The Marketization of Education: Public Schools for Private Ends

Bartlett, Lesley; Frederick, Marla; Gulbrandsen, Thaddeus; Murillo, Enrique G.

doi:10.1525/aeq.2002.33.1.5

Cited by 135 publications

(104 citation statements)

References 16 publications

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“…The core concept behind the creation of charter schools is that they are associated with business interest groups. Many recent studies have indicated that charter schools worsen educational inequality and increase the gap among different socioeconomic populations because the under-the-table selection process and the lottery system of admission ruin fairness (Bartlett et al 2002;Lipman 2003;Ravitch 2013). For example, many charter schools operate independently and autonomously, and they use a lottery process to decide enrollment by random selection.…”

Section: Socioeconomic Inequality In Public Educationmentioning

confidence: 99%

“…Children's futures should not be determined on the basis of a simple gamble. Moreover, the growing competition for public funding between charter schools and public schools negatively affects poor districts with financial deficits (Bartlett et al 2002;Ravitch 2010;Ravitch 2013). Businesses that become involved in public education generally tend to invest in potentially profitable areas, which are the high-income and majority-White districts.…”

Section: Socioeconomic Inequality In Public Educationmentioning

confidence: 99%

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Educational Inequality: An Impediment to True Democracy in the United States

Chen¹

2015

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Many people believe that democracy is something that can lead everyone toward a better nation and a free and fair society. In 1954, Brown v. Board of Education fundamentally changed the education system in the United States and was a turning point in the evolution of U.S. democracy that made the beautiful American dream available for each individual. However, six decades later, the debate over educational inequality continues. People are still fighting for their equality and well-being.Along with dramatically influential political, economic, and social factors in the United States, educational inequality destroys the commitment of this democratic nation to offer equal opportunity, care, and social justice to younger members of the community. This paper discusses the current problem of educational inequality as it relates to racial and socioeconomic discrimination in urban schools. The aim of this study is to explore knowledge of inequality in the U.S. school system and to raise social and educational awareness to help American children to have equal chances in education and to achieve future success. KeywordsDemocracy, public education, social mobility, racial inequality, socioeconomic inequality Public education is a constructive mechanism that prepares children for citizenship and educates them to live in a healthy civic society, and to foster a nation with democracy (Hochschild and Scovronick 2003;Gutmann 1999;Labaree 1997). The early framework of the democratic purpose of education was associated with the public good and aimed to promote the formation of moral character in citizens of the United States (J. Goodland, Mantle-Bromley, and S. The goals of public schooling are to give to every citizen the information he needs for the transaction of his own business, to know his rights and exercise with order and justice those he retains, and in general to observe with intelligence and faithfulness all the social relations under which he shall be placed. (as cited in L. Pangle and T. Pangle 2000: 25)

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Section: Socioeconomic Inequality In Public Educationmentioning

confidence: 99%

Section: Socioeconomic Inequality In Public Educationmentioning

confidence: 99%

Educational Inequality: An Impediment to True Democracy in the United States

Chen¹

2015

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“…(France, 2003), to hopes that neoliberal reform leader Michelle Rhee could save DC schools (Thomas, 2008), the mainstream media has characterized market-based reforms and charter schools as muchneeded efforts to save struggling communities of color (Hankins & Martin, 2006). Under the cover of this savior framework, the neoliberal education reform agenda has implemented projects of racialized dispossession that especially impact low-income African American communities (Buras, 2011;Lipman & Haines, 2007;Bartlett et al, 2002).…”

Section: Literaturementioning

confidence: 99%

“…Some research has shown how the charter school reform movement in New Orleans and other cities engages in a project of racialized appropriation of community assets from low-income communities of color for the accumulation of wealth by and for the privilege of White elites (Buras, 2011;Lipman & Haines, 2007;Lipman, 2004;Bartlett, Frederick, Gulbrandsen, & Murillo, 2002). This has occurred under the guise of a discursive framework (Kumashiro, 2008) claiming values of educational equity and closing racial achievement gaps.…”

Section: Literaturementioning

confidence: 99%

Youth Participatory Action Research And The Future Of Education Reform

Poon

Cohen²

2012

jctp

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“…To be sure, segregation between schools is a result of many factors, including zoning and the selection policies of schools; regional and urban planning; and choice of residence and also school choice (see also Archbald, 2004;Bartlett et al, 2002;Taylor, 2009;Urquiola, 2005). Drawing zones around schools may in itself not be "class-neutral".…”

mentioning

confidence: 99%

Markets in Education

Waslander

Pater²,

Weide³

2010

OECD Education Working Papers

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JT03290846 OECD DIRECTORATE FOR EDUCATION OECD Education Working Paper SeriesThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. ABSTRACTIn the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools. RÉSUMÉAu cours des trois dernières décennies, de nombreux gouvernements dans le monde entier ont introduit des mécanismes de marché au sein de leur système éducatif. Ils ont procédé ainsi en valorisant le choix des parents d'élèves et en encourageant la compétition scolaire à travers des politiques telles que l'abolition des zones scolaires, la création de programmes accessibles à l'aide de chèques scolaires, et mise en place des écoles à charte. Ces mécanismes de marché ont donné naissance à des débats passionnés dans les milieux politiques et scientifiques. Cependant, les toutes premières recherches dans ce secteur ont conclu que les effets des mécanismes de marché dans le secteur éducatif sont mineurs, lorsqu'ils sont déterminés. Cette étude essaie de comprendre pourquoi il en est ainsi en analysant la chaîne causale qui lie les mécanismes de marché aux résultats dans le secteur éducatif, en passant en revue les données empiriques à chaque étape du processus. Les résultats de cette étude soulignent le besoin d'un débat nuancé et modéré sur les mécanismes de marché dans l'éducation. Ce que mécanismes de marché signifie en pratique dépend fo...

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The Marketization of Education: Public Schools for Private Ends

Cited by 135 publications

References 16 publications

Educational Inequality: An Impediment to True Democracy in the United States

Educational Inequality: An Impediment to True Democracy in the United States

Youth Participatory Action Research And The Future Of Education Reform

Markets in Education

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