Private Schools and Public Funding: Some Reflections upon an English Initiative.

Autor/inn/en	Edwards, A.; und weitere
Titel	Private Schools and Public Funding: Some Reflections upon an English Initiative.
Quelle	(1986), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Educational Research; Foreign Countries; Government School Relationship; National Programs; Political Influences; Political Issues; Politics of Education; Private School Aid; Public Support; School Choice; Secondary Education; Tuition Grants; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsforschung; Pädagogische Forschung; Ausland; nicht übertragen; Political influence; Politischer Einfluss; Politischer Faktor; Educational policy; Bildungspolitik; Öffentliche Förderung; Öffentliche Trägerschaft; Choice of school; Schulwahl; Sekundarbereich; Tuition; Grants; Unterricht; Finanzielle Beihilfe
Abstract	The Assisted Places Scheme introduced by England's Conservative government in 1980 provides for the government to make up the difference between the cost of private secondary school tuition and the amount that eligible students can afford to pay (determined according to a sliding scale based on parent income). As a result, the private schools can be highly selective and students of high ability are guaranteed access to exclusive schools despite financial hardship. The program has caused significant controversy, however, since there are questions about the impact that the plan could have on the quality of education available to those not selected by private schools. Research into the impact of the scheme and its effectiveness in achieving its goals was conducted by gathering data at the national, regional, and individual school levels. National statistics, interviews with school administrators, and interviews with students and their parents provided information. While still being analyzed, the data already suggest that many students at whom the plan was directed may not be being reached, and that many supported students might have attended the same schools without government support. The political forces presenting obstacles to the research are also noted in this report. (PGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC