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1.
美国科罗拉多州在2005～2006学年正式实施高等教育券计划,政府对高等学校不再直接拨款,进入公立大学的学生可以获得每年2 400美元面值的教育券;申请进入政府指定的3所私立大学的学生,可以得到每年1 200美元面值的教育券。在美国,这是除退伍军人教育券外,第一个针对普通大学生的教育券计划。该计划颠覆了政府对大学的传统的直接拨款模式,一方面促进了公立大学的竞争,充分利用了现有的高等教育资源和经费;另一方面也加大了对私立大学的支持力度。 相似文献
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美国的“教育券”计划 总被引：2，自引：0，他引：2
由于对政府指派的公立中小学的质量不满,部分学生及其家长希望能转到其他学校,尤其是质量好的私立和教会学校。为了帮助经济困难的家庭支付学费,20世纪90年代,部分城市和州政府推出了“教育券”计划。一些私人和私立机构也为低收入家庭的择校生付费。早在20世纪50年代,诺贝尔奖获得者弗里德曼就提出了“教育券”思想。时至今日,关于“教育券”的争议有增无减。由公款资助的“教育券”计划虽然不多,但毕竟把竞争机制引入了公立学校。适当参考美国“教育券”的做法,对于正确处理我国中小学生的择校问题是有益的。 相似文献
3.
美国自1989年威斯康星州通过了全美第一个真正意义上的教育凭证计划以来,逐步形成了"一州两市"为主导的公立教育券格局。2004年,联邦教育券计划获得通过,这是美国教育券史上的一个飞跃。但是,美国公立教育券的推行依旧困难重重。教育券能否改善学业成绩、教育券的"公助私学"以及教育公平等问题仍是争论的焦点和进一步推行的阻力所在。 相似文献
4.
本文试从教育券方案设计、教育券计划推行、监管和评估教育券计划等层面,对杭州市大学生教育消费券进行政策分析和绩效调研。在此基础上,提出优化教育券政策推广的建议,供大学生就业研究领域的专家学者参考。 相似文献
5.
智利是世界上较早推行教育券政策的国家,智利教育券政策在取得了一定成绩的同时,也面临着问题和困境.本文在对智利教育券政策背景、政策执行、政策成效和面临问题进行分析的基础上,提出了中国制定和推行教育券政策需要思考的一些问题. 相似文献
6.
哥伦比亚教育券政策述评 总被引：12，自引：0，他引：12
哥伦比亚是拉丁美洲经济发展较为良好的发展中国家，该国90年代以来实施的教育券政策有效地促进了私立教育的发展，并保障了贫穷孩子获得良好教育的机会。我国与哥伦比亚同属经济发展瞩目的发展中国家，一些地区正在尝试的教育券政策也与哥伦比亚的实践十分相似。本文试图对哥伦比亚教育券计划的实施背景、模式、特征及运作过程等作一系统分析与研究，以期为我国相关政策的制定、实施与完善提供借鉴。 相似文献
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在“政府责任”和“市场化”的前提下,在继续教育领域具备了推行“教育券”的可行性。不仅如此,在继续教育领域推行教育券还有助于改变继续教育经费的发放模式,有助于提供多元化的教育服务,有助于转变教育观念。因此,有必要以莱文模型为指导,通过建立个人继续教育帐户和发放具有一定面值的继续教育券,建立与此相应的管理机构等来建构具有特色的继续教育券制度。 相似文献
9.
美国现有11项公共教育券项目,按资助对象分为通用券、城镇券、特殊券、弱势券等四种形式。美国教育券计划对资助金额、资助对象和参与学校作了详细规定,其特点不再把市场机制引入教育经费配置,而是在有效利用公共财政经费的基础上,体现了对贫困和弱势群体的关爱和教育公平的保护。美国教育券计划在实施中不仅促进了公立学校效能、提高了学生成绩,还有效节省了公共支出。 相似文献
10.
在我国,肇始于浙江长兴的教育券从引进到发展已有十年,现全国已有数十项教育券计划,制度设计与具体实践颇具中国特色。教育券对职业教育及民办学校的资金支持,有力促进了教育的均衡发展;对贫困、残疾等弱势学生的资助,一定程度上维护了教育公平;多渠道资金来源及对民间资本的鼓励,引来大批民间资本投入教育,促进了当地教育的繁荣;对办学主体的资质要求和制度规约,形成了良好的教育市场环境。 相似文献
11.
