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100 1  Vedder, Richard K.,|eauthor. 
245 10 Can Teachers Own Their Own Schools? :|bNew Strategies for 
       Educational Excellence /|cRichard K Vedder. 
264  1 [Place of publication not identified] :|bIndependent 
       Institute,|c[2015] 
264  4 |c©2015 
300    1 online resource (72 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
506    Access limited to subscribing institutions. 
520    Despite more than 15 years of effort, it is widely 
       acknowledged that internal reform of the public schools 
       has produced little, if any, success. This has led to 
       renewed interest in alternative forms of educational 
       delivery to devolve decision-making through charter 
       schools, public and private voucher plans, contracting out
       educational services, and home schooling. However, such 
       reforms have largely been resisted by public school 
       interest groups, including teacher unions, state 
       departments of education, colleges of education, and 
       school board and administrator organizations that have 
       fought any but the most benign changes. Less attention has
       been given to another option that has been quietly growing
       in importance: private, for-profit schools. Firms in the 
       private sector are typically more productive and 
       responsive to consumer demands than their public sector 
       counterparts. Can Teachers Own Their Own Schools? examines
       the economics, history, and politics of education and 
       argues that public schools should be privatized. 
       Privatized public schools would benefit from competition, 
       market discipline, and the incentives essential to produce
       cost-effective educational quality, and attract the 
       additional funding and expertise needed to revolutionize 
       school systems. Drawing inspiration from Margaret 
       Thatcher's privatization of government council housing in 
       England, privatization reforms in Latin America, and the 
       E.S.O.P. (Employee Stock Ownership Plan) movement in the 
       United States, Vedder presents a bold plan in which 
       teachers, administrators, and others involved in the 
       educational process would become the owners of schools, 
       acquiring an attractive financial stake in the process. 
       Such privatization reforms could pave the way for new, 
       cost-effective means of improving educational outcomes. As
       a result, schools in which teachers, administrators, and 
       parents have a significant financial stake would foster 
       vibrant school communities with increased parental 
       involvement and the innovation and efficiency essential to
       produce educational excellence. 
588 0  Print version record. 
650  0 Educational innovations|zUnited States. 
650  0 Teacher participation in administration|zUnited States. 
650  0 Employee ownership|zUnited States. 
650  0 School management and organization|xEmployee participation
       |zUnited States. 
650  0 Privatization in education|zUnited States. 
650  7 EDUCATION / Educational Policy & Reform / General.
       |2bisacsh 
655  0 Electronic books. 
710 2  Independent Institute (Oakland, Calif.) 
710 2  Thomas B. Fordham Foundation. 
776 08 |iPrint version:|aVedder, Richard K.|tCan teachers own 
       their own schools?.|dOakland, California : Independent 
       Institute, c2000.|z0945999836|w(DLC)00091200 
914    frd00023691