Market approaches, such as inducing choice alternatives through offering voucher schemes, have been presented as solutions to deteriorating public school systems nationally and abroad. Since it is in the rational economic actors best interest to choose an alternative that will provide him with the most benefit, or utility, such logic suggests that with increasing options for schooling and decentralization of education systems, the competitive market approach will force schools to become more efficient, and thus effective. What is implied is that there are appropriate signals in the educational marketplace that can replace price signals and parents have the capacities to understand them.
This is a form of creating incentives for schools (public, private, charter or other) allowed to participate in the voucher program to provide better education opportunities and bring equity into systems that lack it (Munger, 150). Advocates of the voucher system in education suggest that certificates could fund the “exit” of students who are unsatisfied with their educational experience (Gershberg et al. 1026). Through this exit, schools would have an incentive to compete for students and would seek the most efficient way to do so. In function, a voucher would be giving students “exit” and the system would be an incentive structure for the education system to repair itself.
Since education is offered as a public service around the globe, it also has to meet the three reasons Hirschman specifies as justifications for public provision of goods and services: technical or legal monopoly, services which are not paid for directly but all citizens are entitled to, and services which require some uniformity, regardless of consumer preferences (Hirschman, 87). For education, Hirschman argues that public education fits this description, citing Levin, “particularly in democracy with diverse ethnic and religious groups, has been that is desirable for all children to pass through a ‘common educational experience,’ that is, for all schools to instill basic civic values and to offer uniform instruction in certain elementary field” (87). Since education clearly meets the criteria for public service provision and in it’s failing state policy experts have suggested an infusion of market mechanisms to provide more efficient and effective education facilities a voucher system seems like a good fit.
Hirschman points out that the literature surrounding vouchers suggests that when used as a representation of “exit”, the scheme is most effective:
(1) When there are wide spread differences in taste that are recognized as legitimate;
(2) When people are well informed about the quality of goods and services they want and can easily compare and evaluate them;
(3) When purchases are relatively small in relation to income and recurrent, so that buyers can learn from experience and easily switch from one brand and supplier to another; and
(4) When there are many competing suppliers (Hirschman, 88).
The author points out that in cases of education consumers are often ill-informed of quality, there are limited suppliers, and comparing services is difficult. These faults undermine points two and four.
Additionally, voucher systems are ineffective for creating increases in educational institutions through incentive structures since the voucher system is often designed with three different elements that can undermine the effectiveness of schooling: regulation, financing and support services. Regulation is in reference to the schools that are selected to be part of the voucher program, in which limited opportunities would undermine point four. Financing can be partial or in whole and this could be to the detriment to the school a student is leaving, and to the family of the new school they plan to attend if they cannot afford the balance of tuition, which undermines point three. Lastly, supports services are activities that governments undertake to make regulation and financing more effective, are more concerned with equity than efficiency, and can undermine all four points.
Hirschman argues that in health and education leaving, or exit, of such system could undermine voice, which is exemplified in the concept of educational creaming (Arenas, 382). This is apparent in many countries where voucher schemes are present, where schools are allowed to select or control the students who enroll in their schools, and often the higher achieving schools select the brightest, highest testing, and most active or educated parents are involved are chosen over lower achieving students. Once the highest achieving have been moved to better schools, the poor public schools are left with less resources and the least academically capable students, who now have a lower “peer-effect” from losing the excelling students. Voice may be harmed by students whose families were most engaged in reform at the school, and advocacy drops because of exit.
For publically provided education, voucher systems, although a novel idea of brining marketplace mechanisms to create competition, does not provide the incentives for schools to provide a better education for students as anticipated. Often, voucher programs give student opportunities to different educational settings at the detriment to the school they leave and possibly their own social capital.
Resources:
Gershberg, Alec I, Pablo Alberto Gonzalez, and Ben Meade. “Understanding and Improving Accountability in Education: A Conceptual Framework and Guideposts from Three Decentralization Reform Experiences in Latin America” World Development 40:5. 1024-1041.
Munger, Michael C. Analyzing Policy: Choices, Conflicts and Practices, W.W. Norton & Co., 2000., Chapter 5: “Experts and ‘Advocacy’: The Limits of Policy Analysis.”
Hirschman, Albert O., Chapter 4: “An Expanding Sphere of Influence” in Rival Views of Market Society and Other Recent Essays, Harvard University Press, 1992.
Arenas, A. “Privatization and Vouchers in Colombia and Chile”. International Review of Education 50:3/4, July 204. Pp 379-395.
This is a form of creating incentives for schools (public, private, charter or other) allowed to participate in the voucher program to provide better education opportunities and bring equity into systems that lack it (Munger, 150). Advocates of the voucher system in education suggest that certificates could fund the “exit” of students who are unsatisfied with their educational experience (Gershberg et al. 1026). Through this exit, schools would have an incentive to compete for students and would seek the most efficient way to do so. In function, a voucher would be giving students “exit” and the system would be an incentive structure for the education system to repair itself.
Since education is offered as a public service around the globe, it also has to meet the three reasons Hirschman specifies as justifications for public provision of goods and services: technical or legal monopoly, services which are not paid for directly but all citizens are entitled to, and services which require some uniformity, regardless of consumer preferences (Hirschman, 87). For education, Hirschman argues that public education fits this description, citing Levin, “particularly in democracy with diverse ethnic and religious groups, has been that is desirable for all children to pass through a ‘common educational experience,’ that is, for all schools to instill basic civic values and to offer uniform instruction in certain elementary field” (87). Since education clearly meets the criteria for public service provision and in it’s failing state policy experts have suggested an infusion of market mechanisms to provide more efficient and effective education facilities a voucher system seems like a good fit.
Hirschman points out that the literature surrounding vouchers suggests that when used as a representation of “exit”, the scheme is most effective:
(1) When there are wide spread differences in taste that are recognized as legitimate;
(2) When people are well informed about the quality of goods and services they want and can easily compare and evaluate them;
(3) When purchases are relatively small in relation to income and recurrent, so that buyers can learn from experience and easily switch from one brand and supplier to another; and
(4) When there are many competing suppliers (Hirschman, 88).
The author points out that in cases of education consumers are often ill-informed of quality, there are limited suppliers, and comparing services is difficult. These faults undermine points two and four.
Additionally, voucher systems are ineffective for creating increases in educational institutions through incentive structures since the voucher system is often designed with three different elements that can undermine the effectiveness of schooling: regulation, financing and support services. Regulation is in reference to the schools that are selected to be part of the voucher program, in which limited opportunities would undermine point four. Financing can be partial or in whole and this could be to the detriment to the school a student is leaving, and to the family of the new school they plan to attend if they cannot afford the balance of tuition, which undermines point three. Lastly, supports services are activities that governments undertake to make regulation and financing more effective, are more concerned with equity than efficiency, and can undermine all four points.
Hirschman argues that in health and education leaving, or exit, of such system could undermine voice, which is exemplified in the concept of educational creaming (Arenas, 382). This is apparent in many countries where voucher schemes are present, where schools are allowed to select or control the students who enroll in their schools, and often the higher achieving schools select the brightest, highest testing, and most active or educated parents are involved are chosen over lower achieving students. Once the highest achieving have been moved to better schools, the poor public schools are left with less resources and the least academically capable students, who now have a lower “peer-effect” from losing the excelling students. Voice may be harmed by students whose families were most engaged in reform at the school, and advocacy drops because of exit.
For publically provided education, voucher systems, although a novel idea of brining marketplace mechanisms to create competition, does not provide the incentives for schools to provide a better education for students as anticipated. Often, voucher programs give student opportunities to different educational settings at the detriment to the school they leave and possibly their own social capital.
Resources:
Gershberg, Alec I, Pablo Alberto Gonzalez, and Ben Meade. “Understanding and Improving Accountability in Education: A Conceptual Framework and Guideposts from Three Decentralization Reform Experiences in Latin America” World Development 40:5. 1024-1041.
Munger, Michael C. Analyzing Policy: Choices, Conflicts and Practices, W.W. Norton & Co., 2000., Chapter 5: “Experts and ‘Advocacy’: The Limits of Policy Analysis.”
Hirschman, Albert O., Chapter 4: “An Expanding Sphere of Influence” in Rival Views of Market Society and Other Recent Essays, Harvard University Press, 1992.
Arenas, A. “Privatization and Vouchers in Colombia and Chile”. International Review of Education 50:3/4, July 204. Pp 379-395.