School Choice or Best Systems_ What Improves Education_ - Margaret C. Wang [65]
36 William Howell, “Switching Schools? A Closer Look at Parents’ Initial Interest in and Knowledge about Choice Provisions of No Child Left Behind,” Peabody Journal of Education 81, no. 1 (2006): 140-79.
37 Paul E. Peterson, “A Conflict of Interest: District Regulation of School Choice and Supplemental Services,” in Within Our Reach, pp. 152-53.
38 Ibid., p. 152.
About the Author
Herbert J. Walberg is a distinguished visiting fellow at Stanford University’s Hoover Institution and a project investigator at the Vanderbilt University Center of School Choice, Competition, and Achievement. Awarded a Ph.D. by the University of Chicago, he taught at Harvard University and the University of Illinois at Chicago for 35 years. He has written and edited more than 55 books and has written roughly 350 articles on such topics as educational achievement, research methods, and exceptional human accomplishments. Among his latest books are the International Encyclopedia of Educational Evaluation, Education and Capitalism, and Psychology and Educational Practice.
A fellow of five academic organizations including the American Association for the Advancement of Science, the American Psychological Association, and the Royal Statistical Society, Walberg is also a founding fellow of the International Academy of Education, headquartered in Brussels. He edits for the academy a booklet series on effective educational practices, which is distributed to education leaders in more than 120 countries and on the Internet. He is a trustee of the Foundation for Teaching Economics and chairs the boards of the Heartland Institute and the Beck Foundation.
Walberg has given invited lectures to educators and policymakers in Australia, Belgium, China, England, France, Germany, Italy, Israel, Japan, the Netherlands, South Africa, Sweden, Taiwan, Venezuela, and the United States. He has frequently testified before U.S. congressional committees, state legislators, and federal courts. He was a founding member and chaired the Design and Analysis Committee of the National Assessment Governing Board, the body that sets policy for the National Assessment of Educational Progress, which is given the mission to measure the K-12 school achievement trends in the major school subjects. He currently serves on the presidentially appointed, Senate approved National Board for Education Sciences.
Cato Institute
Founded in 1977, the Cato Institute is a public policy research foundation dedicated to broadening the parameters of policy debate to allow consideration of more options that are consistent with the traditional American principles of limited government, individual liberty, and peace. To that end, the Institute strives to achieve greater involvement of the intelligent, concerned lay public in questions of policy and the proper role of government.
The Institute is named for Cato’s Letters, libertarian pamphlets that were widely read in the American Colonies in the early 18th century and played a major role in laying the philosophical foundation for the American Revolution.
Despite the achievement of the nation’s Founders, today virtually no aspect of life is free from government encroachment. A pervasive intolerance for individual rights is shown by government’s arbitrary intrusions into private economic transactions and its disregard for civil liberties.
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