Parental Choice, Social Class And Market Forces

PARENTAL CHOICE, SOCIAL CLASS AND MARKET FORCES: A RESULT OF PRIVATIZATION OF PUBLIC SERVICES IN EDUCATION

José Luis [email protected]

Seminar Four: “The International Perspective”

London, July 1st 2004

SCHEME Introduction

1. Context: Three networks

2. Justification of market system With dictatorship of Franco Universualization Reaction: Market system

3. Market system in Spain

4. Research Design Variables in choice school

5. Micro markets as "social and cultural spaces"

6. Conclusions

SCHEME Introduction1. Context: Three networks2. Justification of market

system With dictatorship of Franco Universualization Reaction: Market system

3. Market system in Spain4. Research

Design Influencing factors in the choice of

school

5. Micro markets as "social and cultural spaces"

6. Conclusions

Ideas to start The privatization of public services in

education and the choice of school by parents is a complex and topical subject. It is now being debated in Europe and the USA.

It is linked to market forces and particularly to the mechanisms of social classes. In some countries, rulesrules for choosing a

public school have been liberalizedhave been liberalized, in others, subsidies to private schoolssubsidies to private schools have

been introduced or maintained, and in some cases, public schoolspublic schools are

subject to greater competitiongreater competition.

Ideas to start

Ideas like

take shape in several countries

“The key to better schools lies in institutional reform creating markets where consumers influence schools by their choices"

“Markets offering what people want“

Ideas to start The privatization of public educational

services forms part of the same economic, political and cultural process all over the world

But, I am convinced we can change it in the future, we can do something in education The educational world is a complex system of

interests, values and circumstances, that is impossible to understand out of its own

context. The educational policies can only be understood, analysed and evaluated relating

them to their own context So, I will try to explain the Spanish process

from its own context

Subsidized private schools

Private Schools

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FINANCINGFINANCING

Three networksThree networks

X

The 78.17% of education expenditure in Spain is financed through public funds

(State and Autonomous Communities)

While the remaining 21.83% comes from private funds (families)

Non university educational establishments in Spain

…establishing a sharing of

powers between the State

Administrationand the

Autonomous Communities

The 1978 Spanish Constitution laid down a new model for a decentralised State…

Features private school Total freedom to organize the

participation in school Complete autonomy in

business and perfomance Little State control Hard competition between

schools The parents choose the

school using market parameters

Private school

They receive all from the market

High class and some middle class

elitist education

Features Subsidized private school Democratic participation

(Less than public school) Autonomy in business

and perfomance Little State control Competition between

schools The parents choose the

school using three basic criteria of selection

They receive from the State and the market

budget students

Subsidized private school

They receive from the State and from the market

Middle class Different

educationBig buildings

in densely populated areas

School buses in thinly populated

areas

They are not always applied in practice, because schools use mechanisms to prevent certain students (immigrants, gypsies….) from enrollment, like charging for uniforms, extracurricular activities, catering, parent associations,…

Three basic criteria of selection:1)proximity of the school

2)family income

3)brothers or sisters already at the school

Features public school Democratic participation Little autonomy in

business and performance

(It tends to change according to market policies )

State control Little competition

between schools(It tends to change according to market policies )

The parents choose the school using three basic criteria of selection

Public schoolThey receive all

from the State Working class

and economically distressed parts of the population

Plural education

Justification of market systemJustification of market system

During Franco regime (1939-1975)

Universualization

Reaction:Market system

From 1939 to 1982 the State leant on confessional (Catholic) schools, opting for a secondary role in education, assisting only in those areas where private schools did not provide education

Franco utilized especially the Catholic Church to carry out his policies

So, confessional schools obtained a well established infrastructure and very considerable cultural and social influence on Spanish society

Tax exemptions, subsidies and the support of “the national-catholic state” resulted in facilities and resources for private confessional schools that public schools lacked

This caused a lack of modernization of the educational system and inequality between public and private schools: The public school especially attended to families

belonging to the underprivileged class and rural environment

Private confessional schools attended the middle and high classes, most of them in cities

