School Vouchers Research Articles

교육바우처 정책 사상의 원류와 그 원리에 대한 소고

This study explores the ideological foundation of education vouchers, focusing on educational support programs for commoners during the French Revolution and the educational philosophies of Thomas Paine and John Stuart Mill. Thomas Paine emphasized the expansion of educational choice through government support and assistance for the poor, while John Stuart Mill advocated for educational improvement through free choice and competition. Their philosophies have become core ideas in the modern school choice movement and were institutionalized in the education voucher policy by Milton Friedman. This study analyzes the outcomes of education vouchers from the perspective of public choice theory and examines models such as the Tiebout hypothesis, Demand Side Financing, and Home and Community-Based Services (HCBS). Additionally, it explores the relationship between Hirschman's Exit-Voice-Loyalty model and the principle of voucher choice. In conclusion, this paper emphasizes how these concepts are related to choice and competition in public services. Furthermore, it highlights that the principles inherent in education vouchers serve as an important ideological foundation for democracy and economic development.

The Potential for Race Discrimination in Voucher Programs in a Post-Carson World

ABSTRACT Between 2017 and 2022, the U.S. Supreme Court examined three cases that involved states that tried to limit the use of public money to support religious-affiliated schools. The Supreme Court found a violation of the Free Exercise Clause in all three cases. Although not the focus of the Court’s opinions, these cases may have created avenues for discriminatory practices in publicly funded state school voucher programs. In elevating free-exercise rights above Establishment Clause concerns, the Court’s decisions may have serious implications for students’ civil rights in schools. This article specifically examines whether the growth of school voucher programs in the context of these recent Supreme Court decisions creates a pathway for racial discrimination in participating voucher schools. We first explore the impact of the three Supreme Court decisions. Specifically, we argue that when the Court eliminated distinctions between policies denying funding because of religious status and policies denying funding for religious uses and when it elevated free-exercise arguments, it may have opened additional avenues for discrimination. Thus, we next address whether participating voucher schools can refuse admission to Black students. To set the context for this discussion, we provide a brief historical analysis of case law that has previously supported race-based discrimination on religious grounds. We show that although past court cases and federal tax policy have created a bulwark against such discrimination, the recent rulings favoring free exercise rights raise concerns. If free-exercise rights trump civil rights, some voucher statutes may create an alternative funding stream for modern-day “segregation academies.”

Charting the Path to the Outsourcing of Discrimination Through School Choice

ABSTRACT The growth of state laws creating private school vouchers and charter schools has mounting and alarming ramifications for students’ rights, and those ramifications are shaped by a complex and shifting set of legal rules. This article explains the interplay between the increase of these school-choice programs, the U.S. Supreme Court’s recent free-exercise decisions, long-standing antidiscrimination laws, and the now-tenuous applicability of those legal protections for choice students. It concludes by considering the political ramifications of these changes, which will likely be very different in “blue” and “red” states.

Status and Compliance of Senior High School Voucher Program among Private Schools in NCR: A Quality Assurance Review

The Enhanced Basic Education Act of 2013, often known as K to 12, was introduced by Republic Act10533. The SHS voucher program is a mechanism to provide financial assistance to qualified students while also decongesting public schools and promoting partnerships with private schools. In response to the mandate of RA 10533 to expand Government Assistance to Students and Teachers in Private Education (E-GASTPE), the Department of Education (DepEd) introduced the Senior High School Voucher Program. This demonstrates that condensing the 12 years of education taught around the world into 10 years of education in the Philippines has been a struggle for students and teachers seeking to meet global standards; thus, the goal of the study is to uncover implementation issues, show best practices, and recommend appropriate interventions that can improve the execution of the Senior High School Voucher Program among Metro Manila private schools. The study utilized a descriptive method of research and descriptive correlational design. The study was participated by the DepEd Officials/Employees, School Administrators, and Stakeholders. This demonstrates that condensing the 12 years of education taught around the world into 10 years of education in the Philippines has been a struggle for students and teachers seeking to meet global standards; thus, the goal of the study is to uncover implementation issues, show best practices, and recommend appropriate interventions that can improve the execution of the Senior High School Voucher Program among Metro Manila private schools.

Is private education worth it? Evidence from school-to-work transitions in Chile

Using comprehensive longitudinal data from Chile, we examine the impact of attending a private high school on labor market outcomes. The empirical strategy exploits conditional independence assumptions and leverages the effects of self-selection based on ability. We establish that private high schools boost average adult earnings by 99–144 dollars a month (relative to public schools), equivalent to a 15%–22% premium. We then explore potential channels behind these effects. Both academic and non-academic factors emerge as mediators. Our findings highlight the importance of financial resources, as education investments have long-term impacts on private high school students, while yielding negligible effects for those attending public and voucher schools. Finally, we document the prominent role of firms as mediators of the private school advantages during the school-to-work transition. Our analysis provides new insights into the association between school choice and income disparities, even after controlling for pre-labor market academic performance.

