Theories, Educational Trends, Educational Vouchers, Elementary Secondary Education, Expenditure per Student, Finance Reform, Free Choice Transfer Programs, Futures (of Society), Government School Relationship, Private Schools, Public Schools, State Programs, Student School Relationship
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Policymakers
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Sequoia Inst., Sacramento, CA.