I. During the dictatorship of Franco the bases for a totally unbalanced position between public and private schools was laid

II. So, in 1970 we find deficient capacity and bad quality of infrastructure in public schools

III. As a consequence of this, the initial stages of the conversion to a market system saw the public schools in a disadvantageous position

Three important consequences

UniversualizationFrom 1979 all children from 6 to 14 years old were enrolled in schools

From 1990 all children from 4 to 16 years old were enrolled in schools

As a consequence of this everybody has schooling, those who want to study and those who do not, good students as well as borderline students, those belonging to middle and high classes and those belonging to low classes, Spanish students as well as immigrants,… .

This change happened in a period with a limited budget for education, causing a lack of

resources when resources, material and people, are essential to give quality attendance

to different students with different needs and abilities

This creates a new situation

This logically causes schools to be massified and the level (¿What does concept

level mean?) will go down: Discipline problems, complex schools,… creating

the circumstances for a culture of school failure in the educational system.

This culture makes it necessary to intervene in the educational system in

order to solve “the problem”

This logically causes schools to be massified and the level (¿What does concept

level mean?) will go down: Discipline problems, complex schools,… creating

the circumstances for a culture of school failure in the educational system.

This culture makes it necessary to intervene in the educational system in

order to solve “the problem”


People speak of school failure, children do not study as much as before, the general level in Spanish and Mathematics goes down,… (The same happened in

the USA with “A nation at risk” -1983-) The report about the Quality Law (2002) justified this

law because of school failure and the need to resolve it. It proposes some measures, considering

middle and high class students only, not those belonging to the lower classes. (The report in the

USA had a similar focus)

People speak of school failure, children do not study as much as before, the general level in Spanish and Mathematics goes down,… (The same happened in

the USA with “A nation at risk” -1983-) The report about the Quality Law (2002) justified this

law because of school failure and the need to resolve it. It proposes some measures, considering

middle and high class students only, not those belonging to the lower classes. (The report in the

USA had a similar focus)


They think: “The loss of academic efficiency is very important to economic development”

So, only market forces can resolve this problem. A hard competition between

schools, complete autonomy in economic functioning and performance, little State

control and the free choice of school using market parameters will improve education

They think: “The loss of academic efficiency is very important to economic development”

So, only market forces can resolve this problem. A hard competition between

schools, complete autonomy in economic functioning and performance, little State

control and the free choice of school using market parameters will improve education

ENROLMENT

Age 1985-86 1990-91 1994-95

3 16.5 % 28.2 % 54.2 %

4-5 93.8 % 98.5 % 100.0 %

6-13 100.0 % 100.0 % 100.0 %

14-15 83.4 % 93.1 % 98.6 %

16-17 56.3 % 67.9 % 79.2 %

18-20 32.9 % 43.7 % 53.2 %

(1) Alumnos escolarizados en Enseñanzas de Regimen General y proyecciones de población del INE (base censo de Población de 1991)Isabel Muñoz. Revista Fuentes EstadísticasEducación - Revista Nº 18 - Julio / Agosto de 1996

RESPONSE TO THE PROBLEM Market system

A market system is presented as the best solution to resolve this problem. Its objective is to minimize the production cost of public services and increase the possibilities of choice for parents.

It is thought that market forces will cause hard competition between schools, will motivate teachers and will reduce school failure,… With fewer resources, it is said, we can get better results because the use of resources is optimized.

A market system is presented as the best solution to resolve this problem. Its objective is to minimize the production cost of public services and increase the possibilities of choice for parents.

It is thought that market forces will cause hard competition between schools, will motivate teachers and will reduce school failure,… With fewer resources, it is said, we can get better results because the use of resources is optimized.

