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ED316478.Pdf ED 3L6 478 SO 020 637 AUTHOR Glenn, Charles L. TITLE Choice of Schools in Six Nations: France, Netherlands, Belgium, Britain, Canada, West Germany. INSTITUTION Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO PIP-90-851 PUB DATE Dec 89 NOTE 244p. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Books (010) -- Reports - Research/Technical (143) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Comparative Education; *Cross Cultural Studies; *Educational Policy; *Foreign Countries; Government School Relationship; *Parent Attitudes; *Parent Rights; Parent Role; Parents; Public Education; *Public Schools; Religious Factors; *School Choice IDENTIFIERS Belgium; Canada; France; Great Britain; Netherlands; West Germany ABSTRACT The role of parent choice in publicly funded education in six selected nations is examined. Focusing upon education in developed Western democracies, this study is intended to be instructive to U.S. education as it examines the interplay between state-mandated universal education and parents' right of choice. Twenty-five national education systems were reviewed, and six were selected for this study--France, Netherlands, Belgium, Britain, Canada, and West Germany. Each country is discussed separately, examining: (1) historical background, (2) research on reasons or parents' decisions about their children's schools, and (3) curLInt policy debates. In these six nations, parents' choice of particilar schools or forms of education for their children is usually based upon either religious reasons, or preference for a particular type of curriculum or language of instruction. The document includes an introduction by U.S. Secretary of Education Lauro F. Cavazos, followed by a foreword by Assistant Secretary Christopher T. Cross. A 280-item bibliography, arranged by country, is included. (AS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *******w*************************************************************** In jt I. ofbCIOOIS yNaflons it jvc . ..416111111 OW"' . U.S. Department of Education Laura F. Cavazos Secretaty Office of Educational Research and Improvement Christopher T. Cross Assistant Secretary Programs for the improvement of Prsctice Nelson Smith Actrrig Director Information Services Sharon K. Horn Director December 1989 Fos We by the Superhisetatoot of Doconoisto, U.S. Gortoostoost Printing Office Witobiosgtoo. D.C. 20002 Introduction by the Secretary of Education It is my belief that the cornerstone for education reform in this country lies with the policy of school choice. American history validates the concept of free choice: choice in representative government, choice in the marketplace, choice in higher education. Yet we allow our elementary and secondary system of education to founder in mediocrity without making a commitment to parental choice at this level of education. This must change. If we consult the rich experience of other Western democracies in providing for parental choice of schools, we are certain to clarify our own thoughts on this issue, as well as to gain a perspective on how choice fits into our history and cultural situation. We can grow in wisdom and better inform policy debates by consulting the experi- ence of others. With this consideration, I present Dr. Charles L. Glenn's examina- tion of parental choke in six Western democracies. As the studies in this book demonstrate, choice deeply affects education and the character of schooling itself. Glenn's scholarship examines not what might happen, but what has happened in other democracies when families exercise choice. Evidence shows that the growing demand for parental choice in the United States derives not simply from a desire for improved test scores, but from changing perspectives on liberty and equity. It flows from an urgent reconsideration of the role of the family and of other institutions and associations that mediate between the individual and the State. Choice empowers families at a time when many people feel powerless and helpless before large, impersonal bureaucracies. Choice gives a sense of responsible stewardship to parents and students. as well as to teachers and administrators. When families choose a school, parents and students become discerning consumers with a sense of proprietorship for the product they have selected. iii 5 Choice also encourages distinctiveness and differentiationamong schools. This leads to the development of schools witha specific character, climate, and flavor to appeal to the differentlearning styles of students. With these rwcompanying attractikns, choice reduces dropout rates, increases teachers' satisfaction,and encourages pa- rental involvement and accountability. Any strategy of expanded parental choice thatproduces such dramatic enhancements should be encouraged. Wemust also ac- knowledge that, although a key to true reform, choicealone is no panacea for the problems of American education. Furthermore,any approach to school improvement bringsnew challenges, but these difficulties should r ot be usedas an excuse for inaction. We can work through the complications and improve the productrather than dismiss its potential while waiting for the alwayselusive perfect scautkm. Concerns have been voiced that expantkd choicemay prtmote a two-tiered system of education, that is,one for the fortunate and another fir the disadvantaged. It is blind not torecognize that inequi- ties exist in our schools torki and ti chcice can be exercised in an effective and responsible manner to remedy thatGraration. With choice. school admit orn become entrepreneurs lookingfor ways to im- prove their product to attract learners. Armed with thepower of choice, parents have forced inferior schools to upgradeor close. No child in the United States should haveto attend a second-rate school. If children are in a chronically failingschool where they are not learning and where they are in danger of droppingout, and if another school can do a better job, why shouldparents not be allowed to choose the better school? It isa matter of right, and not Just a matter a privilegeor discretion. to be accorded the opportu- nity to seek the best education forour children. We have seen some improvement in Americaneducation since the release in 1%3 of A Nation At Risk, the landmarkreport on the state of our educational system. I applaud those whohave moved ahead on education ream in their schools. therebyimproving student perform- ance. I do not believe, however. that the changes have beencompre- hensive enough to overcome the seriousproblems in education. School choice can help rectify thissituation. We cannot be satisfied until all our children are educated to their fullestpotential. President Bush has said, "Whensome of our students actually have trouble locating America,on a map of the world, it is time for us to cut through bureaucracy. We must help those schoolsthat need help most. We must give choice toparents, students, teachers and principals." iv Jim.=iwwwwmai The compiled essays on choice presented by Dr. Glenn will clarify our thought and aid in a fuller formulation and implementation of public policy on choice. LAURO E CAVAZOS Secretary of Education Foreword From the cars we drive to be TV shows we watch (or don't watch) to where we work or where we worship, our r.gkat in this country to clr.ose what we deem best for ourselves and far our families drives virtually every aspect of our lives. There is, however. one important exception. One decision. though having an enormous impact on the lives of children, remains beyond the reach of many American parents. In most States and Jurisdictions, the decision of which school their child will attend is made for families; children attend schools to which they are assigned instead of schools their families have chosen. Most Americans want that changed. A 1987 Gallup poll found that 71 percent of the public wanted parents to "have the right to choose the local schools their children attend." Polls show the idea to be even more popular among parents, especially minority parents. Each year here in Washington. newspapers tell of hundreds of families in nearby Prince Georges County. Maryland. camping out in lines some as early as a week before registration da to secure for their children coveted slots in the county's magnet schools. Several years ago. Minnesota became the first State to offer parents and students across the State their choice among public schools. This year, 3 States (Arkansas, Iowa, and Nebraska) have passed similar legislation. and at least 15 other States are weighing choice measures. President Bush and Secretary Cavazos have been tireless advo- cates of parental choice in education. Weeks before the President took office, he and the Secretary spoke for educational choice at a White House Conference on Choice in Education. The Secretary has since created a task force of U.S. Department of Education officials. and charged them to promote and evaluate parental choice pro- grams. And, he has been chairing a series of regional meetings on choice this fall. Here in the Office of Educational Research and Improvement (OERI). we recently published a guide for parents on how to choose a vii school. Choosing a School for Your Child (available fromthe Con- sume!: Information Center, Department 597V, Pueblo, Colorado e 1009). As head 01'0E111. the Nation's main agency Cm
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