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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Choice
Program DescriptionsEJ651405 SP530355 Muffled by the Din: The Competitive Noneffects of the Cleveland Voucher Program. Author: Hess, Frederick M.; McGuinn, Patrick J. Availability: American Medical Association, P.O. Box 10946, Chicago, IL 60610-0946. Tel: 800-262-2350 (Toll-Free); e-mail: ama-subs@ama-assn.org; Web site: http://www.jama.com. Journal Citation: Teachers College Record, v104 n4 p727-64 Jun 2002 Publication Date: 2002 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2002 Abstract: Examines how the introduction of the Cleveland voucher experiment in 1995 affected the administration and leadership of Cleveland's public schools. As of summer 2001, the program has produced virtually no visible effects. Results suggest that choice-based reform may not spur improvement in urban school systems, at least in the short term or when programs are heavily restricted. (Contains references.) (SM) Descriptors: Competition; *Educational Vouchers; Elementary Secondary Education; Parochial Schools; Politics of Education; *School Choice; Urban Schools Identifiers: *Cleveland Public Schools OH EJ647922 SE567058 The Impact of Vouchers on the Science and Mathematics Achievement of Elementary Students in a Majority African American Public School District. Author: Boone, William, J.; Metcalf, Kim K.; Muller, Patricia, A. Availability: The American Solar Energy Society, 2400 Central Avenue, G-1, Boulder, CO 80301-2843; Tel: 303-443-3130; Fax: 303-443-3212; E-mail: ases@ases.org; Web Site: www.ases.org. Journal Citation: Journal of Women and Minorities in Science and Engineering, v7 n4 p339-52 2001 Publication Date: 2001 ISSN: 1072-8325 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2002 Abstract: Presents the results of evaluating test data from students living within the city boundaries of Cleveland, Ohio with regard to publicly funded vouchers for students. Results suggest that students who did not return to the scholarship program from 3rd to 4th grade exhibited lower achievement levels than those who remained in the program. (Author/MM) Descriptors: *Academic Achievement; *Blacks; *Educational Vouchers; Elementary Education; Mathematics Education Identifiers: *Ohio (Cleveland) ED464157 UD034882 Cleveland Scholarship Program Evaluation: 1998-2000 Technical Report. Author: Metcalf, Kim K. Institutional Author: Indiana Univ., Bloomington. Indiana Center for Evaluation.(BBB37073) Availability: Indiana Center for Evaluation, Smith Research Center, Suite 100, Indiana University, 2805 East 10th Street, Bloomington, IN 47408-2601. Tel: 812-855-4438; Tel: 800-511-6575 (Toll Free); Fax: 812-856-5890; e-mail: iuice@indiana.edu. For full Text: http://www.indiana.edu/~iuice. Publication Date: September 2001 Language: English Document Type: Numerical/Quantitative Data (110); Reports--Research (143) Journal Announcement: RIEOCT2002 Abstract: This study examined characteristics of students who participated in the Cleveland Scholarship Program and how they compared with nonparticipants; characteristics of the classrooms and teachers of scholarship students and how they compared with those of public school students; and the impact of program participation on students' academic achievement. Data were collected longitudinally. This report examines the second phase of the evaluation, which began in 1998 and focused on children who entered the program (or their public school) as kindergartners or first graders. Researchers collected data on academic achievement, demographics, scholarship utilization, and teacher experience (from classroom interviews). Results indicated that in first grade, scholarship and applicant/non-receipt students were nearly identical demographically, but by late second grade, scholarship students were less likely to be of minority status and were of significantly higher income than were applicant/non-recipients. Classroom and teacher characteristics were relatively similar for public and private school students. Public school teachers were more likely to have completed graduate coursework. There was no clear or consistent academic achievement pattern that could be attributed to participation in the Scholarship Program. By the end of first grade, earlier group differences were reduced or eliminated. (Contains 8 figures and 26 tables.) (SM) Descriptors: *Academic Achievement; *Educational Vouchers; Elementary Secondary Education; Private Schools; *Program Effectiveness; Public Schools; Scholarships; Student Characteristics; Teacher Characteristics Identifiers: Cleveland Scholarship and Tutoring Grant Prog OH Descriptive Terms: Appended is "Evaluation of the Cleveland Scholarship Program: 1998-2000 Summary Report." Some figures may not reproduce well. Geographic Source: U.S.; Indiana EJ637669 JC509720 School Choice Works in Cleveland. Author: Toler, Mary Lou Availability: American Medical Association; P.O. Box 10946, Chicago, IL 60610-0946 Journal Citation: Momentum, v32 n3 p60-1 Oct 2001 Publication Date: 2001 ISSN: 0026-914X Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes the current status of the school choice (voucher) system in Cleveland, which, in 2001, is before the U.S. Supreme Court. The author, special projects director of the Diocese of Cleveland, defends the system as a way to offer quality education to underprivileged families. Provides a brief assessment of the system. (NB) Descriptors: Access to Education; *Catholic Schools; Court Litigation; *Educational Vouchers; Elementary Education; Laws; Private Education; *Private School Aid; *Private Schools; Public Schools; *School Choice Identifiers: Ohio ED461162 EA031371 Private Scholarships: A Matter of Priority. Author: DeSchryver, David A. Institutional Author: Center for Education Reform, Washington, DC.