The Wiley Handbook of School Choice The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline—from reform and foun- dations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda—mentoring, technology, adult and continuing education, college access, race, and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, and researchers for years to come. 1. The Wiley Handbook of Learning Technology Edited by Nick Rushby and Daniel W. Surry 2. The Wiley Handbook of Social Studies Research Edited by Meghan Manfra and Cheryl Bolick 3. The Wiley Handbook of School Choice Edited by Robert A. Fox and Nina K. Buchanan The Wiley Handbook of School Choice Edited by Robert A. Fox and Nina K. Buchanan This edition first published 2017 © 2017 John Wiley & Sons, Inc. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Robert A. Fox and Nina K. Buchanan to be identified as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. 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Cover image: (Upper Left) © monkeybusinessimages/Gettyimages; (Upper Right) © Konstantin Chagin/Shutterstock; (Lower Right) © Corbis/SuperStock; (Lower Left) © Steve Debenport/Gettyimages. Cover design by Wiley Set in 10/12pt Minion by SPi Global, Pondicherry, India 10 9 8 7 6 5 4 3 2 1 Contents Notes on Contributors viii Introduction 1 Robert A. Fox and Nina K. Buchanan 1 A Brief History of Public Education in the United States 13 Sylvia L. Mendez, Monica S. Yoo, and John L. Rury 2 A Brief and Future History of School Choice 28 Guilbert C. Hentschke 3 School Choice: An Overview of Selected International Perspectives 46 Charles J. Russo and Nina Ranieri 4 A Political Scientist Looks at American School Choice 57 Jeffrey R. Henig 5 The Economics of School Choice 69 Sean P. Corcoran and Sarah A. Cordes 6 Philosophical Understandings of American School Choice 81 Terri S. Wilson 7 Private Schools 96 Ronald L. Reynolds 8 The Case for Private Schools 117 Joe McTighe 9 The Case Against Private Schooling 131 Jeanne M. Powers and Amanda U. Potterton 10 Private Schooling in Portugal: The Road to Freedom 149 Rodrigo Queiroz e Melo 12 The Case For Magnet Schools 180 Gladys Pack vi Contents 13 The Case Against Magnet Schools 194 Christine H. Rossell 14 Specialist Schools in England: Reflections from across the Atlantic 215 Hannah Chestnutt and Christopher Chapman 15 Description and Brief History of Charter Schools: What are the Main Issues? What Do the Data Say About Their Effectiveness? 224 Gary Miron 16 The Case for Charters 237 Susan Aud Pendergrass and Nora Kern 17 The Case Against Charter Schools 252 F. Howard Nelson 18 Lessons the United States Can Learn From Sweden’s Experience with Independent Schools 267 Gunnel Mohme 19 An Introduction to Educational Vouchers 275 John F. Witte 20 The Case for School Vouchers 287 Patrick J. Wolf and Anna J. Egalite 21 The Weak Case for Vouchers 304 Christopher Lubienski and T. Jamison Brewer 22 Lessons the United States Can Learn From Chile’s Experience with School Vouchers 322 Claudio Sapelli 23 A Description and Brief History of Home Schooling in America 329 Brian D. Ray 24 A Case for Home Schooling 344 Darren A. Jones 25 Home Schooling: Putting Parental Rights Over Children’s Best Interest 362 Martha Albertson Fineman 26 What the United States Can Learn from Canada’s Experience with Home Schooling 376 Deani Van Pelt and Lynn Bosetti 27 Making the Choice to go Online: Exploring Virtual Schooling as an Option for K‐12 Students 384 Leanna Archambault and Kathryn Kennedy 28 The Case for K‐12 Online Learning 403 Jered Borup and Kathryn Kennedy 29 K–12 Online Learning and School Choice: Growth and Expansion in the Absence of Evidence 421 Michael K. Barbour Contents vii 30 Virtual Schooling in Australia: From “School of the Air” to “Distance Education” 441 Jennifer Buckingham 31 Losing the War of Ideas? Why Teachers Unions Oppose School Choice 450 Robert Maranto and Evan Rhinesmith 32 Religion in Schools 465 Elizabeth Green and Ray Pennings 33 Educating Students with Disabilities in the School Choice Context 478 Lauren Morando Rhim and Eileen Ahearn 34 School Choice and Legal Issues 493 Suzanne E. Eckes and Regina Umpstead 35 A Critical Look at Parental Choice: Is Parental Choice a Broken Promise? 