Examining School Choice and Democracy: Perspectives from Arizona and Ohio

• In Event: MWERA Poster Reception
  In Poster Session: Division L Poster Submissions

Abstract

Description of presentation:

This study examines the implications of school choice on public education and democracy in Arizona and Ohio, focusing specifically on the impact of vouchers and charter schools as alternatives of choice that influence the fundamental values of public education. The research investigates the changing dynamics of educational policy and their impact on the processes of educational policymaking.

Public education in the United States has historically been regarded as an essential component of cultural identity and overall welfare (Kober & Rentner, 2020). However, the current rise in privatization and school choice has sparked significant apprehension about its traditional functions in democratic nations.

This study examines whether public education in the United States effectively achieves its intended traditional role while considering the impact of private choice on public accountability. This paper examines the impact of school choice on student achievement, teacher training, and public trust in educational institutions. It addresses whether school choice is undermining the objective of public education. The current research indicates that school choice can potentially enhance access and academic achievements (DeAngelis & Erickson, 2018). However, its implementation carries the risk of exacerbating inequality and reducing the public accountability of education systems. Hence, this paper advocates for a meticulous, situation-dependent investigation to steer policy choices and guarantee that educational transformations endorse enhanced public education and democratic societies within each state.

A systematic review and analysis of current education literature from the states of Arizona and Ohio will be utilized to generate a comprehensive understanding of how vouchers impact parents' choice of school. Further exploration of what research should be conducted to enhance the conventional functions of public schools and how teacher education should adapt in a school choice setting to uphold educational standards and democratic principles.

Authors

• Joseph Amazuwa Chirwa, Northern Arizona University

• Richard Henry Maguire, Bowling Green State University