(BBB33492) Availability: Center for Education Reform, 1001 Connecticut Avenue, NW, Suite 204, Washington, DC 20036. Tel: 202-822-9000; Fax: 202-822-5077. Publication Date: August 1999 Language: English Document Type: Opinion papers (120) Journal Announcement: RIEJUL2002 Descriptors: *Access to Education; Costs; *Educational Vouchers; Elementary Secondary Education; Financial Support; *Grants; *Scholarships; *School Choice; Geographic Source: U.S.; District of Columbia ED459288 UD034587 School Vouchers: Publicly Funded Programs in Cleveland and Milwaukee. Report to the Honorable Judd Gregg, U.S. Senate. Author: Shaul, Marnie S. Institutional Author: General Accounting Office, Washington, DC.(BBB05681) Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013 (first copy free; additional copies $2). Tel: 202-512-6000; Fax: 202-512-6061; e-mail: info@www.gao.gov; Web site: http://www.gao.gov. Publication Date: August 2001 Report Number: GAO-01-914 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2002 Abstract: This report provides information on Cleveland's and Milwaukee's publicly funded school voucher programs, using previous research and reviews of state laws, school district and voucher program records, state budgets, voucher-related reports and articles, and site visits and interviews. Researchers examined eligibility criteria; public and voucher student and school characteristics; public and voucher student racial composition and changes in composition related to vouchers; voucher program funding and amounts spent on public versus voucher students; and academic achievement. The two voucher programs had similar eligibility criteria. Voucher family characteristics and voucher school attributes differed from those of public school families and public schools. Minority students predominated school populations, but whether voucher programs changed schools' racial composition was unclear. States funded voucher programs differently and spent less on voucher students than public school students. Some research saw little significant improvement in voucher students' achievement, while other research found some positive effects. Six appendices examine scope and methodology; publicly funded school voucher programs in Florida, Maine, and Vermont; additional data on racial and ethnic composition of Cleveland schools; strengths and limitations of studies analyzing Cleveland and Milwaukee students' academic achievement; and General Accounting Office contacts and staff acknowledgements. (Contains 23 bibliographic references.) (SM) Descriptors: Academic Achievement; Educational Finance; *Educational Vouchers; Elementary Secondary Education; Expenditure per Student; Family Characteristics; *Financial Support; Minority Group Children; Private Schools; Public Schools; Racial Composition; State Government; State Legislation Identifiers: Cleveland Scholarship and Tutoring Grant Prog OH; Florida; Maine; Milwaukee Parental Choice Program WI; Vermont Geographic Source: U.S.; District of Columbia ED457309 UD034461 Cleveland School Vouchers: Where the Students Come From. Author: Schiller, Zach Institutional Author: Policy Matters Ohio, Cleveland.(BBB36798) Availability: For full text: http://www.policymattersohio.org. Sponsoring Agency: George Gund Foundation, Cleveland, OH. (BBB06509) Publication Date: September 10, 2001 Language: English Pages: 8 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2002 Abstract: This report presents data on the Ohio Department of Education's Cleveland Scholarship and Tutoring program, examining where students who receive school vouchers attended school before entering the program. Overall, 33 percent of these students previously attended private schools, and 21 percent previously attended Cleveland public schools. The rest enrolled as kindergartners or came from elsewhere. There were 3,741 students eligible for the vouchers, 1,234 of whom had previously attended private schools, 801 of whom had attended Cleveland public schools, and 1,706 of whom entered in kindergarten or came from elsewhere. Of the 1,706 students, at least 216 had attended preschool at private schools now participating in the voucher program, 758 were entering kindergarten, about 713 went to other preschools or day care programs, 15 had attended public schools or public preschools in another city, and 4 were home schooled. Parents were more likely to use vouchers when their children were first entering school. About 39 percent of students receiving aid came from private schools. The voucher program, which began in 1996-97, provides up to $2,250 per student to attend one of 51 private schools. Participants are selected by lottery. Ohio spent nearly $7.7 million on the program on the year ending June 30. (SM) Descriptors: Educational Finance; *Educational Vouchers; Elementary Secondary Education; *Private Schools; School Choice; State Aid Identifiers: *Cleveland Scholarship and Tutoring Grant Prog OH Geographic Source: U.S.; Ohio ED457297 UD034441 Lessons from Maine: Education Vouchers for Students since 1873. Cato Briefing Papers No. 66. Author: Heller, Frank Institutional Author: Cato Inst., Washington, DC.