Module IV Part IV

 

In part four of School  The Story of American Public Education, edited by Sarah Mondale and Sarah B.   

Patton, the complex issue of school choice is examined. School choice policies, which include options like 

charter schools, vouchers, and magnet schools, aim to give parents more freedom in selecting educational 

institutions that best meet their children’s needs. However, this freedom comes with concerns about the 

broader implications for public education. School choice argues that parents have options, they will select 

schools that provide higher-quality education, thereby pushing underperforming schools to either improve 

or face closure. Additionally, parents see school choice as a means to break the geographic ties that limit 

students to their neighborhood schools, often resulting in low-income and minority students being stuck in 

underfunded, low-performing schools. By allowing these students access to better schools outside their 

assigned districts, school choice can serve as a tool for greater educational equity and mobility.

 Despite these potential benefits, the authors highlight several concerns with school choice policies. One of 

the primary criticisms is that school choice can exacerbate inequities within the education system. When 

funding follows the student public schools that lose students to charter or private schools may find 

themselves with reduced budgets. This funding decrease can strain resources in already under-resourced 

schools, leading to larger class sizes, fewer extracurricular options, and diminished support for special 

programs. Consequently, students who remain in traditional public schools may experience a lower quality 

of education, which worsens the very inequities that school choice advocates aim to address.

 Furthermore, the book points out that while school choice ostensibly promotes diversity, in practice, it can 

lead to segregation along socioeconomic and racial lines. Charter schools and private schools may lack the 

comprehensive services that traditional public schools provide, such as free transportation, specialized 

programs for students with disabilities, and extensive language support. These gaps make it difficult for 

some low-income families to benefit from school choice options. Additionally, selective admissions 

policies or “self-selection” factors—where families with more resources or education are more likely to 

pursue these alternatives—can lead to a concentration of higher-achieving, more advantaged students in c

certain schools, while others are left with a higher concentration of struggling or underserved students. 

     Another criticism raised in School is that the accountability structures for charter and private schools 

are often less rigorous than those for traditional public schools, which raises questions about the quality of 

education provided by these alternatives. While public schools are subject to state regulations and 

standardized testing requirements, charter schools often have more flexibility, which can lead to 

inconsistent outcomes. This lack of oversight has, in some cases, allowed poorly managed charter schools 

to operate without the same level of transparency or accountability, sometimes at the expense of 

educational quality.

  The book suggests that the impact of school choice is complex, with both positive and negative effects on 

public education. While school choice may empower families, especially those in underserved 

communities, it also introduces challenges related to equity, accountability, and resource allocation. The 

authors argue that for school choice to contribute positively to public education, policies must be designed 

with safeguards to ensure that all students benefit, not just those who exercise choice. This includes 

equitable funding mechanisms, transportation support, and accountability measures for all types of schools 

within the system.

     In summary, school choice has the potential to improve educational outcomes for some students, it can 

also deepen disparities and siphon resources away from traditional public schools. The authors emphasize 

that school choice alone is not a panacea; it requires thoughtful implementation and policy adjustments to 

serve as a force for true educational improvement across all communities. Only then can school choice 

contribute positively to the overall quality of American public education.