Will Vouchers Really Solve Educational Problems?
The voucher system. School choice. In theory it sounds appealing because it not only promises improved education for the masses, but it offers parents a sense of increased control over their child's education. But this approach to solving our concerns about public education does not impress me as a viable solution. In addition to several inherent problems to this model, which I will discuss below, it has two major flaws: first, the voucher system puts forth no actual solutions to the problems of public education, only a belief that "good schools" will flourish and "bad schools" will go bankrupt; second, I have never seen a major problem solved by creating a more complex bureaucratic system.
How would such a system actually work? It's primarily speculative because there are few such experiments being tried and, none, to my knowledge, on a large scale in this country. Essentially it creates a system of federated private schools, which raises many questions. What criteria will schools use to select their students? Who will want to take special needs students, lower functioning students, or behavior problem students? If you are trying to survive and attract quality students with their vouchers, you will probably want to demonstrate excellence, just like most private schools do now, making them rather homogeneous systems. So there is definitely a risk of discriminatory selection policies.
School choice is likely to generate mass anxiety about getting children into the "right school." One thing we do not need is more stress in our society and that is especially true for parents and children. How will parents actually decide what school is "best" for their child? Even if you find a school whose philosophy or style appeals to you, there will be significant variation in teacher style and focus. Will parents keep moving children around whenever things aren't going well? Will inner-city parents really have choices? How do all these children get transported?
The voucher system would appear to solve one of the serious problems in public education, namely the inequity in funding inherent in a property-tax based system. But does it really? If more people flee inner-city schools, they will leave behind many who simply will not or cannot, creating even more woefully funded schools. In England, where this system is in use, alleged "bad schools" have not closed. Thus, it becomes just another financially discriminatory system.
I don't believe there is one "right way" to educate children. But the voucher system does not address what form or strucure effective education should take. Therefore, I don't see it as a
solution. In fact, I think it makes the process more complicated and stressful for all concerned. Personally, I believe there are four essential components to an effective educational program. First, decentralization. Eliminate most administrative personnel and place each school into the hands of a tripartate management system, parents- teachers-principal. Allow teachers to regain control of their classroom (i.e., eliminate system-wide curricula) and teach with creativity and enthusiasm. But do this in response to the concerns and genuine involvement of parents and with the visionary leadership of an effective principal. (Yes, this model does call for eliminating tenure.) Second, create a program that truly addresses the "total child." The physical, social, and emotional needs of the child must be seen as equal to the cognitive needs. Third, education must become a more individualized, less-competive oriented system, especially at the elementary level. Enhancing self-esteem needs to be a priority, along with preserving children's curiosity and interest in learning. Fourth, a greater emphasis on developing language skills, with a primary focus on reading and verbal communication skills. If these are in place, along with self-esteem and general health, then as the child matures into an adult he or she has the capacity to learn whatever is needed for a successful life. The primary goal of public education should not be to provide society with an educated young adult but one who is still interested in learning.
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