Review of "America's Private Public Schools"

Autor/in	Yun, John T.
Institution	University of Colorado at Boulder, Education and the Public Interest Center; Arizona State University, Education Policy Research Unit
Titel	Review of "America's Private Public Schools"
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Private Schools; Tax Credits; Educational Vouchers; Change Strategies; Educational Change; School Restructuring; School Choice; Research Reports; Educational Policy; Educational Practices; Meta Analysis; Research Methodology; Inferences + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Steuerermäßigung; Educational voucher; Bildungsgutschein; Lösungsstrategie; Bildungsreform; Schulreformplan; Schulumwandlung; Choice of school; Schulwahl; Research report; Forschungsbericht; Politics of education; Bildungspolitik; Bildungspraxis; Meta-analysis; Metaanalyse; Research method; Forschungsmethode; Inference; Inferenz
Abstract	A recent report from the Thomas B. Fordham Institute, "America's Private Public Schools," has received considerable attention and includes some controversial recommendations. The report's authors suggest the existence of what they term "private public schools," and they argue that the existence of these "exclusive" public schools justifies the support of publicly funded vouchers to private schools. While the report's analysis does support the contention that there are public schools with extreme isolation by class, the authors inappropriately use this finding as the basis to argue that private schools should be publicly funded through vouchers or tax credits--a conclusion with extremely tenuous logic and one that is unsupported by their analysis. Ultimately, this report has some utility in providing a point of departure for discussions about how we as a society wish to allocate schooling opportunities to students. However, methodological and data problems and the omission of important substantive contextual information about socioeconomic segregation undermine the report's credibility. In addition, the central findings of the authors are disconnected from their ultimate recommendations. And those recommendations do not provide workable solutions or shed any new light on the difficult problem of "de facto" income segregation. In pursuing such a flawed argument, the authors miss a chance to seriously address this important issue and spur an informed debate on national priorities for public schooling. (Contains 16 notes.) [This paper reviews the following document: "America's "Private" Public Schools" (ED511401).] (As Provided).
Anmerkungen	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: epic@colorado.edu; Web site: http://www.colorado.edu/education/centersoutreach/epic.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10