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CRS85571EPWpage10
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CRS85571EPWpage10
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CRS85571EPWpage16
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CRS85571EPWpage12
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CRS85571EPWpage04
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CRS85985EPWpage05
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CRS85985EPWpage05
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CRS*2i In discussing the concept of a voucher program, Secretary Bennett has stated that its purpose would be to improve educational services for the disadvantaged by providing greater choice in the selection of schools. He has argued that this iwould-help to reduce the gap in effective educational choice between children of affluent parents;-who may currently choose to send their children
CRS85985EPWpage01
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CRS85985EPWpage01
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L_L,l H. 1 X/.:>.-R I X 85-985 EPW ?QP‘f'- # ?5"'JC7 95 épw Congressional Researchservice The Library of Congress c1ov.ernm°“L‘mft“”“°""‘°““ JUL 2 2 1994 I [L gton University Libraries M5 Lguts, MO. 63130 - 4 Washington, D.C. 20540 £3 3&1 N ifiiy FEDERAL AID FOR THE EDUCATION OF DISADVANTAGED CHILDREN: ANALYSIS OF PROPOSALS TO PROVIDE AID IN THE FORM OF VOUCHERS
CRS85985EPWpage23
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CRS85985EPWpage23
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CRS-20 disadvantaged is likely to improve the racial/ethnic and economic integration of b3£h_the public and private school sectors, reducing the presence of poor or minority students in the public schools and increasing their numbers in private schools. A In contrast, voucher opponents note that a structural model appropriate to consumer economics should not be automatically applied
CRS85985EPWpage07
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CRS85985EPWpage07
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CRS-4 Among general voucher proposals, a plan in which participating schools would be required to meet certain standards is often referred to asaa "regulated" ‘voucher‘plan. Standards typically proposed include non-discrimination against A pupils on the basis of race, sex, or religion, or'inclusion in the curriculum of certain core subjects, or education about basic values of the American political system. Voucher plans providing additional funds for "high-cost" pupils with "special educational needs are often called "compensatory" plans. Other sorts of voucher proposals, such as Friedman's, would provide equal value for each pupil; no restriction on private schools charging tuition in excess of the voucher amount or on affluent parents’ providing extra resources to the schools their children attend, and would include profit-making schools as eligible to participate. Past,"Voucher-Like"~Programs One serious limitation to the discussion and debate over education voucher proposals is that no such plan has actually existed in the United States. Nor has there been a foreign model of a "pure" voucher plan, although at least one nation's-education system (the Netherlands) approaches such a voucher scheme more closely than anything yet tried in the U.S. In this discussion, a "pure" voucher plan is assumed to include at least the following basic characteristics: --provision of public funds to schools via parents of pupils; —-inclusion of a wide range of private as well as a variety of public school options; --availability of vouchers to all students; and . —-the education involved is at the elementary or secondary level.
CRS85985EPWpage17
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CRS85985EPWpage17
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3 ,> CR3-14: a general voucher concept are not relevant to the specific concept of chapter 1 vouchers (e.g., whether to give vouchers of different value to disadvantaged chil- dren compared to others) and will not be discussed below. 1. Types of Educational Services Most Likely to Meet the Needs of Educa- tionally Disadvantaged Children Inherent in the chapter 1 voucher proposals
CRS85985EPWpage34
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CRS85985EPWpage34
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.e., if the taxpayer owed less in Federal income taxes than the value of the credit, the credit amount would be paid to the taxpayer), is an alternative means of accomplishing the intended purposes of a chapter 1 voucher plan. Although existing tuition tax credit proposals extend eligibility to a wide range of family income levels and generally could be used only to pay nonpublic school costs, a tax credit plan
CRS85985EPWpage03
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CRS85985EPWpage03
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CONTENTS C C O O O C C C. C C C O C C O C C O C O C C O C O O C C C O C C O O O C O The General Concept 0 0 0 0 0 0 0 0 0 0 0 0 Past "Voucher-Like" Programs . . . . . . . THE SPECIFIC CONCEPT OE CHAPTER 1 VOUCHERS . . . EARLIER ADMINISTRATION PROPOSAL . . g . . . . . PRO AND CON ARGUMENTS - - o‘. o - - - - - - - - POSSIBLE ALTERNATIVES TO BOTH CHAPTER 1 VOUCHERS AND THE CURRENT PROGRAM
CRS85985EPWpage10
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CRS85985EPWpage10
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unsuccessful drive for a State ballot initiative in favor of vouchers in 1980) reached a wide audience. A fourth example is that of certain school districts in Vermont that for many years have offered parents of secondary school students the option of g] Education Vouchers, A Report on Financing Elementary Education by Grants to Parents, Center for the Study of Public Policy, December 1970.
CRS87283EPWpage11
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CRS87283EPWpage11
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CRS-5 competition. The Higher Education Amendments of 1986 first authorized the program. Part B funds can be used for acquisition of scientific or laboratory equipment; construction, maintenance, renovation, and improvement of instruc- tional facilities; faculty exchanges and faculty fellowships for attainment of advanced degrees; academic instruction in disciplines in which blacks
CRS85577EPWpage28
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CRS85577EPWpage28
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CRS-20 + vounawumm omm. nmm. aoquaosum Ha=ofiuauo> can .>uwv:oomm .»ucu:mau~m couuuoavm uuzwax. uvu< aouuaosam fiflHOGOU UGQ nuunouwm + ¢mm_ ewa_ z<w> _mm_ ;<omHu mum. mum, Nmm_ 82 52; _nomE 1 32 how.» _3..:,... uozvoum 320302 mmouu mo aamoumm n no coin ozvm you mxofizo Hm oufimrm mwm~ mam. Q_Q)LLJQ)C4~
CRS85577EPWpage19
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CRS85577EPWpage19
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CR8-13 Total outlays for the education cluster would decrease $2.7 bil1ion or 18 percent between 1984 and 1990 under the budget plan. ing for the elementary and secondary group would account for 13 percent of this decrease, higher education 78 percent, and research and general education aids 9 percent. Spend- The following are some of the principal factors contributing to these trends
CRS85577EPWpage18
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CRS85577EPWpage18
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cns-12 ' Examining some of these trends: I 1965 to nearly 49 percent in 1984- under the budget plan whereby in 1990 elementary, secondary and Spending for the education cluster increased 57 percent betweenl 1966 and 1968, had increased nearly 137 percent by 1981, has idecreased since then, and would decrease 18 percent under'the budget plan. --the elementary and secondary education
CRS85577EPWpage07
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CRS85577EPWpage07
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for education programs in the context of a 26-year span: the past 20 years of actual exper- ience (l965-l984), and the spending plan for the next 6 years proposed in the President's 1986 budget plan (1985-1990) as it was released February 4, 1984. The table supporting each figure is presented on the facing page. Since no single measure of activity is wholly adequate, eight dif- ferent ways are provided
CRS85577EPWpage09
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CRS85577EPWpage09
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CR8-3 figures for actual outlays (1965-1984) represent change from 1965, and the cu- ll mulative change figures for estimated outlays (1935-1990) represent change from 1984. The data used for the tables and figures come from two historical budget series produced by the Office of Management and Budget (OMB): Federal Govern- ment Finances (February 1985), and Payments for Individuals (February 1985
CRS85577EPWpage30
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CRS85577EPWpage30
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