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ERIC Number: ED483727
Record Type: Non-Journal
Publication Date: 2004-Apr
Pages: 23
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: N/A
Innovation and Accountability: Vouchers, Charters, and the Florida Virtual School. Policy Brief.
Hacsi, Timothy A.
Education Policy Studies Laboratory, Arizona State University College of Education
In the last half-decade Florida has been in tune with, or on the cutting edge of, several national trends in education. Florida has a comprehensive testing program, and has created a range of options for students who seem to be poorly served by traditional public schools. Three Florida programs provide scholarships or vouchers to children from failing schools, to those from low-income families, and to those with disabilities. Florida has also created a large number of charter schools and developed the most extensive "virtual" school in the nation. For 2 decades, ever since the publication of "A Nation at Risk" in 1983, school reform has been a widely discussed social and political issue. In recent years, much of the energy of school reform has been expended in one of two areas: designing and implementing high-stakes testing, and creating alternatives to public schools that are publicly funded yet free of at least some of the rules and apparatus that control public schools. This brief will focus on the second of these trends: relatively independent attempts to use public funding to provide more autonomous and effective schooling. Supporters advance two separate arguments in favor of these approaches: (1) they give parents new options for the education of their children; and (2) though competition, they spur traditional public schools to improve.
Education Policy Studies Laboratory, Division of Educational Leadership and Policy Studies, College of Education, Arizona State University, P.O. Box 872411, Tempe, AZ 85287-2411. Tel: 480-965-1886; Fax: 480-965-0303; e-mail: epsl@asu.edu; Web site: http://edpolicylab.org.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State Univ., Tempe. Education Policy Studies Lab.