UVM Theses and Dissertations
Format:
Print
Author:
Morgan, Patricia L.
Dept./Program:
College of Education and Social Services
Year:
2006
Degree:
Ed. D.
Abstract:
School choice is considered to be one of the most controversial educational reform efforts in public education today. In his book, Capitalism and Freedom, published in the early 1960's, Nobel Laureate Milton Friedrnan proclaimed our fundamental right to choose how and where we educate our children; and articulated the theory of injecting competition into our schools to promote a healthy variety of schools. Decades later, his approach to publicly financed school choice has been heralded by pro-school choice advocates as a policy strategy to improve public educational outcomes.
The realization that the future of our public education system is at risk has led to a vociferous debate among policymakers, business and educational leaders, and parents. Although there is agreement that our system of public education needs improvement, there is much disagreement regarding the degree of the problem. Regardless of how one may view the debate, there is no doubt that issues around quality, access, and control of schools will remain controversial over the next decade.
This qualitative research study sought to explore the effects of Vermont's school choice policy, known as Act 150, from the perspectives of parents and students. Twenty parents and sixteen students from 20 selected high schools were interviewed using a qualitative protocol designed to elicit perspectives on participation, satisfaction, and suggestions for future direction of Act 150. Understanding the rationale for why parents and students choose to leave their home school districts will advance our understanding of the implementation of the policy and future implications.
The findings from this research suggest that Vermont's school choice policy is meeting the needs of families who seek expanded opportunities within the public school system. Parents and students who utilize school choice do so to meet individual student needs which include opportunities in the social, academic, and co-curricular arenas in a larger andlor smaller context than their home school. The data reveal that they are overwhelmingly satisfied with their choices. The research also revealed that logistical issues, such as transportation and application procedures, present challenges for some Vermont families. Ensuring equity in communication and dissemination of the choice option, as well as consistent application procedures, is instrumental in keeping the choice option an open and fair process for all Vermont students.
The realization that the future of our public education system is at risk has led to a vociferous debate among policymakers, business and educational leaders, and parents. Although there is agreement that our system of public education needs improvement, there is much disagreement regarding the degree of the problem. Regardless of how one may view the debate, there is no doubt that issues around quality, access, and control of schools will remain controversial over the next decade.
This qualitative research study sought to explore the effects of Vermont's school choice policy, known as Act 150, from the perspectives of parents and students. Twenty parents and sixteen students from 20 selected high schools were interviewed using a qualitative protocol designed to elicit perspectives on participation, satisfaction, and suggestions for future direction of Act 150. Understanding the rationale for why parents and students choose to leave their home school districts will advance our understanding of the implementation of the policy and future implications.
The findings from this research suggest that Vermont's school choice policy is meeting the needs of families who seek expanded opportunities within the public school system. Parents and students who utilize school choice do so to meet individual student needs which include opportunities in the social, academic, and co-curricular arenas in a larger andlor smaller context than their home school. The data reveal that they are overwhelmingly satisfied with their choices. The research also revealed that logistical issues, such as transportation and application procedures, present challenges for some Vermont families. Ensuring equity in communication and dissemination of the choice option, as well as consistent application procedures, is instrumental in keeping the choice option an open and fair process for all Vermont students.