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“Private-ization” and School Effects: Time to Revisit the Public-Private School Question?


by Christopher Lubienski & Sarah Theule Lubienski — September 09, 2005

The authors argue that the policy context of school choice and NCLB highlight common assumptions about the superiority of private schools for enhancing academic achievement. However, emerging evidence suggests the need to re-examine basic assumptions about the relative effectiveness of public and private schools.


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Cite This Article as: Teachers College Record, Date Published: September 09, 2005
http://www.tcrecord.org ID Number: 12166, Date Accessed: 10/22/2017 4:24:45 AM

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About the Author
  • Christopher Lubienski
    University of Illinois at Urbana Champaign
    E-mail Author
    CHRISTOPHER LUBIENSKI is assistant professor in the Department of Educational Organization and Leadership at the University of Illinois at Urbana-Champaign, where he studies education policy and the political economy of school reform. His recent work includes “Innovation in Education Markets: Theory and Evidence on the Impact of Competition and Choice in Charter Schools” in the American Educational Research Journal, 40 (2), and “Public Schools in Marketized Environments: Shifting Incentives and Unintended Consequences of Competition-Based Educational Reforms” in the American Journal of Education, 111 (4).
  • Sarah Lubienski
    University of Illinois at Urbana Champaign
    SARAH LUBIENSKI is an associate professor in the Department of Curriculum and Instruction. Her work, which typically focuses on mathematics education and equity, has included two studies funded by NAEP Secondary Analysis Grants from the National Center of Education Statistics. She currently chairs the Research Using NAEP Data Special Interest Group of the American Educational Research Association. Her recent publications include articles in Educational Researcher, the Journal of Negro Education, and the Journal for Research in Mathematics Education.
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