ERIC Number: ED377587
Record Type: RIE
Publication Date: 1992
Choice in Public Education.
Young, Timothy W.; Clinchy, Evans
There has been much recent debate in both educational and political circles about the utility of choice as a means of improving the educational system. This book argues that any discussion of choice must address choice in public schools. The book is organized into seven chapters. Chapter 1 provides an overview of choice in public education, including the arguments for choice and descriptions of the various choice options. Three necessary components of education reform are identified--diversity, autonomy, and equity. Chapter 2 reviews the research on public school choice and identifies effective choice options and plans currently in practice. A controlled-choice program within an alternative/magnet school is advocated. Chapters 3-5 include case studies of three school districts--Richmond, California; Lowell, Massachusetts; and Montclair, New Jersey--that have implemented choice programs with varying degrees of success. Chapter 6 details a step-by-step planning process for parents and school professionals interested in implementing systemwide choice in their local school districts. Chapter 7 concludes with an examination of the future of choice in public education and a discussion of the larger issue of school improvement and educational reform. Appendices contain samples of a parent and professionals survey, a controlled-admissions and transfer policy, information on creating a parent-information center, and a planning form. (Contains 100 references.) (LMI)
Descriptors: Access to Education, Diversity (Institutional), Educational Equity (Finance), Elementary Secondary Education, Equal Education, Policy Formation, Program Implementation, Public Education, School Choice, School District Autonomy, School Restructuring
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3200-1; hardcover: ISBN-0-8077-3201-X).
Publication Type: Books; Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A