Beruflich Dokumente
Kultur Dokumente
Review, Vol. 12, No. 4 (Fall, 1994), pp. 4-9 Published by: Brookings Institution Press Stable URL: http://www.jstor.org/stable/20080502 . Accessed: 01/04/2014 23:02
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Somebody's
.?:::: Expanding
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LAST
on the "State
FEBRUARY,
of American card. to Some Education," schools, for he Secretary said, are of Education
IN
Richard some are
A
Riley
SPEECH
gave America's some have schools schools the re
Diane fellow
Ravitch,
a nonresident
senior
change
the better."
Some,
though,
"should
That last phrase is chilling: schools that "should never be called schools at all."Who schools? African-American
ably, many Somebody's headed by a are
attends these
and Hispanic
single parent
struggling
children
compelled?some
say,
"Somebody's Policies
in Social
yours.
President
children
of urban
superintendents
(Brookings,
FALL1994
BY HAROLDFEINSTEIN PHOTOGRAPHY
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During
"What
the best
What would
zoned schools they children
Arguments
The strong objections
for Means-tested
many people
Choice
choice
would?if their
But who
do not apply to a means-tested are the primary Diane Ravitch's objections response
choice raised
Following put
their
by choice
opponents?and
to them.
are to go to those schools. Parents required to move to a better or to the money neighborhood into a private child school been told that they must have no matter how bad the school is. If they are parents with are told and energy, officials and policy they by school they must stay right who for tell even a where they this would are because they their are the
that
WOULD
DESTROY of choice
THE fear
leave public
Foundation
cannot or
toward reform "some working it is an outrageous for parents propo children who live today, here and now. They to see whether in five the school will get better academics, But we must our for our own chil passion as love their children They
that only
19 percent
would
project
of course, would
schools
80 percent
90 percent.
how they know not be expected schools their failing not thus sacrifice
parents. desperate about their children's future?and worry They much the odds are stacked them. should against They to wait for the eventual transformation of the patiently children own our are required children. Why to attend must each they? day. We would
system would
bad schools.
We Can't Walt
hat
for "Someday"
can we do?and do quickly?for states, or the children now
IS NO TO OR
PRECEDENT USE
FOR
ALLOWING FUNDS FOR w ernment may Pell grants of their is believed in the at use to
GOVERNMENT
RELIGIOUS years
INSTITUTIONS.
it public,
religious. For the neediest, the grant. larger to the state average ex per pupil
The
come. the grant
students system
people The
government
penditure, possibly larger. Children with disabilities should receive the full amount of financial aid to which they would be entitled un
der state and federal law. Since funds will necessarily be limited,
by a Pell grant
are
as long as it is accredited percent because would already of Pell students they hold cost in K-12
no doubt
strictly
In addition,
religious
receive
public
handicapped
and size must quences?though render the program meaningless. is not new. Others This have made proposal ever, For choice. new years Unlike the public But First for me. I could not make
as the worst authorities by public can be size of such and scholarships to gauge authorities the cost and conse not be so small as to
it before.
It is, how
some
3. THE
IT WOULD
FOR RELIGIOUS
ward
about the issue of school up my mind no animus to I of harbor choice, supporters I attended in Houston, schools. schools Texas, public
GOVERNMENT Again,
be unconstitutional
authority
provided
reforms?have
overcome hesitation about my things wave wave is that many foremost after years?and the most passed, inner-city leaving desperate
schools fundamentally
schools, Certain but the worst personal
unchanged.
are untouched. were
some
experiences where
in London
one of Britain's
have voted
"grant-maintained"
the jurisdiction REVIEW
to leave
THEB
ROO
KINGS
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teachers.
