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400 girls from underprivileged community in North East Delhi were awarded vouchers worth upto Rs. 3700 per year
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Bi-Weekly Guide to School Choice
 
 
 

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Student First!
Bi-Weekly Guide to School Choice


Issue # 312 | 17 February 2015

 

 

 

STUDENT FIRST!

YOUR BI-WEEKLY GUIDE TO SCHOOL CHOICE

 

 

RESEARCH, REPORTS AND PAPERS




The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City

MATTHEW M. CHINGOS and PAUL E. PETERSON

 
In the first study, using a randomized experiment to measure the impact of school vouchers on college enrollment, Matthew Chingos and Paul Peterson, professor of government at Harvard University, examine the college-going behavior through 2011 of students who participated in a voucher experiment as elementary school students in the late 1990s. They find no overall impacts on college enrollment but do find large, statistically significant positive impacts on the college going of African-American students who participated in the study.

 

FULL PAPER >>




Socialism and School Choice in India

Swaminathan Aiyar
 
Sometimes the twists and turns of socialism yield unwitting libertarian outcomes. Indian politicians, who remain socialist at heart despite some recent liberalization, have just enacted a Right to Education Act, giving every child in the 6-14 age group the right to free and compulsory education. Only a socialist state could call a compulsory provision a right! Yet this may ultimately create the biggest school choice program in the world.

 

 

 

FULL PAPER >>




 

 

The ABC of School Choice

The Friedman Foundation for Educational Choice

 

The comprehensive guide to every private school choice program in America, 2015 Edition




FULL PAPER >>




School Choice in Chile: An Analysis of Parental Preferences and Search Behaviour

Gregory Elaqua

 

Skeptics of school choice are concerned that parents, especially low-income parents, will not choose schools based on sound academic reasoning. Many fear that, given a choice, parents will sort themselves into different schools along class lines. Most surveys find that parents of all socioeconomic groups cite academic aspects as important when choosing a school. Moreover, almost no parents refer to the social composition of the student body.




FULL PAPER >>




Future of School Choice: Education Savings Account

Brittany Corona

 

Education savings accounts are particularly innovative because they allow parents to choose from among multiple services and providers using their child’s education funding. With an ESA, currently available in Arizona and Florida, parents are able to direct 90 percent of the state per-pupil monies that would have followed their child to public school toward a variety of approved educational tools and services. That includes private tuition, tutoring, curricula, textbooks, individual public-school courses, college courses, online learning and education therapies. Parents can even roll-over unused funds into a college savings account, giving them incentive to seek maximum value for dollars spent on their child’s education.




FULL PAPER >>




THE EDUCATION DEBIT CARD: What Arizona Parents Purchase with Education Savings Accounts

Lindsey Burke

 

As parental choice in education takes root in more communities throughout the U.S., education savings accounts (ESAs) have taken on greater importance as the funding mechanism for customized learning. This is especially true in Arizona. The state’s version of ESAs, known as Empowerment Scholarship Accounts, has enabled families to completely tailor their children’s educational experience. It also is a “critical refinement” of economist Milton Friedman’s original vision of school choice through vouchers.




FULL PAPER >>




CCS RESEARCH

 

Effectiveness of school input norms under RTE

CENTRE FOR CIVIL SOCIETY
 

The Right of Children to Free and Compulsory Education Act (RTE), 2009 ratified education as a fundamental right and seeks to promote equitable access to education for all children up to the age of 14 years. However, the Act focuses almost entirely on school inputs and not on learning outcomes. The lack of a focus on output has been accompanied by poor learning outcomes, increased pressure on government capacity and the implementation of policies that may not necessarily give the returns in terms of improving outcomes. In this paper, we argue for a case to shift the focus of education investment from inputs to outcomes, outlining the recognition norms defined under the RTE. We review the literature available to examine whether a correlation between input norms and learning outcomes exists and make recommendations for an outcomes-focused policy approach to improving the quality of education.




FULL PAPER >>

 



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