(BBB21707) Availability: Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($2). Tel: 202-842-0200; Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. Publication Date: September 10, 2001 Language: English Pages: 13 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2002 Abstract: Since 1873, Maine has financed the private school education of thousands of K-12 students. This lets parents in towns without traditional public schools choose from a list of approved private and public schools, enroll their children, and have the town pay the tuition up to an authorized amount. The town receives full or partial reimbursement from the state. In fall 1999, 5,614 students from 55 communities attended a variety of private schools through this program, while 30,412 attended public schools. Data from the Maine Department of Education suggest that the tuition program costs roughly $6,000 per student (20 percent less than Maine's average per pupil expenditure for public education). Families weigh such factors as goals and aspirations for their children and special programs when choosing schools. Anecdotal evidence suggests that public schools in choice areas respond to the competition by attempting to improve school services. Repeatedly, citizens vote to keep this system, which has been described as "the most valued attribute" of living in Maine. However, this feature of the educational system is limited to students who live in the "right" towns. This paper recommends that policymakers seek to facilitate greater educational opportunities for all students. (SM) Descriptors: Access to Education; Educational Policy; *Educational Vouchers; Elementary Secondary Education; Expenditure per Student; Politics of Education; Private Schools; Public Schools; *School Choice; State Government; State Legislation; *Tuition Identifiers: *Maine Geographic Source: U.S.; District of Columbia ED457296 UD034440 Lessons from Vermont: 132-Year-Old Voucher Program Rebuts Critics. Cato Briefing Papers No. 67. Author: Sternberg, Libby Institutional Author: Cato Inst., Washington, DC.(BBB21707) Availability: Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($2). Tel: 202-842-0200; Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. Publication Date: September 10, 2001 Language: English Pages: 17 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2002 Abstract: Since 1869, Vermont has operated a viable voucher system in 90 towns. During 1998-99, the state paid tuition for 6,505 K-12 students to attend public and private schools. As discussions about vouchers and educational reform grow, critics contend that vouchers are a new, untested concept and therefore must be implemented on an extremely limited, experimental basis. They argue that vouchers will lead to the establishment of fringe schools, skim the best and the brightest students from public schools, drain public schools of revenue, destroy a sense of community, and create transportation-related problems. Vermont's longstanding program has done none of these things. The state collects no more information on voucher students than it does on students in general. There has been no public outcry for more information to be compiled to justify the system's continuation. Overall, Vermonters assume that it is a parent's prerogative to select a child's school, and the burden of proof is on those who seek to take that choice away. Choice patterns in Vermont suggest that the voucher system expands educational opportunities by giving families access to public and private schools that would otherwise be closed to them because of residency requirements or financial barriers. (SM) Descriptors: Educational Policy; *Educational Vouchers; Elementary Secondary Education; Politics of Education; Private Schools; Public Schools; *School Choice; State Legislation; *Tuition Identifiers: *Vermont Geographic Source: U.S.; District of Columbia EJ587019 UD521533 Edgewood under Siege: Vouchers Come to a Texas School District. Author: Mandell, Jeff Availability: Journal Citation: American Educator, v23 n1 p25-28 Spr 1999 Publication Date: 1999 ISSN: 0148-432X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC1999 Abstract: Describes the effects the privately-funded Horizon Scholarship program, a tuition-voucher program, has on a poor urban school district in San Antonio (Texas). The program reduces funding to the public schools as fewer students attend and it often leaves the most needy students in the public schools. (SLD) Descriptors: *Educational Vouchers; Elementary Secondary Education; Financial Support; Private Schools; Public Schools; School Choice; *School District Wealth; School Districts; *Urban Schools Identifiers: Texas EJ580908 UD521305 A Model of Cultural Leadership. The Achievements of Privately Funded Vouchers. Author: Meyerson, Adam Availability: Journal Citation: Policy Reviewn93 p20-24 Jan-Feb 1999 Publication Date: 1999 Language: English Document Type: Journal Articles (080); Reports (141) Abstract: Describes the privately-funded voucher movement implemented by J. Patrick Rooney, James R. Leininger, Michael S. Joyce, John T. Walton, and Theodore J. Forstmann. An important feature of most of the programs is that parents have to pay partial tuition. Vouchers resources are focused on poor children in inner cities. (MMU) Descriptors: *Educational Vouchers; Elementary Secondary Education; Low Income Groups; *Private Financial Support; Program Effectiveness; Program Evaluation; *School Choice; Urban Areas EJ572400 RC512762 National Voucher Plans in Chile and Sweden: Did Privatization Reforms Make for Better Education? Author: Carnoy, Martin Availability: Journal Citation: Comparative Education Review, v42 n3 p309-37 Aug 1998 Publication Date: 1998 ISSN: 0010-4086 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY1999 Abstract: Examines national experiences with educational vouchers in Chile and Sweden in relation to commonly held assumptions of proponents and opponents. Finds that vouchers did not improve academic achievement; "flight from public education" was related to prior lack of public support for public education; increased choice primarily benefited better educated parents; and voucher plans were intimately connected with political agendas. (SV) Descriptors: Cost Effectiveness; Decentralization; Educational Change; Educational Quality; *Educational Vouchers; Elementary Secondary Education; Foreign Countries; *Outcomes of Education; Politics of Education; Private Schools; Public Schools; *School Choice Identifiers: *Chile; *Sweden EJ559482 EA534280 Theory Meets Reality in the Education Voucher Debate: Some Evidence from Chile. Author: Parry, Taryn Rounds Availability: Journal Citation: Education Economics v5 n3 p307-31 Dec 1997 Publication Date: 1997-00-00 ISSN: ISSN-0964-5292 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJAUG1998 Abstract: Analysis of a Chilean voucher system shows that public schools produce higher quality education (measured in achievement test scores), after controlling for school resources and type of student enrolled. Public schools achieve higher performance with disadvantaged children; private schools produce higher scores with advantaged students. Greater competition may lead to higher quality private education and wiser public-school spending. (71 references) (MLH) Descriptors: Achievement Tests; *Competition; Economically Disadvantaged; *Educational Quality; *Educational Vouchers; Elementary Secondary Education; Foreign Countries; *Private Schools; *Public Schools; Scores; *Theory Practice Relationship Identifiers: *Chile EJ539107 EA533047 Free-Market School Reform. Author: Harrington-Lueker, Donna Availability: Journal Citation: School Administrator v54 n2 p16-18,20,24 Feb 1997 Publication Date: 1997-00-00 ISSN: ISSN-0036-6439 Language: English Document Type: Reports (141); Journal Articles (080) Journal Announcement: CIJJUL1997 Abstract: In Uxbridge, Massachusetts, a small working-class mill town, free-market reform rhetoric has become reality. The tiny district has adopted controversial changes, such as giving vouchers to parents of Title I students, reimbursing home-schooling parents, lengthening the school day and year, adopting flexible scheduling, allowing credit for Internet courses, and providing comprehensive child care. Variable teacher pay is next. (MLH) Descriptors: Competition; Educational Change; *Educational Innovation; Educational Vouchers; Elementary Secondary Education; *Entrepreneurship; *Flexible Scheduling; *Free Enterprise System; Home Schooling; *School Choice; Teacher Salaries Identifiers: *Uxbridge Public Schools MA; Variable Salaries ED431038 UD032930 A Review of Voucher Program Studies, 1998. Cleveland Public Schools. Author: Lanese, James F. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 15 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: Since the inception of the Cleveland (Ohio) Scholarship and Tutoring Grant Program in 1996, much attention has focused on the program and its progress. A number of studies have been conducted of the implementation and early outcomes of the initiative. Of particular interest are the following: (1) the Program on Education Policy and Governance Report, a survey of nearly 200 parents; (2) the American Federation of Teachers report, a study of the first year of implementation; (3) the Public Policy Forum report, an interview study of about 270 parents, teachers, and administrators; and (4) reports from Indiana University on various aspects of the program. In general, voucher participants do not seem to have demonstrated achievement gains (as a result of attending private school) greater than their public school counterparts. Parent satisfaction and selection reasons tend to explain each other. Parents of public and private school students also tend to pay more attention to nonachievement factors in what they look for in a school. Overall, the voucher program does not seem to have clear impacts on academic achievement. (Contains 15 references.) (SLD) Descriptors: *Academic Achievement; *Educational Vouchers; Elementary Secondary Education; *Parent Attitudes; Private Schools; Program Effectiveness; Program Evaluation; Public Schools; *Urban Schools Identifiers: *Cleveland Public Schools OH Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Ohio |