| 来源类型 | Report |
| 规范类型 | 报告 |
| Views from private schools: Attitudes about school choice programs in three states | |
| Brian Kisida; Patrick J. Wolf; Evan Rhinesmith | |
| 发表日期 | 2015-01-21 |
| 出版年 | 2015 |
| 语种 | 英语 |
| 摘要 | Key Points As school choice programs expand in the United States, it is no longer enough to be simply for or against them. It is also crucial to consider how certain school choice program designs shape the supply and demand of educational offerings. By administering a survey to leaders of private schools in Florida, Indiana, and Louisiana, the authors found that leaders most frequently cited a desire to serve more disadvantaged students as their reason to participate in school choice. When asked about the challenges of participating in school choice, leaders often cited concerns that they were being asked to take on students who are difficult to educate for a fraction of the amount that public schools would receive for the same students. Furthermore, the survey revealed that private-school leaders are very concerned about regulation. The prospect of future regulations that might come with participation was highly cited by participating school leaders as a major concern, and it was the top factor influencing leaders of nonparticipating schools in all three states. Read the PDF. As school choice expands in the United States, it is crucial to inform policymakers and the public about its workings. Existing research tends to focus on student achievement outcomes derived from participant or competitive effects.[1] While those studies are informative, it is also important to consider the various designs of school choice programs and how those designs shape the supply and demand of educational offerings available to parents. Accordingly, here we focus on the supply side of school choice—the private schools that participate in choice programs, and those that do not. Our goal is to provide a descriptive picture of how private schools perceive their role in school choice environments, what elements of choice programs they are enthusiastic about, and which aspects cause them concern. A clearer understanding of the perspectives of private-school leaders is an important consideration for policymakers seeking to improve the quantity and quality of educational options for families through private-school choice programs. We administered our online survey to leaders of private schools in Florida, Indiana, and Louisiana in Spring 2014 with the goal of learning more about how private schools in these states view and interact with school choice programs. In total, 954 out of 3,298 private-school leaders responded, a response rate of 29 percent (see table A1). We received 709 responses from Florida (including 506 participating schools and 203 nonparticipating schools), 172 from Indiana (including 122 participating schools and 50 nonparticipating schools), and 73 from Louisiana (including 27 participating schools and 46 nonparticipating schools). From Florida’s relatively longstanding and lightly regulated tax-credit scholarship program to Indiana and Louisiana’s younger and more heavily regulated state-funded voucher programs, these states’ programs share some qualities while differing considerably on others. For example, in all three states, the programs are means tested and scholarship amounts are slightly less than half of the per-pupil revenue received by the states’ traditional public schools.[2] In Florida and Indiana, parents can make up the difference between scholarship amounts and tuition, whereas Louisiana’s participating private schools must accept the voucher as full payment. Florida and Indiana’s participating private schools can hold scholarship students to the same academic admissions requirements they employ for nonscholarship students, while participating schools in Louisiana cannot employ academic admissions standards when admitting scholarship students. In both Indiana and Louisiana, many income-eligible students are required to have first attended a public school to be eligible for a scholarship, while in Florida all income-eligible students can participate without first attending a public school. Indiana’s and Louisiana’s participating private schools are required to administer their state’s curriculum-based tests, while Florida’s schools are required to administer a norm-referenced test of their choosing. Florida currently has the highest private-school participation rate, with around 60 percent of the state’s private schools participating. In Indiana, roughly half of the state’s private schools participate, while in Louisiana only a third participate. Against this backdrop, a number of important policy-relevant questions guided our data-collection efforts: What motivates schools to participate in choice programs? What do private-school leaders think distinguishes their schools? How satisfied are school leaders with the students and parents who use scholarships? How do scholarship amounts compare to education costs? What are schools’ future participation plans? What are the major concerns of participating schools? What barriers keep schools from participating? How does confidence about the future of the programs differ for participating versus nonparticipating schools? What changes to the programs do school leaders recommend? In the sections that follow, we present our detailed findings, organizing them around the framework of these questions. Our appendixes present our survey methodology, provide descriptive characteristics of our respondents’ schools (see tables A2–5), and provide a brief overview of each state’s program. Our survey reveals a number of important themes that policymakers should consider when designing school choice programs. We believe that these findings can add a much-needed perspective to the school choice landscape as we consider the views of current and potential school choice providers in these three states. Read the full report. Notes 1. See, for example, Patrick Wolf et al., “School Vouchers and Student Outcomes: Experimental Evidence from Washington, DC,” Journal of Policy Analysis and Management 32, no. 2 (2013): 246–70; Joshua M. Cowen et al., “School Vouchers and Student Attainment: Evidence from a State-Mandated Study of Milwaukee’s Parental Choice Program,” Policy Studies Journal 41, no. 1 (2013): 147–68; and Greg Forster, A Win-Win Solution: The Empirical Evidence on School Choice (Friedman Foundation for Educational Choice, April 17, 2013), www.edchoice.org/CMSModules/EdChoice/FileLibrary/994/A-Win-Win-Solution–The-Empirical-Evidence-on-School-Choice.pdf. 2. Meagan Batdorff et al., Charter School Funding: Inequity Expands (University of Arkansas, Department of Education Reform, April 16, 2014), www.uaedreform.org/charter-funding-inequity-expands/. |
| 主题 | K-12 Schooling |
| 标签 | K-12 education ; parents ; private schools ; school ; school vouchers |
| URL | https://www.aei.org/research-products/report/views-private-schools-attitudes-school-choice-programs-three-states/ |
| 来源智库 | American Enterprise Institute (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/206071 |
| 推荐引用方式 GB/T 7714 | Brian Kisida,Patrick J. Wolf,Evan Rhinesmith. Views from private schools: Attitudes about school choice programs in three states. 2015. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| Views-from-Private-S（1148KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
