ERIC Number: ED453308
Record Type: RIE
Publication Date: 2001-May
An Evaluation of the Children's Scholarship Fund.
Peterson, Paul E.; Campbell, David E.
This paper presents first-year results of an evaluation of a Children's Scholarship Fund (CSF) program which provided scholarships enabling low-income families nationwide to send their K-8 children to private schools of their choice. Families won scholarships through a lottery. Telephone surveys of parents/caretakers of children who took advantage of the CSF scholarships were conducted at the end of the first school year in which the scholarships were used. The survey examined level of satisfaction with the school, reasons for choosing the school, experiences with the school, and family background. Families of students not offered the scholarship were also surveyed. Private school parents were more satisfied with the quality, environment, and location of the school than were public school parents. Discipline problems, including fighting, gangs, racial conflict, and drugs, were less common within the private schools. Private schools generally had fewer facilities and programs and were smaller than public schools. Private school parents felt that teachers were more respectful towards them and their children. Public schools had higher populations of minority students. Both public and private school parents had similar levels of participation in school activities and conferencing with teachers. Families offered scholarships were more likely to report that academic quality and religious considerations were the most important reason for choosing the school. (SM)
Descriptors: Educational Environment, Elementary Secondary Education, Low Income Groups, Parent Attitudes, Private School Aid, Private Schools, Scholarships, School Choice, Surveys, Urban Schools
Taubman 306, Kennedy School of Government, 79 J.F.K. Street, Harvard University, Cambridge, MA 02138. Tel: 617-495-7976 or 617-495-8312; Fax: 617-496-4428; Web site: http://www.ksg.harvard.edu/pepg/.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Harvard Univ., Cambridge, MA.