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1.
Christopher Lubienski 《牛津教育评论》2013,39(4):498-513
The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities. This analysis considers how charters are or are not instances of privatisation in education, showing that the marketised environment they are intended to nurture serves as a route for profit-seeking strategies. In reviewing the research on charter school organisational behaviour and outcomes in marketised environments, I find evidence of de facto privatisation in function if not in form. As charter schools often act like profit-seeking entities, but fail to achieve expected academic and equity outcomes, the concluding discussion considers how these schools are placed between conflicting goals, and serve as entry points for private organisations seeking to penetrate the publicly funded education sector. I conclude that perhaps their most important role is in serving as a vehicle for privatising public policy—diminishing the public while enhancing the position and influence of private interests and organisations in education policymaking. 相似文献
2.
James Tooley 《Journal of Philosophy of Education》2003,37(3):427-447
Professor Harry Brighouse has written extensively against 'educational choice' reforms in England and Wales and in the USA, and has challenged the status quo of private school provision in England and Wales. This paper explores the extent to which his arguments are applicable to the more radical, but prima facie linked, concept of the 'privatisation of education', that is, where funding, provision or regulation of education are progressively moved away from the state to the private sector. The arguments address in particular the issues of autonomy-facilitating education and educational equality, suggesting that Brighouse's arguments that use these concepts are not powerful objections to the case for choice or privatisation. Indeed, it is suggested that there are several arguments in Brighouse's writings, concerning the virtues of efficiency, diversity and innovation, and the power of the 'mimicking effect' of parents who are not skilled choosers, that contain the kernel for an argument advanced elsewhere that defends, rather than opposes, the privatisation of education. 相似文献
3.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools. 相似文献
4.
ABSTRACT This study seeks to understand the relationship between observable characteristics of schools operated by education management organizations (EMOs) and their organizational attributes. Most of the prior research on the relationship between EMO-operated schools and neighborhood and school sociodemographic characteristics considers the effect of organizational type in isolation without regard to scale or size. We contribute to the literature by using organizational behavior theory on nonprofit and for-profit sectors to explore how EMOs by sector and size might differentiate themselves from their competitors through instructional or curricular themes. Combining the effect of profit status, large EMOs are more oriented toward traditional curricula, while medium-small EMOs tend to focus on vocational curricula. After accounting for organizational size, the presence of medium-small EMOs contributes to higher odds of nonprofit EMOs and for-profit EMOs embracing progressive curriculum. Controlling for profit status, the presence of for-profit EMOs is more likely to increase the probability of both large EMOs and medium-small EMOs adopting alternative curriculum. To our knowledge, this is the first multistate study of EMO-operated schools that involves a comprehensive examination of differentiated curricula along the dimensions of organizational sector and size. 相似文献
5.
Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students’ access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals’ treatment of: tutors’ motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition. 相似文献
6.
Using data from a census of private schools in one of Lagos, Nigeria’s administrative jurisdictions, this paper explores the linkages between a heterogeneous sector of private schools and issues of school access, affordability, quality, and ultimately social mobility for households at the bottom of the income distribution. Although a large private education market has buoyed Lagos’s growth towards near-universal primary enrolment, this heterogeneous school sector appears to be providing socially stratifying paths towards educational attainment. We apply Lucas’s theory of effectively maintained inequality to assess the extent to which access to higher quality education services within the private sector is determined by cost. We find that higher-cost private schools provide students with greater opportunities to study in institutions with higher quality inputs and increased potential for progression within the educational system. As such, it is highly likely that these schools are primarily accessible to students at the upper ends of the income distribution. 相似文献
7.
Clara Perez-Adamson 《Cambridge Journal of Education》2016,46(1):19-35
Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support. 相似文献
8.
This paper will explore private sector participation in public sector education in the Australian context, focusing on case studies of Queensland and New South Wales, with reference to developments in other states and territories and internationally. In Australia, most states and territories have PPP policies and key projects include the Southbank redevelopment in Brisbane and the ‘New schools’ Project in Sydney. The case studies are both supported by Labor state governments and typify the state of affairs nationally, For Queensland, the Southbank TAFE Institute and Brisbane State High School have been brought into a new education precinct in order to ‘free up’ the system by outsourcing non‐core services and ‘free up’ valuable inner‐city land. In NSW, nine new public schools are being built by a private consortium, for a cost of $100 million as part of a program totaling $5 billion in areas under‐serviced by government schools. Yet despite a concerted effort to sell the value of PPPs, Australians appear to be ambivalent about ‘privatization’ of public services. This paper will look at whether PPPs are robbing the public sector to pay the private sector, and where this strategy is taking Australia and the future of our education systems. 相似文献
9.