One thing is clear: “If we must improve

the situation of people in a disadvantageous position,

it is quite probable that the privileged

will have less opportunities and resources”

What is not mentioned is that this market system is designed for a part of the population only

The false believe that the market system improves education for all social classes is based on a wrong assumption: “Everybody can choose the school they want for their children and, on top of that, with State financing”

The middle and high classes, because only they will benefit from it

A good example is one of the most marginal areas in Zaragoza. There are two schools 200 meters apart, one is a subsidized private school, run by a religious congregation, and the other one is a public school.

The public school receives the economically less affluent part of the population, which constitutes 95% of the pupils in this school, whereas the private school receives the population of a nearby area with lower-middle class families. The criteria for admission are the same in both

schools, so what is the reason for this situation?

A good example is one of the most marginal areas in Zaragoza. There are two schools 200 meters apart, one is a subsidized private school, run by a religious congregation, and the other one is a public school.

The public school receives the economically less affluent part of the population, which constitutes 95% of the pupils in this school, whereas the private school receives the population of a nearby area with lower-middle class families. The criteria for admission are the same in both

schools, so what is the reason for this situation?

Development of immigrant student enrollment in Spain

1992-2003

Private schools

Evolution of immigrant student enrollment

in Spain 1992-2003

Private schools

Evolution of immigrant student enrollment

in Spain 1992-2003

Public schools

Public schools

Private schools

Total

1996 the Popular Party came to power

introducing marketpolicies in education

Evolution of immigrant student enrollment in Spain 1992-2003. Source: CIDE

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Public SchoolsPublic Schools Private SchoolsPrivate Schools

Development of immigrant student enrollment in Spain. 2003

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Public SchoolsPublic SchoolsPrivate SchoolsPrivate Schools

Development of immigrant student enrollment in Spain. 2003 Source: CIDE

Market system in Spain

It is a combination of school choice and public financing

It is a market system, but with some mechanisms of public intervention

1. Mechanisms of competition between schools, which causes the decrease of public services. One mechanism is the free choice of school.

2. Outsourcing of part of public services, reducing the cost and stimulating competition

A clear example is the group of 0-3 year olds, that the State delegates

to city-councils or private organizations

TWO MEASURES TO DEVELOP A MARKET SYSTEM IN SPAIN

FIVE CHARACTERISTICSof the market system in Spain

1. Several schools (public and private schools)

2. Free choice of school

3. Public financing for all, in public as well as in subsidized private schools

4. Schools must be sold to parents

5. Control and management decentralized. Autonomy

Several schools (public and private schools)

They compete for the same students

In the same context

They offer different products

Subsidized private and public schools receive public financing

They compete for the same students

In the same context

They offer different products

Subsidized private and public schools receive public financing

Free choice of school

Zones of influence bigger, where parents can choose a lot of schools, public as well as private schoolsThree basic criteria of selection: Proximity, family income and brothers or sisters already at the school, if the demand exceeds the offerAll schools (public and subsidized private schools) have the same criteria of selection

Zones of influence bigger, where parents can choose a lot of schools, public as well as private schoolsThree basic criteria of selection: Proximity, family income and brothers or sisters already at the school, if the demand exceeds the offerAll schools (public and subsidized private schools) have the same criteria of selection

BUT….

Public schools apply these criteria when there is more demand than offer with control and seriousness. Subsidized private schools use them, in practice, to select their students, because they use mechanisms to prevent certain students (immigrants, gypsies….) from enrollment, like charging for uniforms, extracurricular activities, catering, parent associations,…It is beyond doubt that parents choose school considering facilities, student type, social prestige, tradition,…and not

criteria related to education, like curricular program, methodology,… .

Public schools apply these criteria when there is more demand than offer with control and seriousness. Subsidized private schools use them, in practice, to select their students, because they use mechanisms to prevent certain students (immigrants, gypsies….) from enrollment, like charging for uniforms, extracurricular activities, catering, parent associations,…It is beyond doubt that parents choose school considering facilities, student type, social prestige, tradition,…and not

criteria related to education, like curricular program, methodology,… .

