Abstract
Public schools are increasingly disparaged by many Americans, and calls for privatization of education have intensified (Chubb & Moe, 1990).1 At the core of this discontent is a debate about the fundamental purpose of public education and whose interests the public schools should serve. Objections to public schools are as varied as the groups that voice them. Some citizens' objections to public schools are related to the content of the public school curriculum.2 Others want to make public educational funds available for private consumer choices in education (Chubb & Moe, 1990). Those without children in public schools question the utility of paying taxes to educate the children of others. The rhetoric
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