MARC record from Internet Archive

LEADER: 05074cam 2200901 a 4500
001 ocm28375551
003 OCoLC
005 20181111202400.0
008 930614s1994 njua b 001 0 eng
010 $a 93005411
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100 1 $aHenig, Jeffrey R.,$d1951-
245 10 $aRethinking school choice :$blimits of the market metaphor /$cJeffrey R. Henig.
260 $aPrinceton, N.J. :$bPrinceton University Press,$c℗♭1994.
300 $axiv, 277 pages :$billustrations ;$c25 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 223-266) and index.
505 0 $aDefining the problem -- Evolution of an idea -- Reinterpreting the history of school choice -- Choosing our future.
520 $aAdvocates of school vouchers and other choice proposals couch their arguments in the fashionable language of economic theory. Choice initiatives at all levels of government have succeeded, it is claimed, because they shift responsibility for education reform from government to market forces. This timely book disputes the appropriateness of the market metaphor as a guide to education policy. Engaging the debate on the levels both of empirical analysis and democratic theory, Jeffrey R. Henig traces the evolution of school choice as an idea and in practice. Its legacy, he observes, is a mixed one. Sometimes it has been a vehicle for racial and economic segregation, with divisive and corrosive effects. Where school choice has worked, the record shows, it has depended less on the magic of the market than on an elusive combination of strong political leadership, resolute governmental commitment, supportive coalitions of private interests, and a willingness on all sides to challenge parochial gain in the name of the larger social good. The real danger in market-based choice proposals, Henig argues, is not that they might allow some children to attend private schools at public expenses, but that they tend to crowd out the public forums that must flourish if questions of national policy are to be democratically resolved. Rather than concentrating on the comparative merits of private and public institutions as service-delivery mechanisms, the urgent need in the years ahead will be to focus on their relative advantages in promoting deliberation, debate, and decision-making.
650 0 $aSchool choice$zUnited States.
650 0 $aEducational planning$zUnited States.
650 0 $aEducational change$zUnited States.
650 0 $aEducation$zUnited States$xMarketing.
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650 6 $aE ducation$xPlanification$zE tats-Unis.
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650 7 $aEducation$xMarketing.$2fast$0(OCoLC)fst00902701
650 7 $aEducational change.$2fast$0(OCoLC)fst00903371
650 7 $aEducational planning.$2fast$0(OCoLC)fst00903540
650 7 $aSchool choice.$2fast$0(OCoLC)fst01107255
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
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650 4 $aEnseignement - Re forme - E tats-Unis.
650 4 $aE coles - Choix - E tats-Unis.
650 4 $aE ducation - Planification - E tats-Unis.
650 4 $aE ducation - E tats-Unis - Marketing.
653 0 $aEducation$aPlanning
653 0 $aUnited States
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/toc/prin031/93005411.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/description/prin031/93005411.html
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