America is now in the second generation of debate on school choice. The first was prompted by the provocative voucher proposal conceived by Milton Friedman in 1955 and brought into the mainstream by Chubb and Moe's seminal book Politics, Markets, and American Schools (Brookings, 1990). It introduced a pure market model in which schools would be publicly financed but privately operated. While opponents continue to contend that choice will lead to the demise of public education, the weakening of civil society, and the fostering of separate and unequal systems of education, Joseph P. Viteritti argues that these long-held assertions must give way to present realities. The rich and diverse experience we have had with magnet schools, controlled choice, inter-district choice, charter schools, privately funded vouchers, and public vouchers in Milwaukee and Cleveland provides a solid basis for crafting a choice policy that enhances the educational opportunities of children whose needs are not being met by the present system of public education. Drawing on his background as a political scientist, legal scholar, and education practitioner, Viteritti starts his book with the promise articulated in the landmark Brown decision of 1954. After reviewing a variety of policy initiatives enacted to promote educational opportunity, he finds that the nation has fallen short of providing decent schooling for its most disadvantaged children, and in so doing has delayed the movement toward social and political equality. Viteritti does not contend that choice in the form of charter schools or vouchers for the poor is a solution to racial inequality, but he believes that these forms of choice can move the country in the proper direction. He insists that the nation cannot pretend to have a serious commitment to the goal of educational equality as long as choice is available only to those with the private means to afford it.

"Examines the desegregation experience, with a focus on the impact of the Supreme Court's decisions from Brown v. Board of Education in 1954, through Parents Involved v. Seattle School District in 2007. Assesses desegregation in Delaware, one of the states involved in the original Brown litigation"--Provided by publisher.

"Home : a place that provides access to every opportunity America has to offer.--A.H."--P. [vii]

This book focuses on the subject of choice of law as a whole and provides an analysis of its various rules, principles, doctrines and concepts. It offers a conceptual account of choice of law, called "choice equality foundation" (CEF), which aims to flesh out the normative basis of the subject. The author reveals that, despite the multiplicity of titles and labels within the myriad choice of law rules and practices of the U.S., Canadian, European, Australian, and other systems, many of them effectively confirm and crystallize CEF's vision of the subject. This alignment signifies the necessarily intimate relationship between theory and practice by which the normative underpinnings of CEF are deeply embedded and reflected in actual practical reality. Among other things, this book provides a justification of the nature and limits of such popular principles as party autonomy, most significant relationship, and closest connection. It also discusses such topics as the actual operation of public policy doctrine in domestic courts, and the relation between the notion of international human rights and international commercial dealings, and makes some suggestions about the ability of traditional rules to cope with the advancing challenges of the digital age and the Internet.

An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?

This work is a commentary on the passages in the Gospel of Luke in which women figure as characters and in the sayings of Jesus. These include the women of vision and spirit in the Infancy Narratives, the Galilean women who encounter Jesus, and the women empowered to serve. The method makes use of historical-critical, narrative, and feminist-liberationist approaches. This commentary is intended as a resource for students of the New Testament, pastors, seminarians, preachers, retreat directors, and Bible study groups.

ALL people have the right to be treated fairly, no matter who they are, what they look like or where they come from. This is called equality. An ABC of Equality introduces complicated concepts to the youngest of children.

This collection of essays by noted philosopher Samuel Scheffler combines discussion of abstract questions in moral and political theory with attention to the normative dimension of current social and political controversies. In addition to chapters on more abstract issues such as the nature of human valuing, the role of partiality in ethics, and the significance of the distinction between doing and allowing, the volume also includes essays on immigration, terrorism, toleration, political equality, and the normative significance of tradition. Uniting the essays is a shared preoccupation with questions about human value and values. The volume opens with an essay that considers the general question of what it is to value something - as opposed, say, to wanting it, wanting to want it, or thinking that it is valuable. Other essays explore particular values, such as equality, whose meaning and content are contested. Still others consider the tensions that arise, both within and among individuals, in consequence of the diversity of human values. One of the overarching aims of the book is to illuminate the different ways in which liberal political theory attempts to resolve conflicts of both of these kinds.

Is equality valuable? This question dominates many discussions of social justice, which tend to center on whether certain forms of distributive equality are valuable, such as the equal distribution of primary social goods. But these discussions often neglect what is known as social or relational equality. Social equality suggests that equality is foremost about relationships and interactions between people, rather than being primarily about distribution. A number of philosophers have written about the significance of social equality, and it has also played an important role in real-life egalitarian movements, such as feminism and civil rights movements. However, as it has been relatively neglected in comparison to the debates about distributive equality, it requires much more theoretical attention. This volume brings together a collection of ten original essays which present new analyses of social and relational equality in philosophy and political theory. The essays analyze the nature of social equality, as well as its relationship to justice and politics.

This title was first published in 2001. In the articles collected in this anthology, contemporary analytic philosophers examine the ways in which the notion of equality functions in moral and political discourse. Among the topics discussed are the relationship between the ideal of equality and formal features of moral discourse, the conflict between the ideal of equality of welfare and the ideal of equality of resources and the relationship between the equality of opportunity and the equality of results.