While the current debate about the effects of vouchers focuses on the effects of private schools on achievement, it is also important to examine how the introduction of need-based scholarships influences change in school systems. This study uses a qualitative method to examine the influence of a privately funded scholarship program on strategic adaptations within urban public and private schools in a major metropolitan area. The study revealed that senior administrators in public and private schools rapidly adapted their strategies to contend with the new program: suburban public schools prevented scholarship students from enrolling; urban public schools increased choices for public school students; and private schools actively recruited students. However, the scholarships had little influence on the ways these administrators viewed school choice. 相似文献
12.
Some private, religious schools that accept vouchers have been accused of discriminating against certain populations of students through their admissions processes. Discriminating against disfavored groups (e.g., racial minorities, LGBT students, students with disabilities, religious minorities) in voucher programs raises both legal and policy concerns that have not been extensively examined in recent research. Employing legal research methods, this article examines state voucher statutes and discusses the potential for voucher programs to discriminate against marginalized groups. We argue that each state has an obligation to ensure that any benefit it creates must be available to all students on a nondiscriminatory basis—including the benefit of a publicly funded voucher for attendance at a private school. As this review of existing voucher statutes will demonstrate, legislators appear to have neglected to construct policies that safeguard student access and ensure that public funds do not support discriminatory practices. Without additional safeguards, states risk providing public money that can be used to promote discriminatory policies and practices. 相似文献
13.
Margaret D. Tannenbaum 《The Urban Review》1990,22(1):61-73
A system of funding education through vouchers is not only a viable option for urban settings but it would be more likely than any other form of systemic restructuring to reduce inequity between advantaged and disadvantaged students, increase meaningful instances of choice in education, and improve the quality of education. Funding education through vouchers would make good economic sense because private schools presently educate children at roughly half the cost of public schools. In addition, the present form of state-controlled education is a violation of both the Establishment and Free Exercise clauses of the First Amendment. Finally, there has never been a full implementation of a voucher system. Therefore, no hard conclusions regarding the outcome of such implementation can be made. 相似文献
14.
《Peabody Journal of Education》2013,88(3):57-80
This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results. 相似文献
15.
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
16.
AbstractPublic education is becoming increasingly privatized as private philanthropic organizations, such as the Bill & Melinda Gates Foundation, and corporations, such as Pearson, dominate the policy-making process, and more students enroll in publicly funded but privately administered charter schools. The privatization of education results from the dominance of neoliberal ideals promoting market competition, individualism, and standardized testing. In response, we call for replacing neoliberalism with social democratic policies emphasizing community, trust, and democratic deliberation. 相似文献
17.
义务教育阶段公立学校的教育质量一直是包括美国在内的许多国家的问题，美国实施教育券改革带来的外部竞争促使公立学校进行改革，同时也发展了私立学校，是教育领域的双赢政策。 相似文献
18.
This article investigates legal and political issues as they relate to school vouchers serving students of color. Specifically, we draw on the empirical, historical, and legal research to examine whether school vouchers will create a more equitable system of education for poor students of color. First, we present a history of vouchers, including how they were used to support segregation. We then discuss how vouchers as a broad opportunity for educational equity for poor children (of color) might present particular challenges in light of, first, the race-neutral approach in contemporary case law and state statutes and, second, the relatively small percentage of U.S. children taking advantage of such programs. Finally, we present empirical results regarding African American families’ support and use of vouchers and a discussion of the racial politics of school vouchers. We argue that unless voucher programs and proponents address race directly, operate on a larger scale, and attend to the broader social justice issues facing urban communities, it will be difficult for such policies to support the greater good for African American children or society as a whole. 相似文献
19.
Fixing Special Education 总被引：1，自引：0，他引：1
Jay P. Greene 《Peabody Journal of Education》2013,88(4):703-723
The current system of educating disabled students provides financial incentives to schools to overidentify students as disabled and underserve those that are identified. The incentive to overidentify is caused by providing schools with additional funds as more students are placed in special education categories that are ambiguous to diagnose and require relatively low additional expenditures to address. The incentive to underserve is caused by high information and transaction costs imposed on parents using the legal process to obtain desired services. An efficient alternative to the current system is to offer disabled students vouchers worth the cost of their education in public schools with which they can attend a private school if they wish. This article considers empirical analyses of the relationship between financial incentives and overidentification as well as the potential benefits of vouchers for special education. It concludes that vouchers for special education are a promising idea for improving the quality of education for disabled students while constraining growth in special education enrollments. 相似文献
20.
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