ERIC Number: ED365751
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Voices on Choice: The Education Reform Debate.
Billingsley, K. L., Ed.
This collection presents a sampling of opinions of both proponents and opponents in the school choice debate from a variety of professional perspectives, including academics, bureaucrats, politicians, union leaders, economists, lawyers, parents, and activists. The following essays are included: (1) "School Choice Promotes Educational Excellence in the African American Community" (Polly Williams); (2) "Choice Will Devastate Urban Schools" (Maxine Waters); (3) "A Native American Perspective on Choice" (Ben Chavis); (4) "A Battle for the Soul of Public Education" (Warren Furutani); (5) The British Battle for Choice" (Terry Moe); (6) "A Worm in the Apple: How Vouchers Would Undermine Learning" (Delaine Eastin); (7) "The Wisconsin Choice Plan" (Clint Bolick); (8) "Proposition 174 Is Bad News for Children and Taxpayers" (California Teachers' Association); (9) "Education Reform through Choice" (William Bennett); (10) "Myths, Markets, and Schools" (John Mockler); (11) "The Real Issue" (Joseph P. Alibrandi); (12) "Vouchers: Not in the Public Interest" (Ralph Flynn); (13) "A Plan for Choice within Public Schools" (National Education Association); (14) "Can Education Reform Education?" (Wilbert Smith); and (15) "The Case for Choice" (Milton Friedman). (SLD)
Descriptors: American Indians, Black Students, Decision Making, Educational Attitudes, Educational Change, Educational Vouchers, Elementary Secondary Education, Excellence in Education, Free Choice Transfer Programs, Nontraditional Education, Private School Aid, Public Schools, School Choice, School Restructuring, Tax Credits, Urban Schools
Pacific Research Institute for Public Policy, 755 Sansome Street, San Francisco, CA 94111 (1-5 copies, $8.95 each; 5-9 copies, $6.95 each; 10-49 copies, $5.95 each; 50-99 copies, $3.95 each; 100+ copies, $2.95 each).
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A