Taking Stock of Private-School Choice: Scholars Review the Research on Statewide Programs

Autor/inn/en	Wolf, Patrick J.; Harris, Douglas N.; Berends, Mark; Waddington, R. Joseph; Austin, Megan
Titel	Taking Stock of Private-School Choice: Scholars Review the Research on Statewide Programs
Quelle	In: Education Next, 18 (2018) 2, S.46-54 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Stellungnahme; School Choice; Financial Support; Resource Allocation; Private Schools; Tax Credits; Scholarships; Educational Vouchers; Program Effectiveness; Achievement Gains; Academic Achievement; At Risk Students; Disadvantaged Youth; Program Design; Barriers; Instructional Materials; Disproportionate Representation; Florida; Indiana; Louisiana; Ohio; District of Columbia + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Finanzielle Förderung; Ressourcenallokation; Private school; Privatschule; Steuerermäßigung; Scholarship; Stipendium; Educational voucher; Bildungsgutschein; Achievement gain; Leistungssteigerung; Schulleistung; Benachteiligter Jugendlicher; Programme design; Programmaufbau; Programmplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	In the past few years, four states have established programs that provide public financial support to students who choose to attend a private school. These programs--a tax-credit-funded scholarship initiative in Florida and voucher programs in Indiana, Louisiana, and Ohio--offer a glimpse of what expansive statewide choice might look like. What have we learned about the students and schools who choose to participate in these programs? What academic outcomes have students reaped? And what does research tell us about how states should design and oversee voucher programs--if indeed they should do so at all? In this forum, we hear from Patrick J. Wolf, education policy professor at the University of Arkansas, Douglas N. Harris, professor of economics at Tulane, and the trio of Mark Berends, professor of sociology at the University of Notre Dame, R. Joseph Waddington, assistant professor at the College of Education, University of Kentucky, and Megan Austin, researcher at the American Institutes for Research, Chicago. (As Provided).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01