Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Introduction -- I.1 Who Cares About School Choice? -- I.2 The Handbook of School Choice -- I.3 The Handbook of School Choice -- I.4 Making An Editorial Choice About School Choice: Have They Gone Beyond the Promises? -- I.4.1 Private Schools -- I.4.2 Magnet Schools -- I.4.3 Charter Schools -- I.4.4 Vouchers -- I.4.5 Home Schools -- I.4.6 Virtual Schools -- I.5 What Is Different About America that Makes School Choice So Attractive? -- I.6 The End of the Beginning -- References -- Chapter 1 A Brief History of Public Education in the United States -- 1.1 Colonial America and the Revolution -- 1.2 The Age of the Common School -- 1.3 The Progressive Era -- 1.4 The Postwar Period -- 1.5 The Emerging Twenty-First Century -- 1.6 Concluding Remarks -- References -- Chapter 2 A Brief and Future History of School Choice -- 2.1 School Choice as Policy Mechanisms in Localized Settings -- 2.2 Examining the History of School Choice Through Two Lenses -- 2.3 A Political/Legal Lens on the History of School Choice -- 2.3.1 School Choice History as Episodic Interest Group Politics -- 2.3.2 Parent Choice: From End in Itself to Multiple Means for Pursuing Multiple Ends -- 2.3.3 Public Attitudes, Political Behavior, and Subsequent Support for School Choice -- 2.4 An Economic Lens on the History of School Choice Market Behavior -- 2.4.1 Markets For Schooling and School Choice -- 2.4.2 Characteristics of Demanders and Suppliers in School Choice Markets: Who Chooses Among What is Offered? -- 2.4.3 Opportunistic Behavior in School Choice: Schools and Parents -- 2.4.4 School Choice Market Outcomes -- 2.5 School Choice History as Prologue to Education Choices -- References -- Chapter 3 School Choice: An Overview of Selected International Perspectives.

3.1 The United States, OECD and the PISA Assessment -- 3.2 Public Funding of Non-Public Schools -- 3.3 Vouchers Around the World -- 3.4 School Choice in Latin and South America -- 3.4.1 Chile -- 3.4.2 Brazil -- 3.4.3 Colombia -- 3.5 Home Schooling -- 3.6 Charter Schools -- 3.7 Distance Learning -- 3.8 Conclusion -- References -- Chapter '4 A Political Scientist Looks at American School Choice -- 4.1 How Do Politics and Governance Influence School Choice Policies as Passed and Implemented? -- 4.1.1 Interest Groups -- 4.1.2 Institutions -- 4.2 Ideas -- 4.3 How Do Choice Policies Change the Political Landscape? -- 4.4 Concluding Thoughts -- References -- Chapter 5 The Economics of School Choice -- 5.1 Markets and Perfect Competition -- 5.2 Education and the Market Model -- 5.2.1 Schooling: The Demand Side -- 5.2.2 Schooling: The Supply Side -- 5.3 Schools and Other Characteristics of Competitive Markets -- 5.4 Empirical Implications of the Market Model for School Choice -- 5.4.1 Evidence on the Demand for School Quality -- 5.4.2 Evidence on the Demand for Other School Characteristics -- 5.5 Demand-Side Factors and the Efficiency and Equity of School Choice -- 5.5.1 Does Competition Improve School Performance? -- 5.6 Discussion -- References -- Chapter 6 Philosophical Understandings of American School Choice -- 6.1 Questions of Liberty, Rights, and Pluralism -- 6.2 Choosing, Opting Out, and Refusing: Rights of Families in School Choice -- 6.3 Pluralism, Autonomy, and the Accommodation of Difference -- 6.4 Questions of Equality, Justice, and Democracy -- 6.4.1 Equality, Equity, and Adequacy -- 6.4.2 Democratic Recognition and Participation -- 6.5 Directing Choice: Philosophy, Policy, and Research -- 6.5.1 Interpreting Consequences and Evidence -- 6.5.2 Clarifying Assumptions and Goals -- 6.5.3 Directing Choice Policy and Practice -- References.

Chapter 7 Private Schools -- 7.1 A Brief History -- 7.2 Enrollment -- 7.3 Tuition -- 7.4 Minority Participation -- 7.5 Comparing Private and Public Schools -- 7.6 The Future -- References -- Chapter 8 The Case for Private Schools -- 8.1 Still With Us -- 8.2 Why Private Schools? -- 8.3 The Value of Choice -- 8.4 Good for Democracy -- 8.5 National Security -- 8.6 Good for Parents -- 8.7 Characteristics of Private Schools -- 8.8 Conclusion -- References -- Chapter 9 The Case Against Private Schooling -- 9.1 Patterns in Private School Attendance -- 9.2 Public Dollars for Private Schools -- 9.3 Research Debates about Private Schools -- 9.4 Private Schools and Segregation: Evidence of White Flight into Private Schools -- 9.5 Coleman, Hoffer, and Kilgore's High School Achievement -- 9.6 Engagements and Next Generation Analyses -- 9.7 Predicting the Effects of Tax Credit and Voucher Programs -- 9.8 A Private School Advantage? -- 9.9 Chubb and Moe's (1990) Politics, Markets and Schools -- 9.10 Next Generation Analyses -- 9.11 Conclusion -- References -- Chapter 10 Private Schooling in Portugal: The Road to Freedom -- 10.1 Brief Overview of the History of Private Schooling in Portugal -- 10.2 Private Schooling Under the Law -- 10.2.1 Societal Evolution and A New Statute for Private Schooling -- 10.2.2 The New "Estatuto do Ensino Particular e Cooperativo" -- 10.3 The New Regulatory Paradigm -- 10.3.1 More Pedagogical and Administrative Autonomy for Private Schools -- 10.4 New Rules on Information for an "Informed Choice" by Parents -- 10.5 New Rules for Public Funding -- 10.6 Lessons to be Learned From Portugal -- References -- Chapter 11 Magnet Schools: History, Description, and Effects -- 11.1 History and Background of Magnet Schools -- 11.2 Description of Magnet Schools -- 11.3 Current Status of Magnet Schools and Students.

