In the mid 1950s, Milton Friedman proposed a voucher system for schooling. This idea for educational reform had the intention of giving parents more choice in their children's education and of equalizing the quality of education among all socioeconomic groups. Many critics at the time considered Friedman's proposal to be wild and impractical, even though such a system was in use in British Columbia, Canada.
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 schools.
Supporters of the voucher idea believe that the government should intervene in social life only as necessary, that families are more likely than the state or local government to make educational decisions that benefit their children. Supporters also predict that a policy of choice and competition would result in improvement of the quality of schooling. Free enterprise often improves the quality of the goods and services made available. Opponents of ...