Pennsylvania

Amid partisan disagreement over the creation of a $100 million private school voucher program, Pennsylvania lawmakers did not pass a Commonwealth Budget by the start of the 2023–24 fiscal year. A $45.5 billion state budget was eventually signed by Governor Josh Shapiro in early August. However, lawmakers remain divided over the accompanying legislation needed to distribute some of the funds included in the enacted budget.

Florida

The state of Florida has seen many changes this year to both P-12 education and higher education. Most of the changes can be linked to Governor Ron DeSantis, who has backed the culture wars, changes to history and civics education, expansion of school vouchers, and changes and regulations to the state system of higher education.

Teacher value-added and the test score gender gap

This paper assesses the effect of teachers on the gender gap in student test scores. It combines different empirical strategies from the value-added and labor economics literature to estimate teacher value-added and its contribution to the math and reading gender gaps. We use rich administrative data from Chile that allow us to follow teachers through different classes in different years. Our main findings indicate that teachers explain up to 18% of student test score variance and help reduce the gender gap in math by 16.9%. The reduction in the math gender gap is greater in voucher schools (16.1%), among students with more educated mothers (24%) and among those with female math teachers (32.2%). We provide evidence supporting a within-class effect, instead of sorting (between-class) effect. We conduct several tests and robustness checks to assess the reliability of our findings.

The Reform of “Free” State Education: Arthur Seldon and the Education Voucher Scheme (1957–88)

ABSTRACT Arthur Seldon (1916–2005) was a significant British neo-liberal economist in the second half of the twentieth century. From 1957 to 1988, as the “engine room” of the Institute of Economic Affairs, Seldon had been advocating the reform of “free” state education. He vigorously argued for education vouchers, by which each parent could be provided with purchasing power and school choice. From the mid-1960s, his ideas gradually attracted the attention of the Conservatives and contributed to the rise of the New Right and Thatcherism in the 1980s. Despite this, previous literature seldom explores Seldon’s work in relation to education in greater depth. To fill the lacuna, this paper aims to provide a deeper understanding of Seldon’s neo-liberal ideas about education and his approaches in promoting reform agenda.

The Relationship Between Religion and Public Schools in the United States: An Introductory Brief

The United States of America (USA) has no official religion, and its constitution establishes a separation between state and religion. Hence, public schools should maintain such a separation in their relationship to religion. However, historically, legally, and politically, this has been difficult, contentious, challenging, and complicated. Secularism has served as a balance to protect schools from religious intrusion and religion to keep the state from influence and control at bay. This paper briefly explains the seemingly watershed moment created by the US Supreme Court ruling enabling families in the state of Maine to obtain subsidies in the form of school vouchers to be applied toward tuition in religious private schools, thus breaking a legal tradition of denying public funds for their use for tuition covering of educational institutions sponsored by religious organizations. This paper introduces different dimensions for analyzing these relationships and explains a few legal and educational developments, legal rulings, and students’ rights.

CHARTER SCHOOLS E VOUCHERS EDUCACIONAIS NOS JORNAIS: O SUBTERFÚGIO DO DISCURSO DA QUALIDADE REPERCUTIDO NA MÍDIA BRASILEIRA

This article aims to analyze journalistic texts that address proposals for privatization identified with charter schools and educational vouchers, in order to contribute to overcoming the narrow conception of quality found in newspapers. Brazilian newspapers with the highest incidence of publications on the topics from 2009 to 2021 were examined, namely: "Gazeta do Povo", "O Globo", and "Estadão". Pursuing the objective, a qualitative research was conducted that collected journalistic texts and used content analysis techniques (BARDIN, 2010). It was noted that a large part of the texts are favorable to the implementation of privatization models in Brazil. The defense of these models has been based on the idea that the quality of private education is superior, attributing this to a supposed efficiency of private management linked to student performance, competition between schools, and teacher accountability. It should be noted that this premise is not confirmed when analyzing the results obtained by charter and vouchers in the USA. Finally, it is concluded that journalistic texts ignore a deeper debate about the factors that interfere with the quality of education, promote an uncritical view, and ignore the inefficacy of business management instruments to deal with the problems of public schools.