The
to the
cal school board (about 15 percent of the school's budget) now went directly to the school. The added funds helped build a new science
laboratory, make long-deferred repairs, and hire more teachers. For
the first time in its history, the school was allowed to select its own food supplier. No longer the last link in a bureaucratic chain, the staff
in the I saw school made their own decisions. for In classroom after classroom in an at I vividly teenage girls preparing that was orderly, mosphere comment: recall the guide's the national examinations
ruling established of
legisla
church-state purpose;
legislative nor
tell a grant-maintained
inhibit religion;
school by the smell of fresh paint." Separation That of Church and State? visit raised some questions. In the United States opposi tion to funding nonpublic schools, especially religious
is powerful. Admitting any demonstration of reli
entanglement
not to religious
would
meet Court a
Supreme
attending
schools,
gious faith into the public school is anathema. We have been told for years that using any public funds in a religious school violates the constitutional principle of separation of church and state.Why? No other developed democracy that shares our ideals has such a
state aid nation other Western provides Every separation." for Denmark's to schools. and other government, private religious can exercise so that nonstate schools funds parents directly example, "wall of
in preparation school
in a Catholic
high school.
the choice.
religious
and political
freedom. Only
such schools.
a tiny minority?about
5.6
SYSTEM ON budgets.
WOULD
PUT
AN
INTOLER STATE
percent?choose
to attend
ALREADY
STRAINED
Why do we alone adamantly refuse any public funding for chil dren who attend religious schools? And why only at the primary and young woman from an im Mary Jones?a secondary level?Why is for public funds when she is an 18 poverished family?ineligible at senior St. yet eligible for a federal Pell Academy, Mary's year-old
Is at St. Mary's freshman she is an 18-year-old College? grant when con to needy whose citizens it fair to deny free education religious
choice
program
than states
in public
may
actually
be a money-saver
on
victions make it impossible for them to send their children to secular state schools?Why is public funding available only to schools that ex clude religious values?Why is there free speech in public schools for all controversial views except religious ideas? the rise of the American common school during the Although
19th century is often traced to efforts to create secular schools, in fact
expenditures.
school
enrollments to grow
they are expected in grades invest billions facilities. system that 9-12.
13 percent must
24 percent either
Public officials
the goal of the evangelical Protestant reformers behind the move ment was to deny public funds to Catholic schools and to assure that
public funds went solely to nondenominational Protestant schools.
latter super
and coordinated
with
schools.
And they succeeded. Well into the 20th century, students in nonsec tarian public schools read the Protestant Bible, sang Protestant
hymns, European recited Protestant prayers, and learned a Protestant version of history.
PROGRAM
WOULD
"CREAM
OFF"
THE WITH
STUDENTS, POOREST
PUBLIC DIFFICULT
SCHOOLS
As historian Lloyd Jorgenson notes in The State and the Nonpublic common school reformers did not claim that it School, ?825-1925, was unconstitutional to spend public funds in Catholic schools. In stead, they passed state laws to prevent it. They did not invoke the principle of separation of church and state.Rather, they charged that
Catholicism curbed." In was short, a "menace America's to republican common institutions school ideology and must be is rooted
program, students
to the poorest
bigotry.
education.
over the
in cur
FALL1994
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PROGRAM big-city
COULD districts.
the public?all
education school of or not.
is the
public
in completely segregation.
schools
areas
may well
itworse.
with
term
are enrolled
used
in schools with
in the schools many will open
a long
of their will supply
PROGRAM SUPPORT
USE THAT
to be of poor performance, are generous If the scholarships choice. welcome and new students, scholarship the demand for good education. Even young poverty, ness, the people teen violence. best schools from pregnancy, Even the cannot pressures and do
enough, schools
schools to
RACIAL
be easy
to solve.
civil rights
alcohol
AIDS, by
schools do not
themselves education
scholarships
who
to pass state
subject-matter public
cannot of poverty. Even schools or or stop conditions jobs improve housing can and must streets. nurture But schools and
rates no worse
than comparable
schools.
people who
comprehensive education endangered support names and have
are growing
high for most
up in a milieu
school, of this in the They for
fraught
SCHOOLS
MAY
SHUN
CONDITIONS. for a scholarship If the scholarship to meet has already the needs
be eligible be met.