Sally Power 《British Journal of Sociology of Education》2000,21(2):133-145
Although the close relationship between education and the middle class has long been recognised in the sociology of education, its various dimensions have rarely been examined in detail. Through investigating the educational histories and occupational destinations of 199 recruits into the middle class, this paper explores whether there is any clear connection between educational pathway and occupational location. In particular, it analyses the cohort's various careers against suggested cleavages within the middle class (professional/managerial, symbolic/material, public/private). The data indicate that educational pathways influence occupational locations along a number of directions. Some schools, notably those that are private and academically selective, feed a greater proportion of students into high-status universities and out into high-status occupations. However, in terms of the level of occupation, the status of university seems more important than the school. Whether a school is public or private does not appear to have influenced the choice of a managerial or professional career path, but school sector may contribute to horizontal differentiation of middle classes in terms of whether they take up employment in the public or private sector. The data suggest that schools reflect and reinforce contrasting allegiances to private and public forms of educational provision that then influence sectors of employment and political preferences. 相似文献
10.
Keith Tribe 《Higher Education Quarterly》1990,44(1):21-34
Recent discussion of future models for development in UK higher education pay insuffcient attention to the long-term structural development of higher education systems in Europe and the USA. It is argued that, contrary to widespread belief, the US system has itselfrelied heavily on state and federal funding since the period of its major expansion in the inter-war period. It is also suggested that the problem with the UK higher education sector is that is has always lacked the level of private funding available to the US system. There are therefore few grounds to support the view that expansion of the UK higher education sector can be based on an increased level of private finance; this has never been available to a signifiant degree, and even the US system does not noeo rely on it as much as on state funding. 相似文献
11.
A change to Title IX has spurred new single-sex public schooling in the US. Until recently, nearly all gender-segregated schools were private, and comprehensive data for public school comparisons are not yet available. To investigate the effects of single-sex education, I focus on within private sector comparisons, and additionally address selection bias using an index comparing expectations to outcomes and quantile regressions. Compared to graduates from private coed schools, girls’ school alumnae are no more likely to pursue college degrees, and both genders are less likely to meet their own educational expectations. However, single-sex schooling may support gender equity, as single-sex schools yield the least segregated college major choices. On the other hand, higher mean starting salaries among single-sex school graduates do not persistent in regression results. Much of the benefit from single-sex schooling accrues to students already likely to succeed, but selection bias does not explain all gains. There are some benefits for African-American men and low income students. 相似文献
12.
Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile's voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregated among private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers. 相似文献
13.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献
14.
In this paper we consider the negotiating positions adopted by the US and Japan for the liberalisation of trade in educational services under the General Agreement on Trade in Services (GATS). We argue that the US adopts a position of hegemon and freerider in the development of a liberalisation regime in education. The aggressive character of the US position is profoundly influenced by: (1) a strong federal government level faith in service liberalisation; (2) high levels of domestic privatisation in the fields of higher education, training, testing and evaluation; (3) active lobbying by educational services providers. Nonetheless, the US is cautious about allowing foreign competition into domestic education markets. This stems in part from active resistance of the public education sector; and in part because of the delicate jurisdictional questions it would raise given the constitutional right of states to control educational policy. Ironically, US reticence also seems to be related to the relatively high levels of private educational expenditures in the US. In contrast, the Japanese government's approach is motivated primarily by bet‐hedging and legitimation concerns. Japan is not a net‐exporter of educational services and cannot be said to have comparative advantage in this field. However, three things seem to be influencing what might be seen as Japan's surprising decision to join the group of only four (World Trade Organization)WTO member nations who have submitted negotiating proposals for trade in educational services. First, the Japanese are strongly interested in the expansion of trade in other service areas, and may be willing to negotiate in education in order to further negotiations in these other areas. Secondly, Japan's decade‐long economic crisis has contributed to an important policy shift in the government's plans for higher education. Questions about the relevance and competitiveness of Japanese higher education have recently led the Japanese government to commit itself to this sector's ‘internationalisation’. To this end the government is also considering legislation that allows for the accreditation of 282 K. Mundy & M. Iga foreign higher education within Japan. Nonetheless, the Japanese government's negotiating proposal on trade in educational services is much more tentative than that presented by the European Union (EU) and New Zealand, for example. Japan places unique emphasis on the importance of regulatory control mechanisms for foreign service providers. As in the US, at least some part of the Japanese reticence seems to be driven by relatively high levels of private educational expenditure in the country. This paper is organised as follows. In Sections I‐V we briefly trace the history of the WTO, the GATS, and the inclusion of educational services in the GATS. Here we emphasise the strong role played by the US in the inclusion of services in international trade negotiations, and its part in the collapse of ‘embedded liberalism’ as a foundation for a multilateral trade regime. We also look briefly at the contentious aspects of the current round of negotiations in the education sector and describe their current state of play. In Sections VI and VII, we look more closely at the political economy of the negotiating positions adopted by the US and by Japan. We situate the negotiating approaches of these two countries within a comparative analysis of their relative share of current trade in educational services. In our concluding section, we begin to answer two questions. First, what theoretical framework best explains the content and direction of the American and Japanese negotiating frameworks? Second, what can the negotiating positions of these two important WTO members tell us about the overall direction and likely outcomes of the Doho round of negotiations on educational services? 相似文献
15.