Public financing for all, in public as well as in subsidized private schools

The financing depends on number of classes in school, which means that more classes (more children) get more fundingThe State pays every teacher directly in public and subsidized private schools

The financing depends on number of classes in school, which means that more classes (more children) get more fundingThe State pays every teacher directly in public and subsidized private schools

Schools must be sold to parents

Publicity of most outstanding aspectsPublicity of academic resultsUse of education indicatorsExternal evaluation“General evaluation of diagnosis” (LOCE)

Publicity of most outstanding aspectsPublicity of academic resultsUse of education indicatorsExternal evaluation“General evaluation of diagnosis” (LOCE)

Control and management decentralized. Autonomy

There is a minimum for all schools: curriculum, ratio teacher/student,..BUT, in public schools there is an excessive legislative intervention and in subsidized private schools only the owner controls

There is a minimum for all schools: curriculum, ratio teacher/student,..BUT, in public schools there is an excessive legislative intervention and in subsidized private schools only the owner controls

Research

DesignInfluencing factors in the choice of school

DESIGN

Background Sample Access to Fieldwork: The schools Setting the interviews up Fieldwork: interviews, documents, etc.. Codify data Evaluate data Conclusions

Background Sample Access to Fieldwork: The schools Setting the interviews up Fieldwork: interviews, documents, etc.. Codify data Evaluate data Conclusions

DESIGN

Objectives Sample Methodology Results and influencing factors in the choice of school

Objectives Sample Methodology Results and influencing factors in the choice of school

To study the reasons for parents' choice of school

To analyze the effect of the choice of school and the consequences of education markets for the distribution of social groups among schools and thus for patterns of social inequality

To find out how markets in education are distributed and their features

Objectives

We have chosen a "local market" such as the city of Zaragoza, because it represents the typical parameters we can encounter in Spain

The structure of the social classes represented in this city, its socioeconomic indicators and the proportion of public and private schools mark it as a typical city in Spain

Sample

I have worked with 13 schools, a representative sample of different types of schools that receive

different pupils from different social groups in

Zaragoza from the socioeconomic point of view, not only in public

education but in subsidized education as

well

Primary Schools in the city of Zaragoza

140 schools Public 71 Private 69

Private subsidized schools 57 (48 confesional schools)

Without state subsidy 12

Methodology I have used an ethnographic methodology,

based on the analysis of classroom data obtained from observation, interviews with the different people concerned in the process and analysis of results

Strausian methodology (Straus 1987) has been used and his proposal of analysis to transcribe and analyze data

FOUR MICRO MARKETS Reasons for choosing school

Private schools(Subsidized private schools)

middle-high classes

Public schoolsWorking class

(Most public schools)

Public schools Economically distressed

part of population

Public schoolsMiddle class(few schools)

The reasons for choosing a school in the micro market

Safe environment: The students are protected Values related to discipline or obedience and not to

religious values Discipline and order More academic pressure with more guarantees of social

success There are no conflictive social groups (They make the

academic level go down) Parents' experience and expectations Facilities and resources Proximity, social prestige and good reputation

Three main reasons

Elite and social prestigeElite and social prestige

Discipline and order Discipline and order

Level of participation always Level of participation always

controlled by authoritycontrolled by authority


Social atmosphere with no conflict, no existence of socially isolated people, good social, cultural and family atmosphere

Good name and prestige of the school Secular ideology. We could say that those parents who agree with the

variables of private schools but don't want a religious option are in this micro market .

Parents' experience and expectations Proximity. If the concept of proximity of the home to the school is

unanimous in almost all the interviews in the schools, as we descend in this classification of micro markets this tendency confirms itself

Flexibility in the discipline and behaviours, less pressure and more tolerance

Facilities offered


Several factors can be seen to be repeated, but others typical of public schools appear:

a more tolerant atmosphere, a greater pluralism, less academic pressure, values of no ideological persuasion in particular

Nevertheless, we could say that both, this micro market and the previously mentioned have more aspects in

common than differentiating ones, partly because the social background of both is not very different

Public schools - Working class(Most public schools)

This micro market consists mainly of a large proportion of working class people.

