School Vouchers Research Articles

Too Much Information and Too Little Knowledge? An Attempt to Explain Findings From the Swedish Voucher System for Upper Secondary Education

This article presents some unexpected findings from a study of the upper secondary school voucher system in Sweden. This publicly funded but relatively unregulated quasi-market offers a large number of alternatives to teenagers choosing an education. The choice situation is relatively complex and the stakes are high, but the youths themselves find the decision unproblematic. A possible explanation for this is that the future upper secondary students mistake information for knowledge. In lack of knowledge they follow a norm of conformity according to their outer circumstances. This leads youths from different socioeconomic groups to experience different choice situations and outcomes.

Relative Deprivation

Discussions of the impact of growing inequality have focused on objective indicators. Focusing on what individuals have or do not have can be misleading without understanding how they subjectively interpret the availability of resources. Relative deprivation (RD) occurs when individuals compare themselves with better-off others and conclude that they do not deserve their disadvantage. These upward comparisons, whether imposed or chosen, can damage people’s emotions, behavior, and even mental and physical health. How people respond to RD depends on whether they (a) experience the disadvantage directed toward them as a unique individual or as a member of a group (e.g., ethnic category, occupation), (b) feel anger or another emotion (e.g., sadness), and (c) view the system (e.g., workplace, nation) as open to change. Mobility interventions (e.g., housing and school vouchers) may have unexpected adverse consequences that direct improvements to the local infrastructure and community do not. Costs of RD (including physical illness) increase if people cannot address perceived inequities effectively. RD explains why simply enumerating resources and opportunities does not fully explain how relative disadvantage produces outcomes ranging from social protest to illness. Insights from psychological science that show how individuals respond to social inequities can inform policies for building communities and improving well-being.

Understanding School Voucher Program Research: A Failure of Theory or Implementation?

School choice research generally indicates marginal positive effects on student achievement for at least some students. In explaining results, researchers attribute positive findings to evidence that education markets are driving schools to improve, while others see null or negative findings as evidence that markets are not an effective reform. We examine whether findings are suggestive of theory failure or program design failures. Analyzing key policy components of seven publicly funded voucher programs, we find that the structures of programs generally have half the necessary components to create market forces among schools, suggesting program design failure, not a failure of the theory.

The Originalist Case Against Vouchers: The First Amendment, Religion, and American Public Education

During the last three decades, proponents of public school voucher programs on and off the bench have turned to original meanings discourse to argue that spending public dollars for religious education is consistent with the original meaning of the first amendment, as incorporated by the fourteenth. The following account argues that these arguments are wrong. Whether one weighs the narrow historical claims of formalist interpretations on their own terms, or whether one looks beyond them to a more historically comprehensive view of past meanings and intentions, or both, the originalist case is against vouchers. This essay lays out its case in five parts. Part One examines Thomas Jefferson and James Madison’s views on religious establishment in mass, public education through their legislative proposals in Virginia and their public and private writings. Part Two seeks to understand the broader intellectual context in which Jefferson and Madison wrote (asking how mainstream their ideas were) by examining the most comprehensive public school plans written just before or concurrently to the ratification of the First Amendment. Part Three examines a singular public act in the 1790s: an essay contest sponsored by the American Philosophical Society (APS) asking contestants to design a system of public education suited to the “genius” of the new national government. Part Four examines education-related law developed during the early republic. These sources include the Northwest Ordinances of 1785 and 1787, State Constitutions, and state statutory law. Part Five of this essay carries the ideas and laws of the early republican period forward into the 19th century, briefly sketching out the implications of a robust originalist account of religious establishment and public education for understanding the slow evolution of state support for public education that culminated in the consolidation of a federated national system after the Civil War. The essay concludes by exploring the implications of a more historically robust originalist doctrine for contemporary debates about the relationship between religion and public education, with special attention to school choice programs. The purpose of this essay is not to draw upon contemporary theory or research for or against school choice, but to stick to a purely originalist perspective. Ceteris paribus, the best way forward for proponents of school choice would be to repudiate their flawed originalist interpretations and instead embrace the revolutionary aspects of their consumerist doctrine: that “true private choice” makes good sense today, even if it did not in the late 18th or 19th centuries. Likewise, those opposed to privatizing mass education need look no further than the original intentions of the founding fathers of the republic and the meaning of the laws they enacted to preserve a republican form of government.

