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ERIC Number: ED498852
Record Type: Non-Journal
Publication Date: 2002
Pages: 4
Abstractor: ERIC
Reference Count: N/A
The Voucher Debate after "Zelman v. Simmons-Harris": The Need to Focus on Core Education Issues. Policy Briefs: Education Reform. Volume 2, Number 1
Fiske, Edward B.; Ladd, Helen F.
Center for Child and Family Policy, Duke University (NJ1)
The decision of the U.S. Supreme Court in "Zelman v. Simmons-Harris" will significantly alter debate over national education policy in the U.S., mainly because vouchers have suddenly become a more realistic political option. Until June 27, 2002, the day the high court issued its ruling, it was possible in to dismiss voucher proposals out of hand. Why invest money or energy in a scheme that would most likely be deemed unconstitutional? But such easy victories for opponents of vouchers are now a thing of the past. With the constitutionality issue resolved, voucher proponents are likely to go on the offensive and push for such schemes on a variety of educational and other grounds. Indeed, pro-voucher legislation is already being unwrapped and introduced at both the state and national levels. Proponents and opponents alike will now find themselves debating head-on the core policy issues raised by voucher proposals rather than the peripheral one of whether they could pass judicial muster. As this debate intensifies, it is important to keep clear heads about what these core policy issues are. In this policy brief, the authors discuss the various agendas surrounding vouchers, address the question of whether or not voucher programs raise student achievement, and review U.S. evidence from voucher experiments. (Contains 14 endnotes.) [This brief was produced by the Center for Child and Family Policy, Duke University, Terry Sanford Institute of Public Policy.]
Center for Child and Family Policy, Duke University. 257 Sanford Institute of Public Policy, Box 90264, Durham, NC 27708-0264. Tel: 919-613-7319; Fax: 919-681-1533; e-mail:; Web site:
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy.
Identifiers - Location: United States