The Market Approach to Education

Witte, John F.

doi:10.1515/9781400823314

Cited by 70 publications

(56 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The reforms were based on the idea that allowing parents to choose their school (instead of attending their local school by default) would increase educational standards; schools would improve their performance when they were forced to compete to attract pupils. Previous research undertaken into the reasons why parents chose a particular school identified a range of factors including academic record, school standards, child's happiness, proximity of school to home and the profile of pupils already attending the school (Greaves, & Vignoles, 2009;Denessen et al 2005;Hamilton & Guin, 2005;Saporito & Lareau, 1999;Schneider & Buckley, 2002;Taylor, 2002;Witte, 2000;Woods et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

School choice in an English village: living, loyalty and leaving

Bagley

Hillyard

2015

Ethnography and Education

View full text Add to dashboard Cite

Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractIn late modernity the marketisation of public services has become a global policy phenomenon. In the case of schooling this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To-date the majority of research on parental choice has focussed on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N=24) and observations in one English village it explores the ways in which parents engage with primary school choice. The research draws on Bourdieu's interrelated concepts of field, habitus and capital to discuss how the dispositions and resources parents had impacted upon the school choices they made. In presenting its findings the paper distinguishes between the long-term residents (villagers) and more recent arrivals (newcomers) to suggest a differentiated commitment to place and schooling.

show abstract

Section: Introductionmentioning

confidence: 99%

School choice in an English village: living, loyalty and leaving

Bagley

Hillyard

2015

Ethnography and Education

View full text Add to dashboard Cite

show abstract

“…The most thorough analysis of the voucher programs has occurred in Milwaukee. This publicly supported voucher, while not an experiment but instead an on-going program, had an evaluation plan set up at the outset (Witte (1999)). Subsequently, a number of studies, taking different approaches and reaching somewhat different conclusions, have looked at the same impact of vouchers in Milwaukee (Peterson, Greene, and Noyes (1996); Greene, Peterson, and Du (1998);Rouse (1998);Witte (1999)).…”

mentioning

confidence: 99%

Publicly Provided Education

Hanushek

2002

183

171

View full text Add to dashboard Cite

Historically, most attention in public programs has been given to the resources devoted to the activity, and resources have been used to index both commitment and quality. Education differs from other areas of public expenditure because direct measures of outcomes are available, making it is possible to consider results and, by implication, to consider the efficiency of provision. Early interpretations of the evidence, emanating from popular interpretations of the Coleman Report that "schools do not make a difference," are incorrect, but the basic evidence behind the statement suggests serious performance problems of government supply, because purchased inputs to schools are not closely related to outcomes. This paper reviews that evidence along with providing an evaluation of the various controversial aspects including issues of causality, consumer behavior, and estimation approaches. Two detailed policy areas are discussed in terms of the evidence on performance: public versus private provision and the financing of schools.

show abstract

“…It is also the largest urban voucher program, having grown from about 340 students enrolled in 7 schools in 1990 to more than 20,000 students enrolled in more than 100 schools during the 2010-2011 school year (Wisconsin Department of Public Instruction, 2012). Studies of the program in its early yearsbetween 1990 and 1995-uncovered either insignificant (Witte, 2000) or small positive effects on student achievement (Greene, Peterson, & Du, 1998;Lamarche, 2008;Rouse, 1998) (Witte, Carlson, Cowen, Fleming, & Wolf, 2011). However, the official evaluators discerned a small, positive effect of voucher usage on the likelihood of high school graduation and enrollment in 4-year colleges (Cowen, Fleming, Witte, Wolf, & Kisida, in press).…”

Section: Introductionmentioning

confidence: 99%

“…Barnard, Frangakis, Hill, & Rubin, 2003;Howell, Peterson, Wolf, & Campbell, 2006;Rouse, 1998), the effects of exiting the program and returning to the public sector may be negative. On the other hand, if voucher impacts are largely neutral (e.g., Metcalf et al, 2003;Witte, 2000) or disproportionately realized by a marginally more advantaged group of students (e.g., Wolf, Kisida, Guttmann, Rizzo, & Eissa, 2011), and if low performers are those most likely to leave in the first place Howell, 2004), then perhaps students who give up a voucher are simply returning to a schooling environment that is simply a better academic fit. There may also be policy differences-both formal and informal-between the two sectors that affect academic outcomes.…”

mentioning

confidence: 99%

Life After Vouchers

Carlson

Cowen

Fleming

2013

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

Few school choice evaluations consider students who leave such programs, and fewer still consider the effects of leaving these programs as policy-relevant outcomes. Using a representative sample of students from the citywide voucher program inMilwaukee, Wisconsin, we analyze more than 1,000 students who leave the program during a 4-year period. We show that low-performing voucher students tend to move from the voucher sector into lower performing and less effective public schools than the typical public school student attends, whereas high-performing students transfer to better public schools. In general, transferring students realize substantial achievement gains after moving to the public sector; these results are robust to multiple analytical approaches. This evidence has important implications for school choice policy and research. Keywords: school vouchers, student achievement, program evaluation, attrition Student selection is one of the most controversial aspects of school choice policy. The literature has given prominent attention to the characteristics of students who select into various alternatives to traditional public schools (Betts & Fairlie, 2001;Bifulco & Ladd, 2007;Campbell, West, & Peterson, 2005;Fairlie & Resch, 2002;Figlio, 2008;Figlio, Hart, & Metzger, 2010;Figlio & Stone, 2001;Goldring & Phillips, 2008;Howell, 2004;Lankford & Wyckoff, 2001;Long & Toma, 1988). Accounting for systematic student selection processes is critical for obtaining internally valid estimates of the effect of school choice programs on educational outcomes. Even when threats to internal validity appear minimal, differences between the students who select into a school choice program and the larger population of school children may limit the extent to which estimated effects can provide an externally valid guide to policymakers looking to replicate or expand the program at hand.Despite the attention devoted to student selection into various choice programs, there have been few studies explicitly concerned with students who select out of such programs. Even in an educational environment with several schooling options, some students will undoubtedly elect to remain in, or return to, the traditional public sector for a variety of possible reasons. Earlier studies by Cowen, Fleming, Witte, & Wolf (2012) and Educational Evaluation and Policy Analysis June 2013, Vol. 35, No. 2, pp. 179-199 DOI: 10.3102/0162373712461852 © 2013 AERA. http://eepa.aera.net at UNIV OF OKLAHOMA on January 20, 2016 http://eepa.aera.net Downloaded from 180Carlson et al. Howell (2004) have analyzed the characteristics of individuals who leave voucher programs and return to the traditional public sector, but to our knowledge, there has been no research that systematically considers the academic careers of former choice students after they have enrolled or reenrolled in public schools. 1It is toward this understanding that we are focused in the current article. Drawing on data from the Milwaukee Parental Choice Program (MPCP) and Milwaukee Publi...

show abstract

The Market Approach to Education

Cited by 70 publications

References 0 publications

School choice in an English village: living, loyalty and leaving

School choice in an English village: living, loyalty and leaving

Publicly Provided Education

Life After Vouchers

Contact Info

Product

Resources

About