ERIC Number: ED530092
Record Type: Non-Journal
Publication Date: 2009-Apr-14
Abstractor: As Provided
Reference Count: 0
Review of "When Private Schools Take Public Dollars: What's the Place of Accountability in School Voucher Programs?"
House, Ernest R.
Education and the Public Interest Center
The Fordham Institute conducted a survey of experts who are advocates of private education, soliciting opinions about how private schools accepting public monies, such as from voucher programs, should be held accountable. The experts were in agreement that private schools should not accept regulation of their day-to-day operations, but disagreed among themselves whether to accept top-down standardized testing accountability. The Fordham researchers proposed a compromise position in which the more the private schools rely on public money, the more the schools should be subject to the same requirements as public schools. The Fordham study is a reasonable inquiry into the difficult area of private/public education ventures. Although the study does not arrive at a definitive position, it raises important issues about accountability in both private and public education. (Contains 2 notes.) [This paper reviews the following report: "When Private Schools Take Public Dollars: What's the Place of Accountability in School Voucher Programs?" (ED504651).]
Descriptors: Expertise, Private Education, Private Schools, Standardized Tests, Accountability, Educational Vouchers, Public Education, Educational Finance, Testing, Educational Indicators, Program Evaluation, School Choice, Surveys, Validity
Education and the Public Interest Center. School of Education, University of Colorado, Boulder, CO 80309. Tel: 303-447-EPIC; Fax: 303-492-7090; e-mail: firstname.lastname@example.org; Web site: http://www.colorado.edu/education/centersoutreach/epic.html
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, Education and the Public Interest Center; Arizona State University, Education Policy Research Unit