Stigma without Sanctions: The (Lack of) Impact of Private School Vouchers on Student Achievement

Under the Florida A+ Accountability Program, Florida’s schools are graded based on student performance on the Florida Comprehensive Assessment Test. Previously, when schools would earn their second failing grade within four years, students assigned to these schools were offered school vouchers which parents and guardians could use to transfer students to a private or another traditional public school. In January of 2006 the Florida Supreme Court declared that private school voucher component of the Florida A+ Accountability Program was unconstitutional, eliminating the threat of having these students and funds leaving to attend private schools. This exogenous shock allows us to test whether private voucher threats and the funding tied to these students led to increases in student achievement. We find no evidence that the private school voucher threats drive academic improvement beyond what is seen in schools when this private school voucher threat is removed.

On the political economy of educational vouchers

Two significant challenges hamper the analyses of the collective choice of educational vouchers. One is the multi-dimensional choice set arising from the interdependence of the voucher, public education spending, and taxation. Second, even absent a voucher, preferences over public spending are not single-peaked; a middling level of public school spending may be less attractive to a household than either high public school spending or private education coupled with low public spending. We show that Besley and Coate's (1997) representative democracy model provides a viable approach to overcome these hurdles. We provide a complete characterization of equilibria with an endogenous voucher. A voucher is adopted in political equilibrium provided the coefficient of variation of income is sufficiently small. We undertake a parallel quantitative analysis and we find that no voucher arises in equilibrium for the U.S. income distribution, which exhibits too much heterogeneity. For a tighter income distribution, including those in Douglas County, Colorado where a voucher was recently adopted, our model predicts a positive voucher. Public support for a not-too-large voucher arises because the cross subsidy to public school expenditure from those switching to private schools outweighs the subsidy to those who attend private school in the absence of a voucher.

Contexts Matter

This study examines public school characteristics, and public and private school market characteristics, associated with participation among elementary-aged students in a means-tested school voucher program in Florida. Participants are more likely than eligible nonparticipants to come from disadvantaged public schools on multiple dimensions. On average, participants’ public schools have lower aggregate student achievement, and higher rates of disciplinary incidents. Participants’ schools receive less positive ratings on various measures from principals and teachers. Participants face more competitive private school markets, and less competitive public school markets, than do nonparticipants. When these factors are considered together, the mean achievement and disciplinary incident rate of students’ own public schools, as well as public and private school market variables, independently predict voucher use.

Changes in School Enrollment Patterns After the First-Time Release of School-Level Test Scores in Milwaukee’s School Voucher Program

Since 1990, the Milwaukee Parental Choice Program (MPCP) has enabled low and middle-income parents to attend private Milwaukee schools at state expense. In 2010, the Wisconsin Department of Public Instruction released, for the first time, results of newly required state standardized tests for students using the MPCP. This article uses an original data set from Milwaukee’s two-decade-old private school voucher program to test several hypotheses on the impact of the first public release of test scores on school enrollment patterns. Specifically, the article uses quantitative methods to test (a) whether enrollment decreased at lower performing schools, (b) whether low-performing schools were more likely to close compared with higher performing schools, and (c) whether historical school-level growth patterns were significantly different after the release of test scores. The article finds that enrollment increases at higher performing schools were larger than at low-performing schools. However, the link between test scores and enrollment patterns disappears after controlling for available school-level characteristics. The analysis provides a first peek at how a transparency intervention affects enrollment patterns in an education marketplace.

Can Markets Make Citizens? School Vouchers, Political Tolerance, and Civic Engagement

School voucher programs challenge the traditional role of the public school as the builder of citizens, raising the question of whether private schools can provide a civic education of equal quality. In this study, we use survey data from the Milwaukee voucher program to investigate the relative benefits in civic outcomes of attending a voucher school. We find that voucher students demonstrate modestly higher levels of political tolerance, civic skills, future political participation, and volunteering when compared to public schools students. Further analyses indicate these results may be driven in part by those students attending Catholic and other religious schools.

