vouchers hold that because education is a public good, educational choices should be controlled within the democratic system. Opponents doubt that a voucher system can be efficient and fair to recipients of all income levels. They question the viability of creating workable conditions of regulation, dissemination of information, and standards that would not be unduly costly and cumbersome (Salganik, 1981, pp. 6-7).
Of interest is the Washington State case. The State is currently under court order to improve present policies. It may choose from various options. The court only mandates that funding be provided for basic education in the local districts. The court is requiring efficiency, which is defined as the productivity of each pupil compared to the funds spent.
It has been argued that the public school monopoly on education has reduced the accountability of those who administer the schools, particularly in large urban systems (Sandler and Kapel, 1988, p. 267). As a result, questions have been raised as to who should control the schools. Should it be the school personnel and state legislators or should it be the consumer, the parents? This philosophical question is at the heart of the debate concerning the use of vouchers for schooling.
For purposes of this paper, we shall examine evidence to support or refute the hypothesis that educational vouchers are a fair and efficient method to allocate funds for the education of children. Following a discussion of research findings concerning the actual uses of vouchers by pilot schools and discussion of researchers' positions on the issue, a conclusion summarizes the findings as they relate to the stated hypothesis.
There is much opinion about the use of educational vouchers, but there is little research based on actual use. In 1970, a voucher proposal was presented to numerous school districts with promises of federal support. Only one district, Alum Rock, Californ...