Here we find what we call "the typical public school" since it is the model for the rest of schools


Plurality of its pupils, which reflects social reality No strict discipline. Flexibility, less pressure and

more tolerance Secular ideology Parents' experience and expectations Proximity Facilities offered

We must add that in this micro market many parents send their children to the nearest

school without the least analysis or interest

Public schools (economically distressed part of the populations)

The proportion of families belonging to the underprivileged class is very high.

In this micro market the central idea is that "the parents don't even think about where to send the child", they send them to the nearest school because the only thing they are interested in is closeness.

The school carries out the social function of taking care of some children for a period of time, children who otherwise would begin to commit offenses at a very early age. It's hard but true.

Three social groups to choose school

Non electors Moderate electors Exigent electors

The Spanish family and the education of their children. Colección Estudios sociales nº 5. Fundación LA CAIXA

More than 50% of parents do not choose the school.

These parents take their children to the nearest public schools

Most of them belong to low classes and some of them to middle classes

They are non electors

A 1/3 of parents dedicate some effort to the choice of school

They look for a quality school rather than proximity

These parents take their children to subsidized private schools

Most of them belong to middle classes

They are moderate electors

The rest of parents believe that the choice of school is essential and they dedicate a lot of effort to choosing the best school for their children

These parents take their children to private and subsidized private schools

Most of them belong to high and middle classes

They are exigent electors

Micro markets as "social and cultural spaces"

It is very interesting to point out that these micro markets are not determined by a certain geographical situation, but by social and cultural spaces.

The result of their choice is clear, the underprivileged population - groups of gypsies,

immigrants, the socially isolated- always go to public schools

and the middle classes go to private ones The working class are more evenly distributed but

mainly go to public schools.

Micro markets as "social and cultural spaces"

We must bear in mind that Spain is not immersed in an open and brutal market in the field of compulsory education among all schools. it only exists among private schools with no State subsidy, but there are some criteria of access in the public schools and State subsidized schools.

Nevertheless, the results are almost the same as if we were in a free market system.

Consequently, if we are going towards a free market structure, where competition among schools is essential, the results are clear: “It accelerate and point out the socioeconomic differences in society”.

Choice of school We find some objective and important data

which indicate that private schools in Spain are in higher demand than public ones. It's a reality and we have to assume it. Accepting it, improving it or changing it is another question.

I must insist we are "living history" and in the culture of society the idea that "private education is better" still remains. The idea of "better" is associated with ideas like discipline, attention, the level of education, etc.....

We should not forget that traditionally in Spain the public education system has seen to all the necessities of the working class and the underprivileged, and the private system has done likewise for the middle classes and people in power.

So I have three questions to finish

¿What will happen if a market system is developed in which there is full freedom of

choice of school, without compensatory action?

Everybody will have the same rights, but ¿will they have the same conditions and

possibilities?

¿All schools (private and public) will start from the same position and under the same

circumstances?

¿What will happen if a market system is developed in which there is full freedom of

choice of school, without compensatory action?

Everybody will have the same rights, but ¿will they have the same conditions and

possibilities?

¿All schools (private and public) will start from the same position and under the same

circumstances?

It is possible to predict that the struggle between public education and the market system will produce bigger differences between social classes

Besides, this will provoke the death of the public school in Spain. Public

schools will receive only the economically distressed sectors of the

population

This reflect two clear options:

1. Intervention of State in education promoting quality education for all in the same conditions

2. A market system, where families of middle and high classes use State funding to carry out their objectives

Every option is influenced by their way of understanding the world and

life

The public resources that go

to private education to

finance it have been increased a lot over the last

years

The assignment of public resources to private education does not

guarantee free enrollment in subsidized private

schools, because they use mechanisms to prevent

certain students (immigrants, gypsies….)

from enrollment, like charging for uniforms,

extracurricular activities, catering, parent associations,…

The middle classes

benefit most from the

financing of subsidize private schools

The policy of financing private schools does not

eliminate the tresshold to enroll in private schools.

