Voucher System for Schooling

During the late 1960's, the concept of vouchers raised little opposition. Well-known supporters included Friedman, Mario Fantini, and Christopher Jencks (Salganik, 1981, p. 7). However, it gradually became apparent that the thinking behind the voucher system actually was related to different, and sometimes conflicting goals. Some regarded vouchers primarily as a way to increase equality through reallocation of resources. Others hoped that vouchers would increase efficiency in the educational system. Still others believed that vouchers would instill greater diversity of values and philosophies into the schools.

Despite the differences among voucher supporters and opponents, they agree on many issues. They agree that the educational system should teach citizenship and literacy to all, that it should be efficient and fair, and that it should promote democratic agreement while respecting diversity. They agree that the state should provide funds for education. They disagree on whether funds should go to public schools or to a state-regulated market of private scho

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Over 31% cited the desire to keep siblings and friends together. Cohen and Farrar pointed out in a study done in 1977 that the Alum Rock voucher system did not create a situation where the professionals lost any power to the parents, a fear of those opposed to the voucher idea. In fact, before the experiment was finished, the school administrators adjusted the market aspect to suit their needs. Demand was restricted by making it impossible for schools to expand, even if more students chose those particular schools. School principals banned advertising, and teachers who left the project were given priority assignments to other schools. These steps served to minimize any true market aspect of the program (Sandler and Kapel, 1988, p. 274). Further findings noted that the Alum Rock parents' program choices resulted in clustering of students by family background (income, education, and values). Parents with higher socioeconomic status were more likely to chose innovative programs. Wealthier parents picked schools that emphasized problem-solving and the development of communication skills (Sandler and Kapel, 1988, p. 276). Working-class parents preferred highly structured schools that emphasize strict discipline, obedience, an
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Approximate Word count = 2630
Approximate Pages = 11 (250 words per page)

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