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School Choice Policies and Outcomes: Empirical and Philosophical Perspectives

reviewed by Scott F. Abernathy - February 05, 2009

coverTitle: School Choice Policies and Outcomes: Empirical and Philosophical Perspectives
Author(s): Walter Feinberg and Christopher Lubienski (Eds.)
Publisher: State University of New York Press, Albany
ISBN: 0791475719, Pages: 242, Year: 2008
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The editors of School Choice Policies and Outcomes: Empirical and Philosophical Outcomes have set for themselves and their co-contributors an ambitious task: to challenge an uncritical acceptance of the philosophical foundations that underpin many of the arguments surrounding school choice policies, to bring a more nuanced understanding of these foundations to the debate, and to evaluate the empirical evidence surrounding these outcomes in the light of this more cautioned understanding. While the volume does not succeed uniformly in meeting this ambitious agenda, it does serve as a useful exploration of terms and concepts that are often uncritically introduced or assumed in justifying the increase of private choices in public education. In their introduction to the volume, editors Walter Feinberg and Christopher Lubienski, highlight four broadly-conceived justificatory arguments for increasing individual choice in public education: liberty-based arguments focusing on freedom from bureaucratic monopoly, efficiency-based arguments based on the same anti-bureaucratic justification, equality-based... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: February 05, 2009
https://www.tcrecord.org ID Number: 15517, Date Accessed: 8/8/2020 2:07:32 PM

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About the Author
  • Scott Abernathy
    University of Minnesota
    E-mail Author
    SCOTT ABERNATHY is an associate professor of political science at the University of Minnesota. In his 2005 book, School Choice and the Future of American Democracy (The University of Michigan Press), Professor Abernathy argues that the privileging of the consumer through the use of private vouchers threatens the expression of democratic citizenship in the larger political realm, particularly in resource-poor communities. His more recent book, No Child Left Behind and the Public Schools (2007, The University of Michigan Press), explores the challenges of measuring educational quality from the top-down and considers the possibility of making the law live up to its liberal promises. Scott has worked as a public school teacher in Wisconsin, a street-counselor with homeless youths in Boston. He received his Ph.D. in Politics from Princeton University in 2002, an M.P.A. in Domestic Policy from the Woodrow Wilson School at Princeton University in 1997, and a B.A. from Dartmouth College in 1988.
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