Abstract: This article develops an alternative to both the capitalization and the “heterogeneity” tests of the Tiebout hypothesis. By examining the implication that the greater the degree of public school choice in a metro area the lesser should be the reliance on private schooling, additional and novel support is found for the hypothesis. Specifically, interjurisdictional choice linked to the number of school districts, and intrajurisdictional choice as reflected by the number of individual schools per district both were found to be important dimensions of school choice. That the Tiebout process is operational at the SMSA level of aggregation also suggests that the net fiscal gains from mobility are relevant to both central city and suburban dwellers.

Abstract: For purposes of integration, some magnet schools are more successful than others. Some features improve the likelihood of success.

Abstract: This article is adapted from a speech before the Representative Assembly of the New York State United Teachers, AFT, AFL- CIO, in April 1985. The author outlines the importance of pro fessionalism both to teachers and to education. He also describes the steps that must be taken to achieve professionalism.

Abstract: with both promoters and detractors arguing on the basis of preconceived notions or ideals. In this article, a particular system of education is described where a degree of choice does exist and from this description a set of propositions is derived. While these propositions may not be universally true, they are accurate for the case being considered, and can serve as useful departures for the analysis of other systems of education, both real and proposed. The educational system considered here is that in Ontario, Canada, which has had two types of publicly supported and governed school districts at the local level since the early 1800s. Indeed, the preservation of these two types of school districts, which were formed under laws passed while Ontario (Upper Canada) and Quebec (Lower Canada) were united under single legislature between 1840 and 1867, was guaranteed in the Canadian constitution.1 Stephen B. Lawton is professor at The Ontario Institute for Studies in Education. *Paper prepared for the Phi Delta Kappa 40th Biennial Conference; Toronto, Ontario; October 31-November 1, 1985 1. From 1867 to 1982, the British North American Ad, 1867 (BNA Act), an act of the British Parliament, served as the Canadian constitution. During this period, the final court of appeal concerning constitutional disputes was the Privy Council in England and all amendments had to be approved by the British Parliament. In 1982, by action of the British parliament on recommendations from the Canadian parliament, the act was patriated to Canadian and renamed the Constitution Act, 1867. It can now be amended only in Canada and the Supreme Court of Canada is now the final court of appeal on constitutional matters. The accompanying Constitution Act, 1982 included the Canadian Charter of Rights and Freedoms, which came into full effect in April 1985. The key section of the BNA Act regarding education was Section 93, which granted exclusive jurisdiction in the field of education to the provinces, with the exception that "nothing in any law shall prejudicially affect any Right or Privilege with respect to Denominational Schools which any Class of Persons have be law in the Province at Union." Further, religious minorities with separate schools were granted the right of appeal to the Federal government against "any Act or decision of any Provincial Authority affecting

Abstract: DOCUMENT RESUME UD 025 507 Clinchy, Evans Opening the Door for Partnership; Choice in Our Public Schools. Final Report of the New England Regional Conference on Parent Participation and Choice in the Public Schools (Worcester, Massachusetts, May 6, 1985). Institute for Responsive Education, Boston, gass. Department of Education, Boston, MA. Region 1. IRE-R-10 85 28p. Institute for Responsive Education, 605 Commonwealth Avenue, Boston, MA 02215. Collected Works Conference Proceedings (021) MF01/PCO2 Plus Postage. *Administrator Role; Educational Opportunities; Elementary Secondary Education; *Parent Participation; *Parent Role; Parent School Relationship; School Administration; School Based Management; *School Choice; *Urban Schools This paper summarizes the major recommendations agreed on at a conference of parents, educational administrators, and educators from 21 school systems in five New England states. The subject of the conference was choice in public education. First, excerpts from opening remarks and a note on the conference are presented. Then, major recommendations are outlined, including: (I) Parents must be involved in deciding which different kinds of educational options should be offered in their district and which are best for each of their children. (2) Teachers and principals must be able to choose the kind of schooling they wish to practice. (3) A permanent system-wide Parent and Citizen Planning Council should be established, and its members should conduct parent/professional surveys, operate a city-wide Parent Information Center, and perform other similar functions. (4) School-based management is preferred, and every school should have a School Parent Council elected by the parents whose children attend that school. (5) Parents should be involved in the selection and retention of all school staff. (6) When possible, schools should have full-time, paid parent coordinators or liaisons. (7) Parents should have access to technical assistance to aid them in their school involvement. (8) Parents should have access at all times to each individual school. Appended are lists of conference participants, planning board members, and workshop leaders and recorders. (RE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************************************