The social and cultural level

determines the access to these

schools

The policy of financing

private schools does not extend the possibilities

of choice of school for all

students

The selection of students is not

arbitrary. The private schools discriminate

against students, who do not

correspond to a particular social and cultural profile, or

need a learning process that is more

expensive for the schools

This "old and stable" market reflects the social classes in society as they really are in Spain

Each social class is clearly linked to the one or other of the different micro markets

Consequently, a completely open market system is not necessary in order to produce this reality. It is already produced in a system where the possibilities of choice are conditioned in some way.

At the moment the middle class is favoured and the working class is worse hit in their possibilities of choice

If these possibilities of choice require a better capacity of decision taking the damage is much greater for the working class

Cristo Rey Cristo Rey 5959MaristasMaristas 5959Nª Sª del Carmen Nª Sª del Carmen 3333Sagrado Corazón Sagrado Corazón 3232Sto. Domingo de SilosSto. Domingo de Silos 3232Jesús Mª-El SalvadorJesús Mª-El Salvador 2525Hilarión Gimeno 24Juan XXIII 23Salesianos del PilarSalesianos del Pilar 2121Agustinos Agustinos 2020EscolapiosEscolapios 2020La Salle MontemolínLa Salle Montemolín 20 20

Parque Goya 74Calixto Ariño 59J. A. Labordeta 43Marcos Frechín 40Jerónimo Zurita 35Antonio Beltrán 31Cesáreo Alierta 24Sainz de Varanda 23Río Ebro 22Cándido Domingo 21

More applicants Less applicants

Non placed students

Place vacancy

Public SchoolsPublic Schools

Zaragoza 2003-2004

Subsidized Subsidized Private SchoolsPrivate Schools

All are catholic schools

Cristo Rey 59Maristas 59Nª Sª del Carmen 33Sagrado Corazón 32Sto. Domingo de Silos 32Jesús Mª-El Salvador 25Hilarión Gimeno 24Juan XXIII 23Salesianos del Pilar 21Agustinos 20Escolapios 20La Salle Montemolín 20



StudentsWithout place

Vacant places

Public SchoolsPublic Schools

Zaragoza 2003-2004

Subsidized Subsidized Private SchoolsPrivate Schools

Cristo Rey 59Maristas 59Nª Sª del Carmen 33Sagrado Corazón 32Sto. Domingo de Silos 32Jesús Mª-El Salvador 25Hilarión Gimeno 24Juan XXIII 23Salesianos del Pilar 21Agustinos 20Escolapios 20La Salle Montemolín 20



Non placed students

Vacant places

Public SchoolsPublic SchoolsSubsidized Subsidized Private SchoolsPrivate Schools

Zaragoza 2003-2004All are catholic schools

“I want my daughter to be educated as a responsible person. I want her to grow up in a right and healthy

way”

A father said The right and healthy way to grow up is only

what the father thinks

I think…

False idea of equality This false idea of

equality (universal education of quality for everybody, free and equal access to schools for everybody with State financing) is reflected in the following data about enrolment of immigrant students in education in Spain

CONCLUSIONS The market structure we have founds responds to

the model that works in Spain, that is to say, an "old and stable market" that does not correspond to the typical rules of the market where there is a brutal competitiveness among schools, but its functioning and results are quite similar.

Up until now, the real competition among schools occurs in private education and not in education

financed by the State (public and subsidized private schools).

In the future, it tends to change according to market policies and the public and subsidized

private schools will entry in the new game rules.

CONCLUSIONS The results of our research show that "the

expectations, experiences and ideals of parents" are a fundamental factor in the choice of the schools.

It is undeniable in our "old and stable market" that middle class families have more resources and a higher cultural level, so they don't only go to the nearest school, but sometimes got further a field

to find the school they really want. As we move down the social scale we observe that

mobility gets less frequent. Many social groups find the complexity of the choice much too

bewildering.

CONCLUSIONS This "old and stable" market , reflects the

social classes in society as they really are. Most of the children of the middle class

are distributed among the middle class private and public schools, leaving the rest of the public schools for the working class and the underprivileged.

