Utah's Vote Raises Bar on Choice: Voucher Program's Defeat May Lead to Strategy Shift

Autor/in	Robelen, Erik W.
Titel	Utah's Vote Raises Bar on Choice: Voucher Program's Defeat May Lead to Strategy Shift
Quelle	In: Education Week, 27 (2007) 12, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Low Income; Family Income; School Choice; Educational Vouchers; Low Income Groups; High School Students; Utah + Suchen Sie Ihr Suchwort? Niedriglohn; Familieneinkommen; Choice of school; Schulwahl; Educational voucher; Bildungsgutschein; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The Utah plan, which would have been the nation's first universal voucher program, was effectively vetoed by voters before it ever took effect. The defeat of the Utah program through a ballot referendum highlighted again the political vulnerability of such controversial school choice measures. The law's enactment had set off an intense political battle. So far, states have enacted publicly funded voucher programs that are targeted in some way, such as being aimed only at students who are from low-income families, who have special needs, or who live in a particular place. The Utah program--approved by a single vote in the legislature in February and signed into law by Governor Jon Huntsman Jr., a Republican--would have gone further. Any public school student would have been entitled to a voucher worth $500 to $3,000, depending on family income. Voucher opponents--who argued that the measure ultimately would divert resources that would otherwise reach the state's public schools--were jubilant at the voting results. [This article was produced by Editorial Projects in Education, Bethesda, MD.] (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10