507 Kathryn Hill and Janelle Scott 36 School Choice: The Impact of Ethnicity, Race, Diversity, and Inclusion 517 Nina K. Buchanan 37 Media Coverage of School Choice 532 Alex Medler Conclusion 549 Robert A. Fox and Nina K. Buchanan Index 555 Notes on Contributors Eileen Ahearn has over 20 years of experience in teaching, administration in general and s pecial education, and as Superintendent of Schools in a K‐12 district. She designed and served as Executive Director of a collaborative providing special education programs and services to 13 public school districts in Massachusetts. Dr. Ahearn directs NASDSE’s assessment contract with the National Center on Educational Outcomes (NCEO). She is a national expert in special education in charter schools. Leanna Archambault is an Associate Professor at Arizona State University. Dr. Archambault’s research areas include teacher preparation for online and blended classrooms, the nature of technological pedagogical content knowledge, and the use of innovative technologies to improve learning outcomes. Together with her co‐author, Dr. Kathryn Kennedy, she co‐chairs the Virtual Schooling SIG for the Society for Information Technology and Teaching Education (SITE). Michael K. Barbour is the Director of Doctoral Studies at Sacred Heart University. He has been involved with K‐12 online learning in a variety of countries for almost two decades as a researcher and practitioner. Dr. Barbour’s research focuses on the effective design, delivery, and support of K‐12 online learning. Recently, his worked has concentrated on policies designed to create effective online learning environments. He is currently a Fellow for the National Education Policy Center. Jered Borup is an Assistant Professor in the Division of Learning Technologies at George Mason University. In his current position, he is the professor‐in‐charge of the Integration of Online Learning in Schools Master’s and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. A full list of his publications can be found at https://sites.google.com/site/jeredborup/ Lynn Bosetti is a Professor in Educational Policy and Leadership at University of British Columbia, Okanagan and a Senior Research fellow at the Barbara Mitchell Centre for the Improvement in Education in Vancouver. Her research interests focus on charter schools, school choice, and leadership in higher education. She recently published the co‐authored book Understanding School Choice in Canada with University of Toronto Press. T. Jameson Brewer is a Ph.D. candidate of educational policy studies and O’Leary Fellow at the University of Illinois. His work has been published in Education Policy Analysis Archives, Notes on Contributors ix Educational Studies, Critical Education, the Peabody Journal of Education, Critical Questions in Education, the National Education Policy Center, and Education Week. He is co‐editor of the book Teach For America Counter‐Narratives: Alumni Speak Up and Speak Out (edited with Kathleen deMarrais; Peter Lang, 2015). Nina K. Buchanan, an Educational Psychologist, is a Professor Emerita from the University of Hawaii. She has taught students in grades kindergarten through graduate school and is a founder of the West Hawaii Explorations Academy Public Charter School, a distinguished award‐winning grades 6 to 12 school situated in the Natural Energy Laboratory of Hawaii. She is a nationally recognized expert who has published articles on school choice, project‐based learning, and gifted and talented education. Jennifer Buckingham is a Research Fellow at The Centre for Independent Studies. She has published journal articles, monographs, and research papers on a wide range of school edu- cation topics including school choice, school funding, charter schools, testing and reporting, literacy, and teacher education. She writes frequently for mainstream and online media in Australia. Christopher Chapman is Director of the Robert Owen Centre for Educational Change at the University of Glasgow and Co‐Director of What Works Scotland, a three‐year ESRC/Scottish Government–funded project exploring public service reform. Chris is also Senior Academic Advisor to the Scottish Government Attainment Challenge, a four‐year £100 million program of work to improve outcome for disadvantaged pupils. Recent publications include the International Handbook of Educational Effectiveness and Improvement: Research, Policy and Practice published by Routledge in 2016. Hannah Chestnutt is a Research Associate and PhD candidate at the University of Glasgow’s Robert Owen Centre for Educational Change. Her interest in school choice stems from her past experience as a teacher of children and young people from diverse socioeconomic and ethnic backgrounds. She taught in Canada, then in the United States and most recently in the United Kingdom. Her research interests include educational equity, social network analysis, partner- ships and collaboration, and