Ohio’S Edchoice Scholarship Program: Selection, Competition, and Performance Effects
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After Zelman V. Simmons-Harris, What Next?
Hoover Press : Peterson/School Choice DP0 HPETSCINTR rev2 page 1 Introduction After Zelman v. Simmons-Harris, What Next? PAUL E. PETERSON In the most anticipated decision of its 2002 term, the Supreme Court ruled, in the case of Zelman v. Simmons-Harris, that the school voucher program in Cleveland, Ohio, did not violate the Constitution’s ban on the “establishment” of religion. Opponents of vouchers—that is, the use of public funds to help low-income families pay tuition at private schools, including religious schools—were predictably disappointed, but pledged to Þght on. As Senator Edward M. Kennedy declared, “Vouch- ers may be constitutional,” but “that doesn’t make them good policy.” The policy’s sympathizers, needless to say, saw the ruling in a different light. President George W. Bush used the occa- sion of the Supreme Court’s decision to issue a full-throated endorsement of vouchers. Zelman, he told a gathering in Cleveland, did more than remove a constitutional cloud; it was a “historic” turning point in how Americans think about edu- cation. In 1954, in Brown v. Board of Education, the Court had ruled that the country could not have two sets of schools, “one for African-Americans and one for whites.” Now, the president Hoover Press : Peterson/School Choice DP0 HPETSCINTR rev2 page 2 2 Paul E. Peterson continued, in ruling as it did in the Cleveland case, the Court was afÞrming a similar principle, proclaiming that “our nation will not accept one education system for those who can afford to send their children to a school of their choice and one for those who can’t.” Zelman, according to the President, is Brown all over again. -
After 60 Years, Do the Arguments for K-12 Vouchers Still Hold? 23
After 60 years, do the arguments for K-12 vouchers still hold? 23 After 60 Years, Do The Arguments For K-12 Vouchers Still Hold? Dan Laitsch Simon Fraser University, CA Abstract In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K -12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman theorized three cases in which such a system might fail, requiring greater involvement of the government in the education system: the presence of a natural monopoly; substantial neighborhood effects; and a breakdown in free exchange. This article examines these concerns by applying more than 25 years of school choice research in an attempt to answer the question, “ After 60 years, do the arguments for K-12 vouchers still hold?” Findings cited in this article suggest that Friedman was correct to be concerned about possible deleterious effects that may arise from a privatized system. Keywords Neoliberalism, free enterprise system, government role, privatization, public policy, school choice, charter schools Introduction Columbia had some form of publicly funded Tuition voucher programs have been in place in tuition voucher (or tax credit) system in place the United States since the mid-1800s. Both (American Federation for Children, 2013). The Vermont and Maine have programs in place that shift of Congressional control to Republicans as offer families tuition vouchers to use at public or of 2015 has re-energized efforts to expand choice private non-parochial schools, if they live in a programs within those and other states (Sen. -
Working Paper 2020-3
Working Paper 2020-3 COMPETITIVE EFFECTS OF THE INDIANA CHOICE SCHOLARSHIP PROGRAM ON TRADITIONAL PUBLIC SCHOOL ACHIEVEMENT AND GRADUATION RATES Anna J. Egalite [email protected] Andrew D. Catt [email protected] August 3, 2020 ABOUT EDCHOICE EdChoice is a nonprofit, nonpartisan organization dedicated to advancing full and unencumbered educational choice as the best pathway to successful lives and a stronger society. EdChoice believes that families, not bureaucrats, are best equipped to make K–12 schooling decisions for their children. The organization works at the state level to educate diverse audiences, train advocates and engage policymakers on the benefits of high-quality school choice programs. EdChoice is the intellectual legacy of Milton and Rose D. Friedman, who founded the organization in 1996 as the Friedman Foundation for Educational Choice. The contents of this publication are intended to provide empirical information and should not be construed as lobbying for any position related to any legislation. EdChoice Working Papers are meant for wide circulation, inviting reader feedback, and for informing national and state conversations about reform ideas, policymaking, and implementation, driven by educational choice. EdChoice internally reviews each paper but does not necessarily send out for external reviews. This paper, however, received extensive comments from external reviewers that were acted upon by the authors. We welcome and encourage hearing from you. Please feel free to contact the authors directly—or Paul DiPerna, our Vice President of Research and Innovation—about your impressions and comments. Anna Egalite: [email protected] Drew Catt: [email protected] Paul DiPerna: [email protected] Authors are responsible for the content provided in EdChoice working papers. -
