I recently posted Educational Equality and School Choice (pdf) at the Equality Exchange. The paper is supposed to be an example of the kind of work I called for in my recent article in Education Week, an evaluation of a school reform idea in the light of a theory of values. However, I very explicitly simplify the evaluation so that all I am considering is the likely effects of the wide variety of school choice schemes on educational equality, and not on other values. So it is, at best, a partial analysis. The basic argument is that however you conceive of educational equality, choice is likely to compromise it, but that this is not a sufficient reason to reject choice because the alternative is not a no-choice and egalitarian status quo, but a highly unequal status quo in which choice is realised through the housing market (to an extent which is hard to measure). So we have to look at the varieties of school choice on offer — and I suggest that some of these are likely to be worse, and others better, from the perspective of equality, than the status quo (giving reasons in each case). And, of course, in most English-speaking countries school choice is a fundamental part of the way schooling works, and is not going away any time soon, so I make some suggestions at the end of the paper (which I think I shall beef up a bit in the next version) about how to regulate and reform choice to give it a more egalitarian edge. I’d welcome suggestions for improvements.
From the category archives:
Public policies
There are a few places on Earth where it makes little sense to have a car. The innercity of Venice, for example. Or Manhattan. But apart from these exceptional places, is it possible for families in post-industrial societies to live comfortably without a car? [click to continue…]
There has been already quite a lot of discussion about children’s well-being on CT in recent years, but not so much in political circles in most countries. But this might be changing, after the “open letter on childhood”:http://www.telegraph.co.uk/core/Content/displayPrintable.jhtml?xml=/news/2006/09/12/njunk112.xml&site=5&page=0 about which “Chris Bertram wrote”:https://crookedtimber.org/2006/09/12/that-letter/ last week. In the UK there is now the “Archbishop of Canterbury”:http://news.bbc.co.uk/1/hi/uk/5354998.stm warning about a child crisis, and “the children’s society”:http://www.childrenssociety.org.uk/ asking children, young people, parents, professionals and other adults “to submit their own views”:http://www.childrenssociety.org.uk/what+we+do/The+good+childhood+inquiry/call+for+evidence/Call+for+Evidence.htm about what makes for a good childhood.
I think all this debate is great, and I don’t know any country where it’s not at least somewhat needed (the Nordic countries, perhaps?). But here are three thoughts about this debate. First, the social conditions of children vary drastically between countries: for example, in some countries there are concerns that children spend too much time at school, but this is not the case in other countries. Thus, what is an urgent problem in one country might not be an issue at all in another. Second, many of the issues relevant for children’s well-being cannot be discussed in a gender-neutral framework. I don’t want mothers to bear all or most costs for the social changes that are needed for the well-being of children. Thus, the debate on children’s well-being policies needs to be gender-sensitive, and we need to discuss who will bear the ‘costs’ (broadly defined, of course) related to the well-being of children. In fact, these distributive justice issues are not just between fathers and mothers, or men and women, but also between parents and non-parents. Third, rather than moving forward with a haphazard agenda, shouldn’t we first debate what kind of issues need to be discussed? I have my own idiosyncratic list of issues (which includes, among other things, breastfeeding policies, parental leave, parenting classes, urban planning issues, and the inevitable child care question); what issues do you think should be on the agenda of child well-being policies?