ERIC Number: ED441905
Record Type: Non-Journal
Publication Date: 2000-Mar
Reference Count: N/A
The Continuing Struggle of African Americans for the Power To Make Real Educational Choices.
Fuller, Howard L.
This paper discusses the struggle of African Americans for more educational options (a battle also faced by other racial and ethnic groups). The debate is about who should have the primary power to determine where low-income, mostly African American students should attend school. The fundamental problem is that parents without the power to make educational choices lack an indispensable tool for helping their children secure an effective education. The paper reviews the struggle of African Americans for expanded educational opportunity; defines the educational crisis facing African Americans, who increasingly see the existing system of public schools as failing their children; and explains the double standard of those who value their own power to make educational choices but diminish its importance for low-income parents. It also uses Milwaukee's experience since 1976 with forced choice and since 1990 with real choice to describe how programs supposedly meant to expand choices for African Americans in fact denied them real choice and how tax-supported education vouchers have given real choice to thousands of low-income, predominantly African American families. The paper summarizes distortions that voucher opponents use to discredit this option. (Contains 40 references.) (SM)
Descriptors: Access to Education, Black Students, Educational Opportunities, Educational Vouchers, Elementary Secondary Education, Equal Education, Low Income Groups, Parent Empowerment, Private Schools, Public Schools, School Choice
Marquette University, Office of Research, 2025 North Summit Avenue, Suite 101, Milwaukee, WI 53202. Tel: 414-765-0691; Fax: 414-765-1271.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Marquette Univ., Milwaukee, WI. Institute for the Transformation of Learning.