학습권 보장을 위한 평생교육바우처 지원정책 분석

The purpose of this study is to examine the main elements of the lifelong education voucher, a key initiative for realizing the right to learning and to propose recommendations for the effective establishment of such programs. It involves an in-depth examination of the evolving discourse on learning rights, the definition of responsibilities to uphold these rights, and an evaluation of related policies. The research focuses on the role of vouchers in supporting learning costs and their impact on ensuring equitable learning opportunities. While vouchers enhance learning participation across diverse socio-economic groups, the study identifies areas for improvement, such as increasing transparency, managing educational quality, and promoting learner autonomy. Recommendations include implementing learning counseling, establishing robust quality-management systems, and empowering learners self-directedness. The study also suggests researching outcomes considering the policy orientation of the voucher for evaluating policy implementation results and stable financing.

평생교육 정책 결정 과정 분석

This study provides an academic analysis of the development of the Lifelong Education Voucher policy, employing Kingdon's Multiple Streams Framework(MSF). Problems include indicators of lifelong learning participation rates and adult competencies, and the limitations of lifelong learning policies to address existing gaps in lifelong learning participation. Additionally, the political stream scrutinized the influence of the social environment, regime transitions, and the initiatives of lifelong learning organizations in revising lifelong learning legislation and enhancing the overall system. Lastly, the policy stream delved into the proposals put forth by the Ministry of Education(MOE) and lifelong learning organizations aimed at bolstering the Lifelong Education Voucher. The analysis underscores that the political stream emerges as the primary driving force for the emergence of the policy window, in conjunction with issue-driven dynamics. Within the policy stream, lifelong learning organizations initially advocate for broader support for marginalized groups, later the MOE suggested alternatives. The finalization of this policy is closely aligned with the budget allocation determined by the National Assembly. The MOE assumes a pivotal role as a policy leader, while lifelong learning organizations also exhibit leadership in policy advocacy. This highlights the incongruities within the policy-making process, as envisioned in the MSF, emphasizing the necessity for collaboration between formal and informal stakeholders in the realm of policy-making.

평생교육재정 지원 확대를 위한 논의

The study aims to suggest improved strategies on how to secure lifelong education finance on central and local government levels in terms of financial security, distribution, and operation in South Korea. It examines trends and statues in lifelong education finance using statistical financial data, and conducts two Delphi surveys with 20 experts in the field.
 The Delphi survey comprises of three parts as follows; first, in relation to “securing lifelong education finance”, it contains the logic for expanding official financial supports, the division of adequate spending between social and private burdens by types of lifelong education, and the establishing an agenda for securing finances. Second, in relation to “budget allocation and support”, it contains strategies for stimulating its participation in lifelong education, expanding lifelong education vouchers, supporting lifelong education institutions, and an allocation approach to project budgets. Third, in relation to “operation of lifelong education finance”, it contains supporting strategies by funding sources, and implementing strategies for governance between central and local governments.
 According to the implications of the result, central and local governments should provide financial support for lifelong education from a way of ensuring citizens' basic rights, not as an alternative. Therefore, it is suggested that laws, budgets, human resources, and one-stop service delivery systems should be put in place to expand financial support for lifelong education, along with governance reforms and cooperation between central and local governments.

How Free Market Logic Fails in Schooling—And What It Means for the Role of Government

Market-based policies, especially school vouchers, are expanding rapidly and shifting students out of traditional public schools. This article broadens, deepens, and updates prior critiques of the free market logic in five ways. First, although prior articles have pointed to some of the conditions necessary for efficient market functioning, I provide a more comprehensive list. Second, with an up-to-date literature review, I show that all of these conditions fail to hold to an unusual extent in schooling relative to other markets. Third, because of these failures, I argue that the most potent critique of the free market approach to schooling comes from the intellectual home of markets—economics. Fourth, I show that the issues leading to inefficiency are the same ones leading to inequity. Fifth, I argue that the analysis points to specific roles for government that go well beyond those included in new universal school voucher policies but are also narrower than the roles of government encompassed in traditional public education. For these reasons, the current policy direction is off track and apparently inconsistent with the main criteria on which we evaluate education policy and even with the values that voucher advocates profess.

Organizational Structure, Instructional Quality, and Student Achievement: The Case of Public and Private Schools

Influencing major education policies in the US such as school vouchers and charter schools, market theory assumes that organizational autonomy, parental choice, and competition between schools improve the quality of education. However, whether those policies can influence the instructional core of schools is not well understood. Comparing private and public schools offers an opportunity to examine whether market-oriented assumptions hold in practice. Relying on institutional theory, this study examines whether public and private schools differ in their instructional quality and whether such differences translate into achievement advantages in the US. Using Trends in International Mathematics and Science Study (TIMSS) surveys and achievement data, the study integrates structural equation modeling and propensity score matching to examine the latent construct of instructional quality and mitigate selection bias. Results indicate similar instructional quality in public and private schools explaining comparable student achievement by school type. Barriers to instructional change through market-oriented reforms are discussed.

