ERIC Number: ED352727
Record Type: RIE
Publication Date: 1992
School Choice. A Special Report with a Foreword by Ernest Boyer.
Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
Issues in the current school choice debate are addressed in the seven chapters of this report. Chapter 1 offers definitions of the various types of choice and a review of literature. Chapter 2 presents findings of interviews with 1,000 parents of children attending public schools, students, teachers, administrators, and state officers from 50 states. Although the data indicate that school choice, especially districtwide programs, can stimulate school renewal, choice alone is unlikely to renew the nation's schools. Chapter 3 describes three district choice programs cited as successful: those in East Harlem in New York City; Cambridge, Massachusetts; and Montclair, New Jersey. The fourth chapter examines the problems and successes experienced by various state choice programs. Statewide programs often fail to provide equal access, effective outreach, and fair funding. The Milwaukee program, the only publicly financed private-school choice plan, is described in chapter 5. A conclusion is that the program has failed to demonstrate that vouchers can, in and of themselves, spark school improvement. Chapter 6 proposes a search for common ground in the highly polarized choice debate. The final chapter advocates following the American tradition of focusing not just on the empowerment of individuals, but also on the building of community. Eleven tables, chapter endnotes, and an index are included. Appendices contain survey results and technical notes. (LMI)
Descriptors: Access to Education, Educational Vouchers, Elementary Secondary Education, Equal Education, Nontraditional Education, Private School Aid, Program Evaluation, School Choice, School Districts, State Programs
California/Princeton Fulfillment Services, 1445 Lower Ferry Road, Ewing, NJ O8618.
Publication Type: Reports - Research; Reports - Descriptive
Education Level: N/A
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.