Each social class is clearly linked to the one or other of the different micro market.

Consequently… A completely open market system is not

necessary in order to produce this reality. It is already produced in a system where the

possibilities of choice are conditioned in any way.

At the moment the middle class is favoured and the working class is worse hit in their possibilities of choice.

If these possibilities of choice require a better capacity to decide the damage is much greater for the working class.

CONCLUSION OF RESEARCH The public resources that go to private

education with financing to subsidize private schools increase a lot of last years.

The assignment of public resources to private education do not guarantee the real free of charge to subsidize private schools, because uses mechanism to prevent certain students (immigrants, gypsies….) from enrolment, like charging uniforms, extracurricular activities, catering, for parent associations,…

The middle class are the more benefit of financing of Subsidize private schools.

Villarroya Planas, A. (2000): Financing of Subsidized private schools. Madrid: CIDE, 301-315

CONCLUSION OF RESEARCH The policy of financing private school does not

eliminate the barrier of access to private schools. The social and cultural level determines the access a these schools.

The policy of financing private school does not extend the possibilities of choice school for all students.

The selection of students is not arbitrary. The private schools discriminate against students, which do not have a profile determinate social and cultural or demand more process learning more expensive for school.

Villarroya Planas, A. (2000): Financing of Subsidized private schools. Madrid: CIDE, 301-315

ENVIROMENT AND SCHOOL TYPE

Demographic Cat. 1º 2º 3º 4º 5º

Public schools 86 76 65 5539

Private schools 14 24 34 44 61


Concerted schools12 19 28 41 52

ENVIROMENT AND SCHOOL TYPE

Quintil 1º 2º 3º 4º 5º

Public school 86 76 65 55 39

Private school 14 24 34 44 61


Subsidize school 12 19 28 41 52

EDUCATION LEVELS OF FATHERS AND TYPE OF SCHOOL

Studies of father Publique Private

Incomplete primary 84% 16 %

Complete primary 69 % 32 %

Complete secondary 62 % 38 %

Universitary 40 % 61 %

Infant Ed.

Primary Ed.

Special Ed.

Secondary Ed.

Vocational Training

Students 2001-2002

PrivatePrivate PublicPublic PrivatePrivatePrivatePrivatePublicPublicPublicPublic

TOTAL

Compulsory education

These market policies will …

1) Introduce mechanisms of competition between schools, that will improve quality and develop the talents of everybody, stimulate the motivation of teachers and improve school failure,… . For example, the free choice of school.

2) Lead to an educational offer that is more varied and broader, in which schools must be able to meet any kind of demand.

3) Increase the equal opportunity (which is a fallacy), because, it is expected, that they will break the restrictive criteria of selection in schools and the students from less prosperous environments will be able to choose from a greater variety of schools.

Methodology I have used an ethnographic methodology, based on the

analysis of classroom data obtained from observation, interviews with the different people concerned in the process and analysis of results.

Strausian methodology (Straus 1987) has been used and his proposal of analysis to transcribe and analyze data.

I think that this reality can neither be found nor analyzed with cold and closed surveys, but it is necessary to talk to parents, interview teachers, watch different situations, analyze results etc. . In order to know what parents and teachers think, why they think the way they do, what circumstances they are conditioned by, it is necessary to be there, talk to them, observe, in short use an ethnographic approach.

With the Quality Law the consequences will be more far-reaching and the social differences will increase with the financing of more years in private schools. (This year the financing of kindergartens -3-6 years old- starts)

In Spain a market system already existed, but without

there being a clear intention to develop it, as can be seen in my

research. In this system the middle and

high classes were already present in private schools

especially

With the PSOE (Socialist Party) and the LOGSE

With the PP (Popular Party) and the Quality Law

¿Is there a future for them?¿Is there a future for them?

¿ ¿ Is there a future for themIs there a future for them??



Parental Choice, Social Class And Market Forces

Education

Transcript of Parental Choice, Social Class And Market Forces