For things to remain the same, everything must change? Studying National front’s and National rally’s platforms on education

ABSTRACT The Rassemblement national, or National Rally (previously known as Front national, or National Front, until 2018) has been the only European far-right party that has constantly been among the major political organizations of its country since the 1980s. However, its agendas, ideas and proposals on education are relatively unknown and have barely been studied. Its manifestos, from its rise in the 1980s to the mid-2000s, showed a mix of a conservative perception of school curricula, an intense hostility towards teachers and a market-oriented approach of education (including school vouchers). Since the party has been led by Marine le Pen in 2011, the National Front/National Rally’s agenda seems to have substantially changed, and now promotes state schools and professionals working in them, while opposing any cuts in educational spending. The idea this research wants to investigate is that such a shift is actually limited, as it does not change what could be theorized as a ‘pedagogical core’ of the French far-right, defined here as a stable corpus of proposals and beliefs towards education. This core has remained remarkably stable since the first platform of the party released in 1973: selective, pessimistic about the outcomes and effects of mass schooling, nationalistic.

Under The Law: Oklahoma!

In June 2023, the Oklahoma Virtual Charter School Board approved the establishment of a charter school by the Catholic Archdiocese of Oklahoma City. This amounts to state funding of a religious school. Robert Kim discusses how this decision goes against Oklahoma’s constitutional and legislative history, why allowing religious charters is not the same as allowing vouchers for religious schools, and the potential implications of allowing direct state funding of religious schools.

바우처 제도의 이상과 한국적 현실

Early childhood education and care is the only area where a kind of school voucher system works in Korea. Elementary, middle and high schools receive direct financial support from the government, regardless of public or private. This paper examined how early childhood education-care vouchers were created and how they affected early childhood education, and then evaluated whether they fit the ideal of the voucher system. While voucher system has increased the use of kindergarten and nurseries by infants and expanded the market, the diversity creativity of education was severely damaged, contrary to the ideal of vouchers. Finally, the author proposed what is necessary to revive the ideal of the voucher system.

Activating Educational Vouchers in Private Education Schools in the Light of the American Experience, Entrance to the Privatization of Public Education (proposed Concept)

هدفت الدراسة إلى بناء تصور مقترح لتفعيل القسائم التعليمية في مدارس التعليم الأهلي في ضوء التجربة الأمريكية كمدخل لخصخصة التعليم العام، وذلك بعد التعرف على تصورات خبراء التربية حول متطلبات تفعيل القسائم التعليمية (المادية – الإدارية – الإجرائية) بمدارس التعليم الأهلي. ولتحقيق الهدف السابق اتبعت الدراسة المنهج الوصفي باستخدام أسلوب دلفاي، الذي يعد من أحد أساليب الدراسات المستقبلية، من خلال جولتين بين مجموعة من الخبراء ذوي الاهتمام بالقسائم التعليمية وعددهم (13) خبيراً. وتوصلت الدراسة إلى جملة من النتائج أبرزها: 1. تتضمن المتطلبات المادية لتفعيل القسائم التعليمية في مدراس التعليم الأهلي كفاية القيمة المادية للقسيمة التعليمية لتغطية تكلفة خدمات التعليم الأساسية للمستفيدين، بالإضافة لتفاوت قيمة القسيمة التعليمية للمستفيدين وفقاً للمرحلة الدراسية.2. تتمثل أبرز المتطلبات الإدارية لتفعيل القسائم التعليمية في مدراس التعليم الأهلي في تقديم تقارير واضحة من المدرسة الأهلية في حالة استبعاد أو إلغاء الخدمة عن بعض المستفيدين، وكذلك المتابعة المستمرة لجودة الخدمات المقدمة للمستفيدين.3. من أهم المتطلبات الإجرائية لتفعيل القسائم التعليمية في مدراس التعليم الأهلي التقييم الدوري لمرافق المدارس الأهلية وكفاية تجهيزاتها والوسائل التعليمية بها، إضافة إلى تحديد وإعلان معايير التقييم المؤسسي للمدارس الأهلية كونها متخصصة وتستقبل دعماً حكومياً. وعلى ضوء ذلك قدمت الدراسة تصورا مقترحا لتفعيل القسائم التعليمية في مدراس التعليم الأهلي في ضوء التجربة الأمريكية كمدخل لخصخصة التعليم العام ذا منطلقات معاصرة وممارسات توظف الخبرات العالمية.