A WIN-WIN SOLUTION the Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D
A WIN-WIN SOLUTION The Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D. MAY 2016 About the Friedman Foundation for Educational Choice The Friedman Foundation for Educational Choice is a 501(c)(3) nonprofit and nonpartisan organization, solely dedicated to advancing Milton and Rose Friedman’s vision of school choice for all children. First established as the Milton and Rose D. Friedman Foundation in 1996, the Foundation promotes school choice as the most effective and equitable way to improve the quality of K–12 education in America. The Friedman Foundation is dedicated to research, education, and outreach on the vital issues and implications related to school choice. A WIN-WIN SOLUTION The Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D. MAY 2016 Table of Contents Executive Summary .......................................................................................................................1 Introduction ....................................................................................................................................3 Choice in Education .................................................................................................................3 Why Science Matters—the “Gold Standard” and Other Methods ....................................4 The Method of This Report .....................................................................................................6 Criteria for Study Inclusion or Exclusion .......................................................................6 -
Education Policy and Friedmanomics: Free Market Ideology and Its Impact
Education Policy and Friedmanomics: Free Market Ideology and Its Impact on School Reform Thomas J. Fiala Department of Teacher Education Arkansas State University Deborah Duncan Owens Department of Teacher Education Arkansas State University April 23, 2010 Paper presented at the 68th Annual National Conference of the Midwest Political Science Association Chicago, Illinois 2 ABSTRACT The purpose of this paper is to examine the impact of neoliberal ideology, and in particular, the economic and social theories of Milton Friedman on education policy. The paper takes a critical theoretical approach in that ultimately the paper is an ideological critique of conservative thought and action that impacts twenty-first century education reform. Using primary and secondary documents, the paper takes an historical approach to begin understanding how Friedman’s free market ideas helped bring together disparate conservative groups, and how these groups became united in influencing contemporary education reform. The paper thus considers the extent to which free market theory becomes the essence of contemporary education policy. The result of this critical and historical anaysis gives needed additional insights into the complex ideological underpinnings of education policy in America. The conclusion of this paper brings into question the efficacy and appropriateness of free market theory to guide education policy and the use of vouchers and choice, and by extension testing and merit-based pay, as free market panaceas to solving the challenges schools face in the United States. Administrators, teachers, education policy makers, and those citizens concerned about education in the U.S. need to be cautious in adhering to the idea that the unfettered free market can or should drive education reform in the United States. -
THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know
THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know Michael Q. McShane ABOUT EDCHOICE EdChoice is a nonprofit, nonpartisan organization dedicated to advancing full and unencumbered educational choice as the best pathway to successful lives and a stronger society. EdChoice believes that families, not bureaucrats, are best equipped to make K–12 schooling decisions for their children. The organization works at the state level to educate diverse audiences, train advocates and engage policymakers on the benefits of high-quality school choice programs. EdChoice is the intellectual legacy of Milton and Rose D. Friedman, who founded the organization in 1996 as the Friedman Foundation for Educational Choice. FEBRUARY 2019 THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know Michael Q. McShane, Ph.D. TABLE OF CONTENTS Executive Summary ........................................................................................................................................ 1 Introduction .....................................................................................................................................................3 Teaching and Leading in Public and Private Schools ..............................................................................4 Methods .............................................................................................................................................................4 Results ................................................................................................................................................................5 -
The Cleveland School Voucher Program Began
A Report from Policy Matters Ohio Cleveland School Vouchers: Where the Students Go Amy Hanauer January, 2002 Cleveland School Vouchers: Where the Students Go The United States Supreme Court is poised to begin hearing oral arguments on the Cleveland school voucher case on February 20th. Arguments will center on the constitutionality of the program in what the Christian Science Monitor called “a potential landmark church-state ruling … that could change the face of American education (and) substantially alter the relationship between government and organized religion in the U.S.1” The Supreme Court will review a U.S. Circuit Court of Appeals' December 2000 ruling, which found that the Cleveland program violated the Establishment Clause of the First Amendment to the U.S. Constitution that mandates separation of church and state. Analysts agree that the Supreme Court is likely to be split 5-4 on the issue, with Sandra Day O’Connor the deciding vote. Part of the appeals court’s rationale for striking down the program was that it offered extremely limited choice beyond religious schools. Since the ruling, our analysis shows both the number of non-religious schools in the program and the proportion of students enrolled in non-religious schools declined. As of mid-December 2001, just over half of one percent of voucher students, 25 pupils in all, were attending non-religious schools. This new data bolsters the concerns of constitutional scholars that the program violates the Establishment Clause. Policy Matters Ohio analyzed Cleveland Scholarship and Tutoring Program2 data from December 13th 2001 and previous years on grade-by-grade enrollment of participating students by school. -
Private School Vouchers Don't Help Kids
Private School Vouchers Don’t Help Kids Americans believe deeply in the promise and purpose of public education. Instead of strengthening the public schools that 90 percent of America’s children attend, President Donald Trump and Education Secretary Betsy DeVos continue to promote private school vouchers and backdoor vouchers in the form of tax credits. These market-based education policies are fueled by ideology instead of what is best for kids. Private school vouchers take money away from neighborhood public schools, and research shows that voucher programs either fail to increase student performance or actually hurt student achievement. Private school voucher programs lack accountability, fail to protect kids from discrimination and increase segregation. Voters have soundly rejected efforts to push these programs, including in Michigan, where DeVos spent more than $5 million bankrolling a private voucher ballot measure that voters ultimately rejected by more than a 2-to-1 margin. PRIVATE SCHOOL VOUCHERS OFFER FALSE CHOICES • In Indiana,1 students in private school voucher programs experienced significant losses in achievement in math and saw no improvement in reading. According to a Brookings Institution report, “a student who had entered a private school with a math score at the 50th percentile declined to the 44th percentile after one year.” • In Louisiana,2 students who started in public schools and transferred to private voucher schools dropped from the 50th percentile in math to the 26th percentile in a single year. Harvard professor Martin West called the negative effects on students in Louisiana the largest he’s seen in the history of American education research.3 • In Ohio, a study4 by the Fordham Institute, a conservative think tank, found that “students who use vouchers to attend private schools have fared worse academically” compared with those in public schools. -
