School Choice and Religious Liberty in the Netherlands: Reconsidering the Dutch School Struggle and the Influence of Abraham Kuyper in Its Resolution

As policy makers call for the dramatic expansion of school choice and voucher programs across the U.S., it becomes all the more important for educators and advocates to consider lessons learned in countries – such as the Netherlands, New Zealand, and England – that have already gone down this path. Efforts to promote choice and school self-governance have shown clear benefits for individual students and families, but they have had troubling consequences for the broader public.

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School finance and school choice in the Netherlands

Economics of Education Review ◽

10.1016/s0272-7757(96)00078-7 ◽

1997 ◽

Vol 16 (3) ◽

pp. 329-335 ◽

Cited By ~ 20

Author(s):

Jozef M.M. Ritzen ◽

Jan van Dommelen ◽

Frans J. De Vijlder

Keyword(s):

School Choice ◽

The Netherlands ◽

School Finance

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The Impact of School Choice in the United States and the Netherlands on Ethnic Segregation and Equal Educational Opportunity

Equity & Excellence in Education ◽

10.1080/1066568960290308 ◽

1996 ◽

Vol 29 (3) ◽

pp. 48-54 ◽

Cited By ~ 5

Author(s):

Sabrina Lutz

Keyword(s):

United States ◽

School Choice ◽

The Netherlands ◽

Educational Opportunity ◽

The United States ◽

Equal Educational Opportunity ◽

Ethnic Segregation ◽

The Impact

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Learning Together or Apart? Ethnic Segregation in Lower Secondary Schools

Growing up in Diverse Societies ◽

10.5871/bacad/9780197266373.003.0005 ◽

2018 ◽

pp. 114-140

Author(s):

Hanno Kruse ◽

Frank Kalter

Keyword(s):

School Choice ◽

The Netherlands ◽

Secondary Schools ◽

Learning Environment ◽

Minority Students ◽

Ethnic Groups ◽

Group Differences ◽

Ethnic Segregation ◽

Context Factors ◽

Lower Secondary Schools

Whether, or to what degree, minority students are able to learn together with majority peers in schools is among the important context factors for their integration paths. In this chapter we investigate the extent of ethnic segregation in lower secondary schools in the four CILS4EU countries. We demonstrate that there are vast differences in majority exposure at school, both across the four countries as well as across ethnic groups within each country. Further analyses suggest that these group differences may be due to at least three reasons: ethnic differences in residential segregation, in the allocation across different ability tracks as well as ethnically specific school choice preferences. Finally, we show that low levels of majority exposure at school may not always come with a disadvantaged learning environment: in Germany, the Netherlands and Sweden schools with low majority shares tend to hold fewer learning-related resources; the opposite seems to apply for schools in England.

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