Parental Choice and the Future of Faith-based Schools

2020 ◽  
Author(s):  
Nicole Stelle Garnett
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Urban Communities ◽  
Private School ◽  
Participation Rates ◽  
The Public ◽  
Disadvantaged Children ◽  
Faith Based ◽  
To Come ◽  
Faith Based Schools

In the thirty years since Wisconsin enacted the nation’s first private school choice program, the footprint of private school choice has expanded to cover over half of states and the District of Columbia. During the same time, the closure of faith-based schools serving disadvantaged children has continued apace. These schools likely will continue to disappear, especially from our urban communities, unless the scope of, and participation in, private school choice increases rather dramatically in years to come. The effects of increasing the public funds available to attend private and faith-based schools likely will be shaped by myriad factors, including the mechanisms employed to distribute the funds, amount of money distributed, the programmatic and regulatory details, the preferences of parents, and the participation rates of different kinds of schools. That said, choice mechanisms and program regulations also will shape participation rates in private school choice and other alternatives to public schools, such as homeschooling. Not all support such an expansion, but those who do—and who value the pluralism provided by faith-based schools—must come to terms with the issues discussed in this chapter.

A Look Back: Taking stock of public school choice in Kappan

2021 ◽  
Vol 103 (1) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Alternative Schools ◽  
Private School ◽  
Magnet Schools ◽  
Public School Choice ◽  
Look Back

In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana

2021 ◽  
Vol 16 (1) ◽  
pp. 66-91 ◽  
Author(s):  
Anna J. Egalite ◽  
Jonathan N. Mills
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Low Income ◽  
Private School ◽  
Fixed Effects ◽  
Policy Implications ◽  
First Year ◽  
Competitive Effects ◽  
Scholarship Program ◽  
Sudden Injection

Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.

scholarly journals Instructional Facilities in Secondary Level School of Banke District, Nepal

2018 ◽  
Vol 4 (2) ◽  
pp. 119-129
Author(s):  
Lal Mani Acharya ◽  
Ram Krishna Maharjan
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private School ◽  
Secondary Level ◽  
Structure Questionnaire ◽  
Infrastructure Development ◽  
Exploratory Research ◽  
Final Exam ◽  
Teaching System ◽  
The Public

Talking about the instructional facilities indicates the facilities available for the classroom teaching and learning of students. This is the age of modern technology so students want to learn with new tools and techniques. In this context, school should be aware on the management of such basic facilities in school. The aim of this study is to identify the instructional facilities in secondary level school of Banke district of Nepal. The study was based on the descriptive and exploratory research design. In total 674 students from public and private secondary schools were selected for the study. Structure questionnaire survey was done to collect the data. The result shows that comparatively, the instructional facilities were better in private school than the public school. Private school had managed the computer aided teaching system, separate computer and science lab better than the public school. Considering the better result in final exam, private school has managed the additional coaching class for their students than the public school. Public schools are service oriented supported by Nepal Government so government should be responsible to improve the quality of teaching, learning and infrastructure development as the demand of modern teaching system.

scholarly journals Institutional Arrangements and the Creation of Social Capital: The Effects of Public School Choice

1997 ◽  
Vol 91 (1) ◽  
pp. 82-93 ◽  
Author(s):  
Mark Schneider ◽  
Paul Teske ◽  
Melissa Marschall ◽  
Michael Mintrom ◽  
Christine Roch
Keyword(s):  
Social Capital ◽  
Public Schools ◽  
School Choice ◽  
Experimental Approach ◽  
Parental Behavior ◽  
The United States ◽  
Institutional Arrangements ◽  
The Public ◽  
Public School Choice ◽  
Quasi Experimental

While the possible decline in the level of social capital in the United States has received considerable attention by scholars such as Putnam and Fukuyama, less attention has been paid to the local activities of citizens that help define a nation's stock of social capital. Scholars have paid even less attention to how institutional arrangements affect levels of social capital. We argue that giving parents greater choice over the public schools their children attend creates incentives for parents as “citizen/consumers” to engage in activities that build social capital. Our empirical analysis employs a quasi-experimental approach comparing parental behavior in two pairs of demographically similar school districts that vary on the degree of parental choice over the schools their children attend. Our data show that, controlling for many other factors, parents who choose when given the opportunity are higher on all the indicators of social capital analyzed. Fukuyama has argued that it is easier for governments to decrease social capital than to increase it. We argue, however, that the design of government institutions can create incentives for individuals to engage in activities that increase social capital.

Public-Private Symbiosis in Nashville Special Education

2002 ◽  
Vol 42 (3) ◽  
pp. 368-394 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Public Schools ◽  
Religious Education ◽  
Private School ◽  
Local Politics ◽  
Public Schooling ◽  
Public Funds ◽  
Public And Private ◽  
The Public

The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

scholarly journals Determinants of School Choice: Evidence from Rural Punjab, Pakistan

2014 ◽  
Vol 19 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Hamna Ahmed ◽  
Sahar Amjad Sheikh
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Private School ◽  
Rural Areas ◽  
School Quality ◽  
Public Schooling ◽  
Private Schooling ◽  
Research Initiative ◽  
Rich Information ◽  
Perceptions Of School

The objective of this study is to understand why parents in rural areas of Punjab, Pakistan, choose to send their children to private schools when free public schools are available. The study utilizes the Privatization in Education Research Initiative (PERI) school choice dataset compiled by the Lahore School of Economics in collaboration with the Punjab Bureau of Statistics. These data provide rich information on parents’ perception of their child’s school relative to alternative schools he or she could have attended. The findings suggest that parents’ perceptions play an important role in school choice. In particular, their perceptions of school quality and employment opportunities emerge as key determinants of private school choice. Additionally, expenditure on and access to private schooling relative to public schooling as well as the socioeconomic status of the household have a significant impact on parents’ probability of choosing a private school for their child.