2021 Edchoice Share: Where Are America's Students Getting Their Education?
2021 EdChoice Share: Where Are America’s Students Getting Their Education? By Michael Shaw and Drew Catt Published: Apr 14, 2021 This series coins the term Educational Choice Share (or EdChoice Share) to represent the proportion of all K–12 students who are enrolled in an education savings account, school voucher or tax-credit scholarship program. To get this number, EdChoice divides the total number of a state’s educational choice program participants by the total number of K–12 students in the state, regardless of schooling sector. Not all program data are reported for the most recent school year, so carry-forward participation data are used for programs that don’t yet have 2020–21 data. This post also provides a state-by-state breakdown of public district school share, charter school share, home school share and “out of pocket” private school share—which we describe as “by other means” or “Other Private School Share.” Additionally, evidence suggests that homeschooling figures have surged during the past two school years. These figures are not yet able to be incorporated into our state-based calculations, but we suspect once they are both homeschooling and overall non-district enrollment percentages will rise. The charter school enrollment data are for 2017–18 and the public district school enrollment data (total public minus charter) reflect the 2018–19 school year. The private school enrollment data* and homeschooler estimates are for 2017–18. *New Mexico private school enrollment data did not meet the USDOE’s reporting standards in 2017–18 so we used the 2015–16 private school enrollment data instead for that state. -
Opening the Door to School Choice in Wisconsin: Is Agostini the Key? Peter M
Marquette Law Review Volume 81 Article 7 Issue 3 Spring 1998 Opening the Door to School Choice in Wisconsin: Is Agostini the Key? Peter M. Kimball Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Peter M. Kimball, Opening the Door to School Choice in Wisconsin: Is Agostini the Key?, 81 Marq. L. Rev. 843 (1998). Available at: http://scholarship.law.marquette.edu/mulr/vol81/iss3/7 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. OPENING THE DOOR TO SCHOOL CHOICE IN WISCONSIN: IS AGOSTINI V. FELTON THE KEY? I. INTRODUCTION In his State of the State Address on January 28, 1997, Wiscon- sin Governor Tommy Thompson shared a vision of educational reform in Wisconsin that would meet the challenges of the next millennium. This reform relied in part on the notion that parents should be empowered with more educational choices for their children In vowing to achieve this goal, the Governor pro- claimed: "I will not give up the fight for the Milwaukee School Choice program. I will take this case to the highest court in the land. It is right and it will prevail."3 With these words Governor Thompson pledged to battle for school choice4 in Wisconsin. While the governor of Wisconsin seeks a successful road to a constitutional school choice program, the United States Supreme Court has progressively dismantled the once rigid wall of separa- tion between church and state. -
School Parents Are More Likely Than Charter and Private School Parents to Be Satisfied with the Communication Around Reopening from Schools
EdChoice GEN POP NATIONAL POLLING PRESENTATION September 2020 EDCHOICE SEPTEMBER Most parents are at least somewhat comfortable sending their children to school, but POLLING PRESENTATION they still prefer virtual learning. Parents generally feel prepared to facilitate virtual learning, especially parents of younger students. Public school parents are more likely than charter and private school parents to be satisfied with the communication around reopening from schools. A slight majority of parents have either joined a learning pod or are looking to form one. Those with younger children, higher incomes, and living in urban areas are more likely to be participating in one. Those that are interested or participating in pods think they will help students stay up to speed and provide a safe environment for socialization. While, those against learning pods think they are unsafe, unnecessary, or too expensive. Over half of school parents are at least somewhat likely to seek out tutoring for their child/children outside of school hours this year. Parents that are very likely to seek out tutoring for their child/children have younger children, higher incomes and are living in urban Key Points areas. 4 School parents' favorability of homeschooling has remained high since the coronavirus outbreak began in March. While many students switched from home school to other school types for this upcoming school year, homeschooling still saw an increase in enrollment. Americans school type preferences have shifted since the outbreak to be more in favor of homeschooling when given the option, especially if cost and transportation are not factors. 5 Americans remain more likely to support school choice policies, including charter schools, once given information, especially non-parents and independents. -
THE STAFFING SURGE the Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools
BACK TO THE STAFFING SURGE The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools Benjamin Scafidi, Ph.D. ABOUT EDCHOICE EdChoice is a nonprofit, nonpartisan organization dedicated to advancing full and unencumbered educational choice as the best pathway to successful lives and a stronger society. EdChoice believes that families, not bureaucrats, are best equipped to make K–12 schooling decisions for their children. The organization works at the state level to educate diverse audiences, train advocates and engage policymakers on the benefits of high-quality school choice programs. EdChoice is the intellectual legacy of Milton and Rose D. Friedman, who founded the organization in 1996 as the Friedman Foundation for Educational Choice. MAY 2017 BACK TO THE STAFFING SURGE The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Public Schools Benjamin Scafidi, Ph.D. TABLE OF CONTENTS Executive Summary ........................................................................................................................................ 1 Introduction .....................................................................................................................................................5 Student Achievement Remained Flat During the Costly Modern Staffing Surge........................6 National Public School Test Scores .................................................................................................6 National Public High School Graduation