Molly N.N. Lee 《School Effectiveness & School Improvement》2013,24(1):86-98
This article analyses the relationship between educational development and the socio-political and economic context of Malaysia. Under the rubric of Vision 2020, there is a liberalisation of educational policies leading to the democratisation, privatisation and decentralisation of the Malaysian educational system. In conjunction with mass education, both the primary and secondary school curricula were revised with great emphasis on the development of an all-round individual, the acquisition of basic skills, the inculcation of moral values, and the abolishment of early specialisation. The educational administrative system has been decentralised to promote school-based management and teacher empowerment. Furthermore, the private sector has been encouraged to play an active role in providing higher education. 相似文献
16.
"混合制学校"在办学体制上兼具公办教育与民办教育的双重资源和特点,在管理体制、运作机制和资源品牌等方面拥有比公办学校和民办学校更多的优势,但其发展中所存在的产权关系不明、政策界限不清等问题对教育公平和民办学校发展有负面影响。应进一步完善相关政策法规,推进管理体制和运行机制改革,促进各类体制学校的共同发展。 相似文献
17.
Beatrice Schindler Rangvid 《Scandinavian Journal of Educational Research》2013,57(4):331-354
The voucher system in Denmark combines unrestricted generous subsidies with substantial autonomy of private schools as to schedule and teaching methods. This has produced a private school sector with a wide variety of school types. This paper uses data on eight cohorts of students (over 510,000 individuals) to compare educational attainment in public and private voucher schools, including religious schools (Catholic and Protestant) and various types of non‐religious schools. The findings suggest that, after controlling for individual and peer characteristics, the average public student would attain moderately higher levels of education if he/she attended grammar or Catholic school, relative to the public alternative. Attainment of students at Protestant, international and German minority schools is not different from public schools. However, attending free, boarding and, particularly, little and Waldorf schools is associated with substantially lower completion rates at the upper secondary level, which is probably at least partly due to the clustering of special education students in these school types, which cannot be controlled for. At the tertiary level, differences between private and public schools generally vanish. 相似文献
18.
在美国教育现代化的进程中,联邦宪法立教条款在政府与私立学校之间所设置的严格壁垒开始瓦解.自20世纪初,在一系列联邦最高法院判例法的主张之下,美国政府对私立学校逐步形成了资助与管理并行的责任与立场.美国政府对私立学校的资助是在公、私学校对等的原则框架内展开,以学生资助为其基本的形式;政府对私立学校拥有管理权,但管理有合理的限度.联邦政府是私立学校的主要资助者,州政府的资助相对有限,但州政府是私立学校外部管理的主体.进入21世纪,越来越多的州通过教育券和教育费用税赋宽减等政策逐步加大对私立学校的公共资助,随之而来私立学校的政府规制将会增加 相似文献
19.
Susanna Schaller 《教育政策杂志》2020,35(3):287-314
ABSTRACTUrban schools in many OECD countries are contending with policy trends that squeeze budgets and incentivize parent fundraising. The trend may be most pronounced and longstanding in the US, where parent groups and local education foundations have turned increasing attention to raising funds to support additional services, staff, or programs for schools to which admittance is primarily based on residence. This article argues that private fundraising for public schools contributes to the creation of what public economics, public choice, and urban planning theorists have described as ‘clubs’ that may exacerbate inequality. It examines two school districts that have adopted policies aiming to curb this potential inequity: the Santa Monica Malibu Unified School District in California and Portland School District in Oregon. A case study approach was used to detail the policies adopted and explore their potential for de-clubbing as well as resistance encountered to reallocation of dollars at the district level. 相似文献
20.
《The Journal of educational research》2012,105(5):353-382
ABSTRACT The Province of Québec subsidizes nearly 50% of private education, and at the same time heavily regulates private schools. To date, no studies have been done to determine the effect of the unique nature of competition from K–12 private schools on public school education of the sort found in Québec. The authors used multiple regression to determine the effects of private school competition on school district performance and efficiency. The authors found that private school competition has a positive, though nonsignificant, effect on school district performance. However, private school competition does have a significant, positive effect on the efficiency of public school districts. This gain in efficiency is explained by competition's influence on lowering expenditures across the board. 相似文献