| Learning from School Choice Contributor(s): Peterson, Paul E. (Editor), Hassel, Bryan C. (Editor) |
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ISBN: 0815770154 ISBN-13: 9780815770152 Publisher: Brookings Institution Press OUR PRICE: $26.73 Product Type: Paperback - Other Formats Published: July 1998 Annotation: While educators, parents, and policy makers debate the pros and cons of school choice, it is now possible to learn from choice experiments in public, private, and charter schools across the country. This book examines the evidence from these early school choice programs and looks at the larger implications of choice and competition in education. |
| Additional Information |
| BISAC Categories: - Education | Decision Making & Problem Solving - Education | Philosophy, Theory & Social Aspects - Education | Finance |
| Dewey: 379.111 |
| LCCN: 98019747 |
| Physical Information: 1.2" H x 5.96" W x 8.98" (1.37 lbs) 442 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: While educators, parents and policymakers are still debating the pros and cons of school choice, it is now possible to learn from choice experiments in public, private, and charter schools across the country. This book examines the evidence from these early school choice programs and looks at the larger implications of choice and competition in education. Paul Peterson makes a strong case for school choice in central cities, and coeditor Bryan Hassel offers the case for charter schools. John E. Brandl offers his vision of school governance in the next century. The book's other contributors--economists, political scientists, and education specialists--provide case studies of the experience with voucher programs in Indianapolis, San Antonio, Cleveland, and Milwaukee; survey charter schools; analyze public school choice; discuss constitutional issues; and study the effects of private education on democratic values. Contributors include David J. Armor, George Mason University; Chester E. Finn Jr. and Bruno V. Manno, Hudson Institute; Caroline M. Hoxby, Harvard University; Brett M. Peiser, Partnerships in Learning; and Joseph P. Viteritti, New York University. |