A Historical and Political Look at the Modern School Choice Movement

2018 ◽  
Vol 27 (1) ◽  
pp. 2-21
Author(s):  
Stephanie R. Logan
Keyword(s):  
United States ◽  
Public Schools ◽  
School Choice ◽  
Religious Tradition ◽  
The United States ◽  
Access To Education ◽  
The Public ◽  
Common Schools ◽  
Modern School ◽  
Brown Decision

School choice in the United States can be traced back to the start of civil society when wealthy families selected a school based on educational philosophy, location, or religious tradition. As common schools emerged, larger portions of the population were able to gain access to education. However, many discovered that quality public schools were not a reality for all students. In response, some looked to school choices within and outside of the public school sector. This literature review chronicles school choice efforts to emerge following the 1954 Brown decision and highlights liberal and conservative political heritages of school choice in the United States.

scholarly journals School Choice In Rural Georgia: An Empirical Analysis

1994 ◽  
Vol 26 (2) ◽  
pp. 526-534 ◽  
Author(s):  
Andrew Keeler ◽  
Warren Kriesel
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Private Education ◽  
Private School ◽  
School Quality ◽  
School Attendance ◽  
School Administrators ◽  
Empirical Studies ◽  
National Level ◽  
Indicator Variable

AbstractPrevious empirical studies of school choice have been at the national level, or have focussed on northeastern states. We estimate the demand for private education in rural Georgia, using proportion of private school attendance as an indicator variable. We find that income, tuition, race and school quality are important choice determinants. The results provide useful information for rural school administrators, and suggest that a tuition tax credit would have to be substantial to cause a significant exodus from public schools.

Introduction

2017 ◽  
Author(s):  
Robert N. Gross
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Choice ◽  
Strong Support ◽  
Public Officials ◽  
The Public ◽  
Mass Public ◽  
Central Argument ◽  
Late Nineteenth ◽  
Catholic Schooling

The introduction sets up the problem public officials faced in the late nineteenth and early twentieth centuries. How should they, and the public schools they administered, respond to rapidly increasing attendance in private, Catholic schools? How, in a nation seemingly committed to mass public education, did private, Catholic schooling expand? In the broader economic language popular both at the time and today, how did educational competition and markets emerge in the twentieth century given the strong support for a public school monopoly a century earlier? The book’s central argument is that the structures that enable school choice to flourish today owe their origins—over a century ago—as much to public policy as to private initiative.

My Kids, Your Kids, Our Kids: What Parents and the Public Want from Schools

2017 ◽  
Vol 119 (11) ◽  
pp. 1-34
Author(s):  
Jon Valant ◽  
Daniel Newark
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Online Survey ◽  
Intervention Program ◽  
Basic Structure ◽  
National Sample ◽  
Community Schools ◽  
Randomized Experiments ◽  
The Public ◽  
Nationally Representative

Background/Context School choice reforms could strengthen parents’ influence on school behaviors, since schools must appeal to parents in order to operate. If parents’ desires for schools differ from the broader public's desires for schools, then schools might pursue different goals and activities in systems emphasizing school choice. One popular hypothesis is that school-choosing parents, more than the public, want schools to prioritize their own students’ private interests over more collective social, economic, and political interests. Purpose/Objective We compare parents’ desires for their own children's schools with the U.S. public's desires for public schools. We make these comparisons with respect to the abstract goals that schools pursue, as well as schools’ more tangible behaviors. Population/Participants/Subjects We administered an online survey to nationally representative samples of parents and adults. We administered a second online survey to a national sample of adults. Intervention/Program/Practice The article consists of two studies. Study 1 compares parents’ and the public's beliefs about which abstract goals schools should prioritize. Respondents were randomly assigned to consider either schools in their community, schools around the country, or, if they had children, their own children's schools. They chose from goals that prioritized their students’ professional achievement (“Private Success”), the economy's needs (“Shared Economic Health”), and more collective social and political needs (“Democratic Character”). Study 2 compares parents’ and the public's beliefs about how schools should actually behave. Respondents were randomly assigned to consider either schools in their community, schools around the country, or their own children's schools. We asked about the basic structure and content of the school day, how schools should teach, and how to evaluate school performance. Research Design The studies consist of randomized experiments and related statistical analysis. Findings/Results We find remarkably little difference between parents’ desires for their children's schools and the public's desires for public schools. This is true both for the abstract goals that schools pursue and for schools’ more tangible behaviors. Conclusions/Recommendations Our findings suggest that the hypothesis that parents want schools to focus on their students’ private success at the expense of more collective goals is over-simplified. It may be, for example, that parents want their children to be well rounded in ways that also serve more collective social, political, and economic interests. We observe divisions in Americans’ views of the goals that schools should pursue, but these divisions are more connected to their political affiliation than parent status (with Republicans more focused than Democrats on Private Success).

Sign in / Sign up

Export Citation Format

Share Document