However, researchers agree that available data on the voucher system is insufficient to draw firm conclusions about improvement in academics, access or racial integration. In the US, there have been mixed reactions; the Florida State Supreme Court ruled in 2005 that the voucher programme for students in the lowest-rated public schools was unconstitutional, as vouchers violated state constitutional provisions requiring a ‘uniform’ system of public schools for all students. A study carried out for the Minnesota Education Association could not establish that availability of choice improves learning levels — for example, in maths, voucher student scores were essentially the same in the first and second year, rose in the third year, and declined significantly during the year that followed.
Chile introduced the voucher programme in the 1980s. However, after several years of study, researchers have found that they are unable to point to any significant difference in the achievement levels of children in private (voucher) and municipal schools. More interestingly, they found that lower income parents, even when armed with vouchers and full information about the relative merits and demerits of various schools, were influenced by their own self-perception of ‘not belonging’ when making a school choice. The voucher did not help them overcome their feeling of intimidation by school authorities.
The underlying premise of all voucher systems is economic, not social. Parents are viewed as rational consumers, who given complete information and freedom to choose, will necessarily make a rational choice that maximises the return on their expenditure. But this approach does not address situations where there may be constraints, inadequate information or unequal pre-existing social equations.
... contd.