Vouchers for Religious Schools and the Development of Democratic Values

Federal courts have permitted tax credits for tuition at religious schools. Does a religious mission inhibit a school's ability or willingness to teach civic values, such as tolerance for political and religious differences? This essay examines relevant empirical research to find that religious schools, overall, do no worse than public schools at teaching civic values. Research also points to some specific steps educators can take to promote the development of civic values.

School, Activism and Politics at the Movies: Educator Reactions to the Film Waiting for “Superman”

Context The documentary film about U.S. education reform, Waiting for “Superman,” was met with acclaim and controversy when released to theaters in 2010, and again when launching its grassroots “host a screening” campaign in 2011. The campaign ran concurrent with 2011 state legislative sessions, during which several states (e.g., Ohio, Indiana, New Jersey, and Wisconsin) voted on education reform bills regarding teacher merit pay, probationary teacher contracts, school vouchers, changes to the school funding formula, charter school funding, and limiting teachers’ (and public workers’) collective bargaining rights—all issues touched on in the film. Purpose To shed light on the relationship between popular media, public opinion, and social action regarding education, I examine responses to Waiting for “Superman” across different viewer demographics and relate responses to educational policy stances. The following research questions are considered: 1. Why did people watch Waiting for “Superman” ? 2. How did different education stakeholders (preservice teachers, current teachers, academics, community members, etc.) react to the film? Were some groups more likely to accept, negotiate with, or oppose the film's message? 3. What role, if any, did the film play in viewers’ stances on education reform or intention to take social action in the education reform movement? Participants Participants include 168 self-selected audience members attending free public film screenings at a midwestern university. Research Design Mixed methods research design compares audiences’ descriptive statistics alongside open-ended survey responses and interview data. Results Viewers were majority young and female. Most attended because they were interested in the topic, wanted to learn more, or came with a friend. Audience responses were complex and nuanced, i.e., 38% volunteered positive reactions to the film and 30% criticized it in some way (not mutually exclusive). Emotional reactions were common (38%). Audience members tended to respond to the film based on their direct prior experience (or lack thereof) with the U.S. public education system. The majority of current teachers in the audience chose not to participate in the study, perhaps because of the contentious political climate. Fifteen percent of audience members were “inspired” to act after viewing, and half of those were preservice teachers, but none were current teachers. Conclusions In vilifying teachers’ unions, thereby marginalizing some great teachers, the film's producers may have missed the chance to effect lasting change in the education system. While potentially polarizing, popular film may be an effective way to engage preservice teachers in complex education topics. Contextualizing discussion with a multiperspective panel afterward is recommended.

Learning from Schools: School Choice, Political Learning, and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.

Policy Bubbles

We develop the concept of a policy bubble to capture the notion of long‐term overinvestment in a policy. In sketching the relation of policy bubbles to economic bubbles, we describe how these two concepts have similar origins but different trajectories because they are filtered by different institutions. We examine in some detail three likely instances of ongoing policy bubbles: crime policy, school reform (charter schools and private education vouchers), and the contracting and privatization of public services. We show how these cases differ from the housing bubble of 1997–2007, how they differ from each other, and the extent to which they can be considered policy bubbles. Last, we suggest this concept can help unify the policy process literature with the practice of policy evaluation and outline testable hypotheses for future research.

Finding the Right Fit: Recruiting and Retaining Teachers in Milwaukee Choice Schools

This article explores differential hiring and retention practices across schools of choice using data gathered as part of a comprehensive evaluation of a large-scale school voucher program in Milwaukee, Wisconsin. A variety of interview, survey, and observation instruments are used to describe the challenges and strategies that 13 schools report regarding teacher recruitment and retention. We conclude that schools with established partnerships with institutions that share a religious or philosophical commitment experience the highest success with recruiting and retaining teachers. We describe the strategies used by these schools and make recommendations for improving teacher retention in schools of choice.

