Write a research paper explaining how proponents of school voucher programmes contend that their implementation could enhance American educational systems.Choose TWO to THREE MPA Program Competency Student Learning Outcomes to be emphasized (other than PC SLOs 5.1, 5.2, and 3.1 which are relevant to all Capstone projects):
1. 2.2 Understand institutional, legal, and political dynamics of the policy process.
2. 3.3 Apply systematic research processes two novel problems and procedure research in written format.
3. 4.1 Access practical situations in public administration and take positions founded in public service values.
List TWO to THREE relevant MPA Courses on which you intend to rely in the project (may be core courses and/or electives):
1. 6310 Organizational Theory
2. 6410 Public Policy Analysis
3. 6390 Ethics and Values
Brief Descriiption of Project:
This capstone project aims to analyze the impact of Tennessee’s Education Savings Account (ESA) program on students, families, schools, and communities. The idea behind this project is to provide a holistic analysis of the program’s impact on students, families, schools, and communities across the state. By integrating key components of public administration, including public policy analysis, stakeholder engagement, ethics/values, organizational theory, and impact evaluation, the project aims to contribute valuable insights for evidence-based decision-making in education policy.
Descriiption of the organization (if management/administration-oriented project)
The focal point of this capstone project is the Tennessee Department of Education, which is the primary governmental organization responsible for overseeing and implementing the Education Savings Account (ESA) program in the state. The organization plays a pivotal role in shaping education policies, managing program funds, and ensuring the effective execution of the ESA initiative.
Please use these sources:
i. PEER-REVIEWED JOURNAL ARTICLES RELEVANT TO THE CAPSTONE PROJECT:
Adamson, F., & Galloway, M. (2019). Education privatization in the United States: Increasing saturation and segregation. Education Policy Analysis Archives, 27, 129.
Bridgeforth, J., Kennedy, K., Alonso, J., & Enoch-Stevens, T. (2021). Conceptions of Choice, Equity, & Rurality in Educational Research. The Rural Educator, 42(2), 1–15.
DeAngelis, C. A., Burke, L. M., & Wolf, P. J. (2019). The Effects of Regulations on Private School Choice Program Participation: Experimental Evidence from California and New York. Social Science Research Network.
DeAngelis, C. A., & Dills, A. K. (2019). Is school choice a “Trojan horse?” The effects of school choice laws on homeschool prevalence. Peabody Journal of Education, 94(3), 342–354.
DeAngelis, C. A., & Erickson, H. H. (2017). School choice success: match or merit? Social Science Research Network.
Ford, M. T., & Andersson, F. A. (2017). Taking stock and moving forward: lessons from two plus decades of research on the Milwaukee Parental Choice Program. Journal of School Choice, 13(2), 158–176.
Fox, R., & Buchanan, N. K. (2017). The Wiley Handbook of School Choice. In Wiley eBooks.
Hurie, A. H. (2021). School Choice, exclusion, and race taming in Milwaukee: A Meta-ethnography. The Urban Review, 53(5), 785–813.
Jabbar, H., Fong, C. J., Germain, E., Li, D., Sánchez, J., Sun, W., & Devall, M. (2019). The Competitive Effects of School choice on Student Achievement: A Systematic review. Educational Policy, 36(2), 247–281.
Johnson, R. T. (2021). School Choice as Community Disempowerment: Racial Rhetoric about Voucher Policy in Urban America. Urban Affairs Review, 58(2), 563–596.
Lubienski, C., & Brewer, T. J. (2016). An analysis of voucher Advocacy: Taking a closer look at the uses and limitations of “Gold Standard” research. Peabody Journal of Education, 91(4), 455–472.
Phillips, M. (2019). Readers and Authors of Educational Research: A Study of Research Output on K-12 Education Policy. SAGE Open, 9(2), 215824401985390.
School Choice: Separating Fact from Fiction. (2020). In Routledge eBooks.
ii. OTHER TYPES OF LEGITIMATE SOURCES
Aldrich, M. W. (2024, January 30). Tennessee’s universal school voucher bill draft drops. Here are 5 things that stand out. Chalkbeat.
Bryant, J., Liss, E., Pinder, D., Rawson, G., & Yancy, N. (2023, July 21). Advancing racial equity in US pre-K–12 education. McKinsey & Company.
EdChoice. (2024, February 21). Education Savings Account Program – EdChoice.
Education choices in Tennessee. (n.d.).
ESA. (n.d.).
Gomez, G. R. (2024, January 2). Hobbs announces planned reforms to Arizona’s school voucher program. Arizona Mirror.
Race Relations & Central City Schools: It’s time for an experiment with vouchers | Brookings. (2018, February 16). Brookings.
Reports, S. (2023, December 20). School choice finally coming to Mississippi – The Panolian. The Panolian.
Research on school vouchers suggests concerns ahead for education savings accounts | Brookings. (2023, August 15). Brookings.
State and local experience proves school vouchers are a failed policy that must be opposed: As voucher expansion bills gain momentum, look to public school advocates for guidance. (n.d.). Economic Policy Institute.
Tennessean. (2024, January 9). Tennessee school vouchers: What to know about the controversy, what could change. Nashville Tennessean.
The racist origins of private school vouchers. (2017, July 13). Center for American Progress.
o All pages should be numbered
o Proper APA in-text citation and references style must be used
o Check spelling and grammar (at a minimum, use your word processing program’s grammar and spelling check functions); use of Grammarly’s free service is strongly encouraged
o Proofread for awkward sentence styles and construction
o Use 1-inch margins (top, bottom, left, and right)
o Use a standard 12-point font (Times New Roman, Cambria, Calibri, or Arial)
o Maintain a formal and professional tone throughout, in keeping with a workplace-ready project prepared by a masters-degree graduate
o Left-justify text (headings may be centered or left-justified)
o All final written projects will need to be free of plagiarism and errors in use of text from sources. See the Academic Integrity statement later in this syllabus
o Projects should be 8 to 10 SINGLE-spaced pages (excluding references and any appendices)
Last Completed Projects
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