Poor Choices: The Sociopolitical Context of “Grand Theft Education”/
Faw, Leah
Poor Choices: The Sociopolitical Context of “Grand Theft Education”/ - Sage, 2020. - Vol 55, Issue 1, 2020( 3-37 p.)
In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”
Poor Choices: The Sociopolitical Context of “Grand Theft Education”/ - Sage, 2020. - Vol 55, Issue 1, 2020( 3-37 p.)
In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”