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来源类型 | Publication |
The challenges of measuring school quality: Implications for educational equity | |
Helen Ladd; Susanna Loeb | |
发表日期 | 2013 |
出版者 | Education, Justice, and Democracy |
出版年 | 2013 |
语种 | 英语 |
摘要 | Nearly all countries, including the United States, view elementary and secondary education as so important for the well being of both individuals and society that they make schooling compulsory through some age, whether that be 14 as in many developing countries or 16 or 18 as in various U.S. states. In addition, there is a worldwide consensus that all students, but especially those in primary school, should have access to free, publicly financed schools with no required school fees. In practice many countries, especially developing countries with limited resources, do not meet this latter requirement, and often permit schools to charge fees that in some cases can be substantial (see Ladd and Fiske 2008: ch. 16). The policy throughout the United States has been clear: public schools, including both traditional schools and publicly funded charter schools, are not permitted to require parents to pay school fees for their children to enroll in the school. Compulsory schooling, supported by full public funding, reflects the observation that elementary and secondary education provides not only private benefits to those who attend school and their families but also public benefits to the broader society. |
主题 | Teaching and Leadership Effectiveness |
子主题 | Educational Equity ; Methodology and Measurement ; School Effectiveness |
URL | https://cepa.stanford.edu/content/challenges-measuring-school-quality-implications-educational-equity |
来源智库 | Center for Education Policy Analysis (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/491648 |
推荐引用方式 GB/T 7714 | Helen Ladd,Susanna Loeb. The challenges of measuring school quality: Implications for educational equity. 2013. |
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