mathematics education. Sean P. Corcoran is Associate Professor of Educational Economics at New York University’s Steinhardt School of Culture, Education, and Human Development, and Associate Director of NYU’s Institute for Education and Social Policy (IESP). He holds a Ph.D. in economics from the University of Maryland, College Park. Dr. Corcoran serves on the editorial boards of the jour- nals Education Finance & Policy, Educational Evaluation and Policy Analysis, and the American Educational Research Journal. Sarah A. Cordes is an Assistant Professor of Educational Leadership at the Temple University College of Education. She holds a Ph.D. in public policy from the Robert F. Wagner Graduate School of Public Service at New York University. Dr. Cordes’s research focuses on the ways in which the urban context, including neighborhoods, housing, student mobility, and school choice, affects student outcomes. Suzanne E. Eckes is a Professor in the Educational Leadership and Policy Studies Department at Indiana University. Dr. Eckes has published over 100 school‐law articles and book chap- ters, is a co‐editor of the Principal’s Legal Handbook and School Discipline and Safety, and is a x Notes on Contributors co‐author of the school law books Legal Rights of Teachers and Students and Principals Teaching the Law. Anna J. Egalite is Assistant Professor of Educational Leadership, Policy, and Human Development at North Carolina State University. She holds a Ph.D. in education policy from the University of Arkansas and an M.Ed. from the University of Notre Dame’s Alliance for Catholic Education. She completed a postdoctoral fellowship in the Program on Education Policy and Governance at Harvard University in 2015. Martha Albertson Fineman, Robert W. Woodruff Professor at Emory University, is an interna- tionally recognized law and society scholar. A leading authority on legal theory, family law and feminist jurisprudence, her scholarly interests include the legal regulation of intimacy and the implications of human dependency and vulnerability. Fineman is founding director of the Feminism and Legal Theory Project (FLT) and director of the interdisciplinary Vulnerability and the Human Condition Initiative (VHC) at Emory University. Robert A. Fox is Professor Emeritus of Physics, during which he published or presented 19 scientific papers and articles. In 2002, he turned to school choice, educational policy making and ethnocentric charter school research, during which he published or presented more than 58 articles, talks, books, and book reviews. He is Co‐Chair of the AERA Charters & School Choice SiG, Senior Editor of The Journal of School Choice and Chair of the 2002‐2004 and 2007 International School Choice Conference. Elizabeth Green is Program Director of Education at Cardus. She moved to Canada from the northwest of England, where she has been directing one of the two research centers in the United Kingdom conducting empirical research into Christian Education. She is a graduate of Oxford, Cambridge, and London Universities, a prize‐winning scholar with an international reputation for her expertise in Christian school ethos, leadership, and management; teaching and learning; and social theory in education. Guilbert C. Hentschke is concurrently Senior Advisor at Parthenon‐EY and Dean Emeritus at the University of Southern California. Prior to his tenure at USC, he served in administrative and faculty positions at the University of Rochester, Columbia University, the Chicago Public Schools, and the East Side Union High School District (CA). Current board memberships include WestEd and Accord Institute of Educational Research. He earned his bachelor’s degree at Princeton and graduate degrees at Stanford. Joan Herman is Director Emerita of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. Her research has explored the effects of testing on schools and the design of assessment systems to improve schools and student learning. Her recent work focuses on the validity and utility of teachers’ formative assessment practices and the assessment of deeper learning. She also has wide experience as an evaluator of school reform. Jeffrey R. Henig is a Professor of Political Science and Education at Teachers College, Columbia University, where he also serves as chair of the Department of Education Policy and Social Analysis. He is the author, coauthor, or co‐editor of 11 books, most of which deal with the rela- tionships among government, markets, and the nonprofit sector and the ways those play out in the face of politics, race, and advocacy.