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Educating Citizens
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In the wake of the Supreme Court's landmark ruling upholding school choice, policymakers across the country are grappling with the challenge of funding and regulating private schools. Towns, cities, and states are experimenting with a variety of policies, including vouchers, tax credits, and charter schools. Meanwhile, public officials and citizens continue to debate the issues at the heart of the matter: Why should the government regulate education? Who should do the regulating? How should private schools be regulated, and how much?

These questions represent new terrain for many policymakers in the United States. Europe and Canada, however, have struggled with these issues for decades or, in some cases, even a century or more. In this groundbreaking volume, scholars from Europe and the United States come together to ask what Americans can learn from other countries' experience with publicly funded educational choice.

This experience is both extensive and varied. In England and Wales, parents play a significant role in selecting the schools their children will attend. In the Netherlands and much of Belgium, most students attend religious schools at government expense. In Canada, France and Germany, state-financed school choice is limited to circumstances that serve particular social and governmental needs. In Italy, school choice has just recently arrived on the policy agenda.

In analyzing these cases, the authors focus on how school choice policies have shaped and been shaped by civic values such as tolerance, civic cohesion, and integration across class, religious, and racial lines. They explore the systems of regulation, accountability, and control that accompany public funding, ranging from the testing-based mechanisms of Alberta to the more intrusive inspection systems of Britain, Germany, and France. And they discuss the relevance of these experiences for the United States. These essays illuminate many ways in which the public interest in education may be preserved or even enhanced in an era of increased parental choice. Based on a wealth of experience and expertise, Educating Citizens will aid policymakers and citizens as they consider historic changes in American public education policy.

Table of Contents

  1. Cover
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  1. Title Page
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  1. Contents
  2. pp. vii-viii
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  1. Preface
  2. pp. ix-xi
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  1. Chapter 1. Introduction: School Choice, Civic Values, and Problems of Policy Comparison
  2. pp. 1-28
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  1. Part 1. Country Case Studies
  2. p. 29
  1. Chapter 2. Regulating School Choice to Promote Civic Values: Constitutional and Political Issues in the Netherlands
  2. pp. 31-66
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  1. Chapter 3. Private Schools as Public Provision for Education: School Choice and Market Forces in the Netherlands
  2. pp. 67-90
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  1. Chapter 4. Regulation, Choice, and Basic Values in Education in England and Wales: A Legal Perspective
  2. pp. 91-130
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  1. Chapter 5. School Choice Policies and Social Integration: The Experience of England and Wales
  2. pp. 131-156
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  1. Chapter 6. Regulating School Choice in Belgium's Flemish Community
  2. pp. 157-186
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  1. Chapter 7. The Civic Implications of Canada's Education System
  2. pp. 187-212
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  1. Chapter 8. School Choice and Civic Values in Germany
  2. pp. 213-237
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  1. Chapter 9. School Choice and Its Regluation in France
  2. pp. 238-267
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  1. Chapter 10. Italy: The Impossible Choice
  2. pp. 268-286
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  1. Chapter 11. Do Public and Religious Schools Really Differ? Assessing the European Evidence
  2. pp. 287-312
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  1. Part 2. Analysis and Commentary
  2. p. 312
  1. Chapter 12. Civic Republicanism, Political Pluralism, and the Regulation of Private Schools
  2. pp. 315-323
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  1. Chapter 13. Regulatory Strings and Religious Freedom: Requiring Private Schools to Promote Public Values
  2. pp. 324-338
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  1. Chapter 14. School Choice as a Question of Design
  2. pp. 339-354
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  1. Chapter 15. Regulation in Public and Private Schools in the United States
  2. pp. 355-367
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  1. Chapter 16. A Regulated Market Model: Considering School Choice in the Netherlands as a Model for the United States
  2. pp. 368-382
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  1. Contributors
  2. pp. 383-384
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  1. Index
  2. pp. 385-397
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