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Private Education and Public Policy in Latin America

reviewed by Peter Sipe - March 21, 2006

coverTitle: Private Education and Public Policy in Latin America
Author(s): Laurence Wolff, Juan Carlos Navarro, &Pablo Gonzalez
Publisher: Partnership for Educational Revitalization in the Americas, Washington, D.C.
ISBN: 9780977227105, Pages: 251, Year: 2005
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“More Latin Americans are being educated, but not well,” The Economist (Cramming, 2002) declared a few years ago. The central question of Private Education and Public Policy in Latin America is how to give all of them a quality education. The answer it offers is that both state and non-state providers must do a better job of working together to reach this goal. Examining their interaction in six countries (Argentina, Chile, Columbia, Guatemala, Peru, and Venezuela), the book outlines a vision of the ideal: “public education with private efficiency, and private education that fulfills social goals” (p. 247). The study, introduced as “the first systematic cross-country review of private education in Latin America” (p. 1) begins with Laurence Wolff’s lucid exposition. He asserts that education is no longer an either/or proposition when it comes to public and private provision. Rather, with one of every four Latin American students, rich or poor,... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: March 21, 2006
https://www.tcrecord.org ID Number: 12349, Date Accessed: 9/20/2021 4:44:17 PM

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About the Author
  • Peter Sipe
    Brighter Choice Charter School
    E-mail Author
    PETER SIPE teaches 4th grade at Brighter Choice Charter School in Albany, NY. Previously, he was a New York City Teaching Fellow at a middle school in Brooklyn, and also taught at private elementary schools in Seattle. Before becoming a teacher, Peter was a public health consultant, working on development projects in West Africa and Haiti. Prior to that, he served as a protection officer for the UN High Commissioner for Refugees in Rwanda. Peter has a MST in Elementary Education from Pace University, and a BA and MA in International Studies from the Johns Hopkins University. He is the author of “Newjack: Teaching in a Failing Middle School” and “Why Do Fellows Stick Around? An Inquiry into the Retention of New York City Teaching Fellows.”
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