Lack of family structure, violence in the schools, and overcrowded
classrooms spur a never-ending cry for "reforms" to confront such
issues. Quentin L. Quade cuts through the alarming din to what he
feels is the real heart of the matter- the ways society assigns tax
dollars dedicated to education, what he refers to as educational
finance monopoly or EFM. In the United States, contrary to the
practice of many other modern democracies, tax dollars are assigned
by state bureaucratic structures to each state's own schools. Such
a system spawns structures and personnel that stay in place
irrespective of merit, and keep control of all finances. An
alternative to EFM, at work in various other democracies, is
programs aimed to permit school choice without financial penalty.
In such systems, parents determine the allocation of
education-dedicated tax dollars, and can select schools most suited
to their children. In contrast, under EFM state schools are
sheltered from competitive incentives to excel, to make themselves
choiceworthy. And independent schools are damaged because they are
deprived of the resources they would have if parents were free to
choose. On the one side, defenders of EFM want political control
for financial advantage and to block efforts to change. On the
other side, critics want parents to be free to decide the
educational environment for their children. Quade maintains that
EFM is fundamentally injurious to children, parents, and the
nation; that it is maintained by political defenses of financial
interests, not for reasons of educational merit; and that school
choice without financial penalty would create better educational
conditions and outcomes. Financing Education examines the major
problems of American K-12 education, establishes the casual
connections with EFM, offers school choice without financial
penalty as a powerful and obvious cure, and examines several
American school choice proposals. It will be of interest to
policymakers, policy analysts, educators, taxpayers, parents, and
all persons concerned about American's educational quality.
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