need
individual
work
adults absent, and
closely with
know know their when
need
them, think
Supreme students
parents
urban
schools
in the private
PUBLIC
AUTHORITIES
HOLD
NON
recent book about Catholic education, Anthony Bryk, Valerie Lee, and Peter Holland describe the caring community created by
Catholic schools. All have in common a sense of purpose, a a mission,
all function
who welcome
in locoparentis, with
partnership One
the
with
a means-tested over
are
two ways
more
such children,
schools.
vide tend
They
to poor public
accountability
allowing for
them
is to pro to at
educational
only makes
matters
the spread of
under school
Ifauthorities in terrible
movement
a dozen
schools, protecting
schools system,
while
the students.
In a means-tested schools
if nonpublic
schools
obligations, to receive
been endorsed by the National School Boards Association. It is a po litically practical strategy that avoids the inevitable constitutional problems that will accompany any choice plan that includes private
and Rather, religious they One schools. are But the two ways for creates schools. complementary demand strategies to create are not alternatives. diverse, plu a more
Actually, because we
school-related
Both
children. state
strategies would
for poor
non will
a single
on everyone
in public
schools.
School
I argue state and the case for choice both involving to all schools schools for two reasons. choice First, opening so as are to they willing comply It is not just to poor compel
including pri
with chil
dren to attend bad schools. It is not just to prohibit poor families from sending their children to the school of their choice, even if that school has a religious affiliation. It is not just to deny free schooling
8 THE BROOKINGS REVIEW
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to poor
families
with
strong
religious
convictions,
any more
than
it
offensive
to some
families. when
Those our
would
that parents
universities
the other
would
are not
submit
a means-tested
What
a Means-Tested
hat difference
Choice Program
could
Could Do
choice program
schools
a means-tested
make
w most schools important,
compelled
schools? to move
to attend
First, and to better
respect
and satisfy
the state's
standards.
diversity
less divisive
in the end.
or As the charter school move private, religious. schools?public, across to move ment the for students country, opportunities spreads are to small, A schools model school created increasing. purposeful was in Detroit oversubscribed. State University by Wayne heavily
WILL
NEWCOMERS TO OR
TO
THE
UNITED
THE
MAINSTREAM
Rice University
new record, lower schools. schools grams, school public school near especially dropout One
in Houston
its campus. with
was
inundated with
schools urban
applications
for a
Catholic
have students,
disadvantaged rate and test scores than higher reason for the difference is that likelier of race or to be placed social class.
Most public
they are free, convenient, Those who do not choose of the nation. attend non
in college In 1990,
in Catholic on a
the stability
Second,
a means-tested
are any
less civic-minded
strengthen
who
public
schools.
schools
of civic assimilation
in our
itself?its
pluralism,
its tolerance
for diversity,
to and
to pluralism
diversity separatists
enough
to tolerate
do not wish
to assimilate.
means-tested Finally, schools where teachers of conduct. nurture Most Participating youngsters
to attend will enable students scholarships and parents share values and agree on a code in a close, will consensual community and shelter them from the dangers of the now and operating on fail the basis of hierar as el to engage will scholarships students enable
public bureaucratic of a
schools, rules
is focus, mission, where there and can students are now who alienated setting as themselves surrounded by participants, responsible are affected who other students their decisions and by in such a the current schools. schools. there system, In a choice program, is no the incentive incentive to establish is to create
community. to attend
regulations, Means-tested
a school
Everybody's
Perhaps value
Children
more than the freedom their own the people to choose, lives. of Americans nation, any other to make their own decisions, to
manage up in neighbor growing no one would cannot hoods their parents schools leave, attending a matter at all?about of enormous have no choice attend, willingly in their lives. consequence Children The goal of my proposal is to create a diverse, state pluralistic system
to ed
for be
compelled
equal
FA L L
19 9 4
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