Competitive Effects of Means-Tested School Vouchers

We use the introduction of a means-tested voucher program in Florida to examine whether increased competitive pressure on public schools affects students’ test scores. We find greater score improvements in the wake of the program introduction for students attending schools that faced more competitive private school markets prior to the policy announcement, especially those that faced the greatest financial incentives to retain students. These effects suggest modest benefits for public school students from increased competition. The effects are consistent across several geocoded measures of competition and isolate competitive effects from changes in student composition or resource levels in public schools. (JEL H75, I21, I22, I28)

Educational Vouchers: Freedom to Choose?

Milton Friedman is famous for his book title: Free to Choose. He also favors educational vouchers, which deny the freedom to choose to people who do not wish to subsidize the education of other people’s children. Thus, he is guilty of a logical contradiction. Why is it important to assess whether Friedman’s views on educational vouchers are logically consistent with his widespread reputation as an advocate of free enterprise, and, thus, freedom to chose? It is important to assess all figures in political economy, and indeed all of scholarship, for logical consistency. It is particularly important to do so in the present case, given the prestige in certain quarters accorded to this Nobel prize-winning economist. We argue in this paper that Friedman’s reputation for logical consistency, and adherence to the philosophy of laissez faire capitalism, are both overblown. Our solution to this challenge is to completely privatize education. Friedman does not advocate that vouchers be utilized for food, clothing or shelter; we see no relevant difference in the case of education.What is the justification of the undertaken topic? This topic is important because education of the next generation is crucial for the upkeep and improvement of society. What is the aim of the present study? It is to demonstrate that the solution offered by M. Friedman and R. Friedman (1990) is highly problematic. What is the methodology used in the study? We quote from this author, and criticize his analysis. What are our main results and conclusions/recommendations? We conclude that the last best hope for the educational industry is laissez faire capitalism, not the mixed economy recommended by Friedman.

Sharp Bounds on Causal Effects under Sample Selection

AbstractIn many empirical problems, the evaluation of treatment effects is complicated by sample selection so that the outcome is only observed for a non‐random subpopulation. In the absence of instruments and/or tight parametric assumptions, treatment effects are not point identified, but can be bounded under mild restrictions. Previous work on partial identification has primarily focused on the ‘always observed’ (irrespective of the treatment). This article complements those studies by considering further populations, namely the ‘compliers’ (observed only if treated) and the observed population. We derive sharp bounds under various assumptions and provide an empirical application to a school voucher experiment.

Similar Students, Different Choices

We examine what factors predict why some parents enroll their children in voucher schools while other parents with similar types of children and from similar neighborhoods do not. Furthermore, we investigate how aware parents are of their educational options, where they get their information, and what school characteristics they deem the most important. To answer these questions, we analyze the school choice patterns in the Milwaukee Parental Choice Program. Using survey data, we compare responses from a representative sample of voucher parents and a matched sample of public school parents. While public school parents have higher incomes than voucher parents do, voucher parents have more years of education on average. We find that parents in both sectors rely heavily on their social networks to gain information about school options. Finally, we conclude that religion plays an important role in explaining why some parents use vouchers while others do not.

Measuring Competitive Effects From School Voucher Programs: A Systematic Review

Studies of the competition effects from voucher or tuition tax credit scholarship programs on public school student academic outcomes have taken place in seven locations throughout the United States, with the majority of studies taking place in Florida, followed by Wisconsin. This article reviews 21 total studies of the impacts on student academic outcomes, finding neutral to positive results. The various competition measures used in the literature are thoroughly reviewed and regression discontinuity design is identified as the most rigorous estimation strategy capable of identifying the causal effect of competition threats on traditional public schools.

Can We Reasonably Assess “Productivity of Market-Based Educational Reforms”?: Comment on Anna Egalite's “Measuring Competitive Effects From School Voucher Programs: A Systematic Review”

[A Milton Friedman-style voucher program] would permit competition to develop. The development and improvement of all schools would thus be stimulated. (Friedman, 1962) The article concludes that, ...