11.3.1 Population of Magnet Schools -- 11.3.2 Student Demographics -- 11.4 Literature Review of Magnet School Effects -- 11.4.1 Magnet Schools and Racial Integration -- 11.4.2 Effects on socioeconomic isolation -- 11.4.3 Descriptive studies -- 11.4.4 Quasi-Experimental Studies -- 11.4.5 Lottery-Based Studies -- 11.4.6 Summary -- 11.5 Magnet Schools Implementation -- A Case Study -- 11.6 Looking to the Future: Challenges and Research Agenda -- 11.6.1 Challenges -- 11.6.2 Research Agenda -- Acknowledgment -- References -- Chapter 12 The Case For Magnet Schools -- 12.1 Diversity -- 12.2 Innovative Curriculum -- 12.3 Academic Excellence -- 12.4 High-Quality Instructional Systems -- 12.5 Family and Community Partnerships -- 12.6 Characteristics of a Successful Magnet School -- 12.7 Magnet Standards -- 12.8 The Future of Magnet Schools -- References -- Chapter 13 The Case Against Magnet Schools -- 13.1 Measuring School Integration -- 13.1.1 Categorical Standards -- 13.1.2 Index of Dissimilarity -- 13.1.3 Interracial Exposure -- 13.2 Opinions on Attending Magnet Schools -- 13.3 Magnet School Structure -- 13.4 Case Studies of Magnet School Plans Under Court Orders -- 13.5 Magnet Schools and Achievement -- 13.6 Conclusions -- References -- Chapter 14 Specialist Schools in England: Reflections from across the Atlantic -- 14.1 History of Specialist Schools in England -- 14.2 Gaining Specialist School Status -- 14.3 Impact of Receiving Specialist School Funding -- 14.4 Academic Attainment and Specialist Schools -- 14.4.1 Within Schools -- 14.4.2 Between Schools -- 14.4.3 Beyond Schools -- 14.5 School Choice and Diversity -- 14.6 Conclusion -- References -- Chapter 15 Description and Brief History of Charter Schools: What are the Main Issues? What Do the Data Say About Their Effectiveness? -- 15.1 How Charter Schools are Supposed to Work.

15.1.1 Structural Changes -- 15.1.2 Opportunity Space and Intermediate Goals -- 15.1.3 Outcomes -- 15.2 Key Issues -- 15.2.1 Autonomy in Exchange for Accountability -- 15.2.2 Funding -- 15.2.3 Privatization -- 15.2.4 Questions About Performance -- 15.2.5 Segregation or Self-Selection -- 15.2.6 Evaluating Schools or Evaluated Schools -- 15.3 The Future of Charter Schools -- References -- Chapter 16 The Case for Charters -- 16.1 The Evolution of Public Education -- 16.2 The Origin of the Charter School Movement -- 16.3 Goals and Ideals for Charter Schools -- 16.3.1 Charter Schools as Laboratories for Innovation -- 16.3.2 Charter Schools as Leaner, More Efficient Public Schools -- 16.3.3 Expanded Choice for Parents -- 16.3.4 Unintended Consequences -- 16.4 Public Charter Schools and Outcomes -- 16.4.1 Student Academic Achievement -- 16.4.2 Student Long-Term Outcomes -- 16.4.3 Impact on Traditional Public Schools -- 16.4.4 Successful Classroom and Operational Practices -- 16.5 Stubborn Misconceptions Persist -- 16.5.1 Charter Schools are Not Public Schools -- 16.5.2 Charter Schools Don't Serve All Students -- 16.5.3 Charter Schools Drain Money -- 16.6 The Next 25 Years -- References -- Chapter 17 The Case Against Charter Schools -- 17.1 The Charter School Landscape -- 17.2 The Charter School Selection Problem-Playing by Different Rules -- 17.3 Charter Schools Undermine Democracy and Civic Engagement in Education -- 17.4 Charter Schools are the Punishment in Test-and-Punish Accountability -- 17.5 Charter Schools Struggle with Civil Rights -- 17.5.1 Strict Conduct Codes and Zero Tolerance -- 17.5.2 Suspensions and Expulsions -- 17.5.3 Special Education -- 17.6 For-Profit Charter Schools Cash In on Kids -- 17.7 Charter Schools Accelerate Urban Decline-The Charter School Death Spiral -- 17.8 The Absence of an Academic Benefit.