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049 $aZCUA
100 1 $aFiske, Edward B.
245 10 $aWhen schools compete :$ba cautionary tale /$cEdward B. Fiske and Helen F. Ladd.
260 $aWashington, D.C. :$bBrookings Institution Press,$c©2000.
300 $a1 online resource (xvii, 342 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $adata file$2rda
504 $aIncludes bibliographical references (pages 323-328) and index.
588 0 $aPrint version record.
505 0 $aBackground and context -- The tomorrow's schools reforms -- Self-governing schools -- Goals and accountability -- Funding of schools -- Parental choice and enrollment patterns -- Culture of competition -- Picking up the pieces -- Lessons for the United States and other countries.
520 8 $aAnnotation$bIn 1989 New Zealand embarked on what is arguably the most thorough and dramatic transformation of a compulsory state education system ever undertaken by an industrialized country. Under a plan known as Tomorrow's Schools this island nation of 3.8 million people abolished its national Department of Education and turned control of its nearly 2,700 primary and secondary schools over to locally elected boards of trustees. Virtually overnight, one of the world's most tightly controlled public education systems became one of the most decentralized. Two years later, in 1991, with a new government in power, New Zealand enacted further reforms that introduced full parental choice of schools and encouraged the development of a competitive culture in the state education system. Debate rages in the United States about whether similar reforms would improve the performance of the country's troubled public school system. Judgments about the potential benefits of these ideas, as well as the general relevance of economic models to educational systems, tap into deeply held values, and discussion in the U.S. has been hampered by the lack of practical experience with them. The extended and widespread experiences of New Zealand, whose school system functions much like our own, provide U.S. policy makers with a wide range of appropriate insights and implications to consider as they gauge the merits of bold education reform. When Schools Compete is the first book to provide detailed quantitative and qualitative analysis of the New Zealand experiment. Combining the perceptive observations of a prominent education journalist and the analytical skills of an academic policy analyst, this book will help supportersand critics of market-based education reforms better anticipate the potential long-term consequences of applying ideas of market competition to the delivery of education.
650 0 $aSchool improvement programs$zNew Zealand$vCase studies.
650 0 $aEducation$xSocial aspects$zNew Zealand$vCase studies.
650 0 $aEducation and state$zNew Zealand$vCase studies.
650 7 $aEDUCATION$xEducational Policy & Reform$xGeneral.$2bisacsh
650 7 $aEDUCATION$xAdministration$xGeneral.$2bisacsh
650 7 $aEducation and state.$2fast$0(OCoLC)fst00902835
650 7 $aEducation$xSocial aspects.$2fast$0(OCoLC)fst00902773
650 7 $aSchool improvement programs.$2fast$0(OCoLC)fst01107461
651 7 $aNew Zealand.$2fast$0(OCoLC)fst01204542
650 17 $aOnderwijs.$2gtt
650 17 $aScholen.$2gtt
650 17 $aMarktmechanisme.$2gtt
650 17 $aConcurrentie.$2gtt
650 17 $aOverheidsbeleid.$2gtt
651 7 $aNieuw-Zeeland.$2gtt
655 0 $aElectronic books.
655 4 $aElectronic books.
655 7 $aCase studies.$2fast$0(OCoLC)fst01423765
700 1 $aLadd, Helen F.
776 08 $iPrint version:$aFiske, Edward B.$tWhen schools compete.$dWashington, D.C. : Brookings Institution Press, ©2000$z0815728360$w(DLC) 99050858$w(OCoLC)42961038
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4242537$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS