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Getting Choice Right: Ensuring: Equity and Efficiency in Education Policy


reviewed by Courtney A. Bell & Gary Sykes — September 06, 2006

coverTitle: Getting Choice Right: Ensuring: Equity and Efficiency in Education Policy
Author(s): Julian R. Betts and Tom Loveless
Publisher: Brookings Institution, Washington D.C.
ISBN: 0815753314, Pages: 255, Year: 2005
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In 2001, the Brookings Institution formed the National Working Commission on Choice in K-12 Education to study the development of school choice in the U.S.  The book under review stems from this work and, for the most part, is a careful and balanced examination of a range of conceptual issues associated with school choice in the United States.  The general perspective of the volume is pragmatic in laying out important considerations related to choice and in making policy recommendations that address the most prominent of these issues. It would be a mistake to regard the volume as “pro-school choice,” for that is too simplistic; however, the contributions generally accept that some forms of school choice are here to stay, and further articulate ways to make choice “work,” or as the title has it, to get choice “right.”  Staunch supporters or opponents of school choice may take issue with the volume’s... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 06, 2006
http://www.tcrecord.org ID Number: 12701, Date Accessed: 12/15/2017 3:33:02 AM

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About the Author
  • Courtney Bell
    University of Connecticut
    E-mail Author
    COURTNEY BELL is an assistant professor in the Department of Curriculum and Instruction at the University of Connecticut. Her research looks across actors in the system and focuses on the intersection of policy and practice. In particular, she specializes in teaching policy, school choice, and professional development. Her ongoing projects include a study of teacher learning in one acclaimed mathematics professional development program, a study of the integration and achievement outcomes of Connecticut’s charter and magnet school policies, and a national study comparing four state’s approaches to teaching policy. Recent and forthcoming publications include “Who will turn around "failing" schools? A framework for institutional choice (Arsen, Bell, & Plank, 2004, Perspectives), “Them that’s got shall get”: Understanding teacher recruitment, induction, and retention” (Wilson, Bell, Galosy, & Shouse, 2004, Developing the teacher workforce: 103rd Yearbook of the National Society for the Study of Education) and “We know it’s service, but what are they learning?: Preservice teachers’ understandings of diversity” (Bell, Horn, & Roxas, forthcoming, Equity and Excellence in Education).
  • Gary Sykes
    Michigan State University
    E-mail Author
    GARY SYKES is a professor of educational administration and teacher education who specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.
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