Over the past twenty years, educational policy has been characterized by top?down, market-focused policies combined with a push toward privatization and school choice. Has this approach been successful? Has learning improved? Have historically low-scoring schools `turned around' or have the reforms had little effect? This book presents the evidence.
Over the past twenty years, educational policy has been characterized by top?down, market-focused policies combined with a push toward privatization and school choice. Has this approach been successful? Has learning improved? Have historically low-scoring schools `turned around' or have the reforms had little effect? This book presents the evidence.
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