ERIC Number: ED410342
Record Type: RIE
Publication Date: 1995-Sep
Reference Count: N/A
Where the Connoisseurs Send Their Children to School. Hudson Briefing Paper, Number 181.
Doyle, Denis P.
Teachers know more than anyone about what the schools are like, and public school teachers know best of all whether it is wise to send one's children to a public school. Data from the U.S. Census and other sources make it clear that, in the largest urban areas, public school teachers are more likely than the public at large to enroll their children in private schools. Overall, teachers are half again as likely to choose private schools for their children (17.1% as opposed to 13.1% of the general population), and in cities, teachers are two to three times as likely to choose private schools. Black teachers are more likely to choose private schools than white teachers, and Hispanic teachers use private schools more than nonHispanic teachers. However, in the nation outside the cities, public school teachers are somewhat less likely to choose private schools. Private school enrollments are largest in the cities for everyone, and teachers are not alone in their desire to remove their children from the public schools. If teachers and their organizations reject the schools in which they teach, on what basis should other parents, particularly the poor and dispossessed, be denied this option. By and large it is the poor who are forced into the country's worst public schools, those of the inner city. School choice should be supported because it is the right thing to do for all children. (Contains 11 tables.) (SLD)
Descriptors: Census Figures, Disadvantaged Youth, Elementary School Teachers, Elementary Secondary Education, Inner City, Minority Groups, Private Schools, Public Schools, School Choice, Secondary School Teachers, Tables (Data), Urban Schools
Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226; toll-free telephone: 1-800-HUDSON-0 ($1).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: Hudson Inst., Indianapolis, IN.