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- W145255724 abstract "ion, however they still present an impressive array of reforms in need of scrutiny. The Educational Marketplace To get a handle on all of the prescriptives that emerged from chapter two, I will use the underlying assumptions of each of those three themes in order to assess their internal logic, ie. the ability of the reforms associated with those themes to fulfill their own epistemic test of raising student achievement, fostering innovation, and increasing efficiency. At the core of the market-based reforms offered by our think tank experts lie two key assumptions: first, the peculiar demands of an educational marketplace will raise average academic achievement, particularly in areas that are currently being underserviced such as urban school districts; and second, the competitive forces of an educational marketplace will encourage innovation in the delivery of educational services that will bring about significant gains in efficiency as well as achievement. I will use these assumptions as a framework to evaluate the efficacy of the educational marketplace identified in chapter two based on my reading of the research literature currently addressing market-based reforms in education. These readings encompass a wide array of studies looking at school choice and competition in the United States and internationally, and the complexity of these issues render definitive conclusions problematic. However, as we shall see, the research literature calls into question the validity of the assumptions justifying a marketplace approach to education reform. The educational marketplace & achievement. In the United States, public schools are subject to three sources of competitive pressure: schools of choice are public schools operating within intradistrict school choice programs; charter schools are privately operated schools receiving public funds to operate schools on a contractual basis; private schools are privately operated schools that do not receive public funding. Although competition from these different school types vary, they all compete with traditional public schools for students, and, in the case of some school choice and charter programs such as in Chicago, they also compete for funding. These distinctions certainly suffer from leaky boundaries 1 I would remind the reader that our initial presentation of the educational challenges of globalization sets that stage for the inquiry that follows, thus I will largely adopt this macro perspective while also providing a more expansive presentation of the relationship between public education and globalization. and 2 This are often magnet schools. 3 For example, Milwaukee's school choice program allows targeted students to use school vouchers to attend both private schools [secular and religious] as well as charters." @default.
- W145255724 created "2016-06-24" @default.
- W145255724 creator A5045547629 @default.
- W145255724 date "2009-01-01" @default.
- W145255724 modified "2023-09-25" @default.
- W145255724 title "In Contradiction: The Concept of Globalization in the Popular Discourse of Education Reform" @default.
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