Literaturnachweis - Detailanzeige
| Autor/in | Domanico, Raymond |
|---|---|
| Institution | Manhattan Inst. for Policy Research, New York, NY. Center for Educational Innovation. |
| Titel | Putting the Carnegie Report on School Choice in Perspective. |
| Quelle | (1992), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Rezension; Change Strategies; Educational Change; Educational Innovation; Educational Policy; Educational Vouchers; Elementary Secondary Education; Parochial Schools; Public Schools; School Choice; Urban Education |
| Abstract | The Center for Educational Innovation (CEI), established by the Manhattan Institute for Policy Research in 1989, views school choice as the best strategy available to improve public schools on a large scale. CEI's approach to school choice involves giving school professionals the freedom to design innovative and distinctive school programs and giving parents the right to choose, in pursuit of these innovations, the public schools that they want for their children. In this critique of the report by the Carnegie Foundation for the Advancement of Teaching, "School Choice: A Special Report" (October 1992), CEI diverges from the report's conclusions on three issues. First, CEI defines school choice as parental choice plus the freedom to innovate, a broader definition than is contained in Carnegie. Secondly, in CEI's view, the report holds public school choice to an unrealistic standard, a standard which amounts to making this component solely responsible for the failure or success of educational reform. Finally, in contrast to the Carnegie Report, CEI acknowledges the effectiveness of inner-city parochial schools, which have been found to produce much higher results than neighborhood public schools with the same type of students; CEI sees these schools as a viable alternative school choice. Both the Carnegie Report and this response to it cite school choice programs in several localities. (IAH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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