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ERIC Number: ED449254
Record Type: Non-Journal
Publication Date: 2000-Dec-6
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reclaiming Our Schools: Increasing Parental Control of Education through the Universal Education Credit. Policy Analysis No. 388.
Olsen, Darcy Ann; Brouillette, Matthew J.
The universal education credit can ease the financial burdens placed on families seeking independent primary and secondary education for their children. This analysis explains how the universal education credit differs from other educational choice reforms, including vouchers and how it works with real families. The way in which state legislators can tailor the credit and the concerns and potential surrounding universal credits are also discussed. Like traditional education tax credits, the universal credit lets parents deduct a portion of schooling costs from their state tax bill. Unlike traditional credits, the universal education credit assists families with limited or no tax liability. Under this plan, any parent, individual taxpayer, or business can receive a dollar-for-dollar reduction in tax liability for money spent on tuition. The credit can be taken for up to one-half of the per pupil expenditure within the public schools. Benefits of the universal credit include: giving parents more control over their children's education by empowering them to select and pay for their children's schools; reducing financial penalties born by parents seeking independent schools; generating competition among schools; spurring improvements in independent and government schools; and raising scholarship funds for students in need. Criticisms of the credit question constitutional issues, social engineering, timing of tuition payments, and state control. (Contains 48 notes.) (SM)
Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($6). Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cato Inst., Washington, DC.