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November 1, 2002
Bridging the Technology Gap in School Choice
By Mark J. Smith
(Editor's note: This article was written before the June, 2002 U.S. Supreme Court ruling that the use of public monies for private schools is not unconstitutional.)
School choice has become a major political issue in recent elections, most notably in the Year 2000 Presidential race. Central to the debate is the rebate of funds to taxpayers to fund private education for children when they are not utilizing public schools. Another consideration must certainly be the difference in opportunities and technology access for students between schools with public funding and those private non-profit schools that subsist on tuition, grants and the budgets of foundations and/or religious entities. This aim of this paper is to show some means by which a technology gap can be narrowed between public and less-affluent private schools.
One way that private schools in America have both been legitimized and supported in providing quality, up-to-date educational resources is through government entitlements to schools. A major channel of Federal government funds to educational institutions is Chapter Two of the Education Consolidation and Improvement Act of 1981 (PL 97-35, 95 Stat. 469). Chapter Two provides aid "for the acquisition and use of instructional and educational materials, including library services and materials (including media materials), assessments, reference materials, computer software and hardware for instructional use, and other curricular materials" to Local Educational Agencies (Thomas). Especially noteworthy is that the U. S. Supreme Court has held, in MITCHELL v. HELMS, that religious schools can be provided Chapter Two money by States, since the materials provided are "secular, neutral, and non-ideological" (20 USC ý7372(a)(1)). The materials provided for in Chapter Two and other government entitlements contribute to the overall learning of students, whatever type of school they attend. Entitlements from government can thus provide many planks in a bridge across the technology gap between public and private schools, without interfering with First Amendment issues or bringing in government oversight over the curriculum of private schools.
A second government-related boon for private schools could come with educational tax credits or school vouchers. Such attempts to reduce taxes to parents, enabling them to send their children to a private school of choice, with facilities they deem excellent, would at least advance the education of the children enabled to attend such schools. It would also raise the level of competition for grant and government funds among the schools, hopefully allowing the bar of excellence in education to be raised. Just this year Congress passed - and the president vetoed - a bill allowing parents to apply a portion of their income toward private-school tuition, tax-free. Tax credit and voucher programs have met greater executive and judicial favor in several states, such as Wisconsin (Marcus). Tax credits and vouchers, if enacted into law at all government levels, creating a true atmosphere of school choice, would narrow the technology gap by spurring competition among schools for education dollars.
Private benevolence is probably the least controversial means of providing for private schools to ensure that they are up-to-date in the technology provided to their students and faculty. Charitable gifts to private schools have outpaced inflation, with alumni contributions increasing sixteen percent in 1999. Corporate donations rose fifteen percent during the same time (Marcus). This private benevolence is by no means limited to alumni and corporations giving to finishing schools for the children of wealthy New Englanders. As tax increases prevail under the current and possible future Presidential administrations, and as long as there are donations to non-profit corporations, people and corporations will give to schools in their area. Private schools have the resource of a vast citizenry eager to benefit the next generation, increase their tax deductions, or both.
Contributions as tax deductions are not the only, nor even the newest way, that people give students and teachers in all schools computers and equipment. Various grocery store chains, such as Furrs in the American Southwest, have started programs like "Apples for the Students." Under Apples for the Students, schools redeem grocery store receipts, contributed by parents and friends of the school, for points toward grants of Apple and IBM computer equipment, as well as laboratory, audio-visual and other needed equipment (Furrs). Target Stores has a program whereby people can have one percent of all purchases made with the Target Guest Card go to an eligible K-12 school of their choice. The schools that raise funds this way can spend the money as they choose, though much goes to updating of computers and other learning equipment (Target). Through Apples for the Students, Target Fundraising, and many similar programs, large corporations are contributing to the education of the future workforce of America. At the same time, their benevolence in partnership with customers enhances their image and business.
Many avenues exist in the public and private sector by which the technological gap between public schools and private schools can be narrowed. Some programs that involve the spending of taxpayers' dollars on private schools are understandably controversial. Yet, if they are executed within the bounds of law, all young people can receive a quality education in settings where parents are satisfied with the value systems without suffering a deficiency in technological preparedness. Less controversial mechanisms are also present for individuals or corporations to make donations and grants to schools of their choosing. Some of these programs are even a partnership between retail stores and their customers. Either way, it is absolutely possible for there to someday be no gap between the quality of technology available to primary and secondary students in America, while the bar is consistently raised for all schools - and lowered for none.
Email: Mark Joseph Smith
References
"Apples for the Students." News Center. Furrs Supermarket Online as found on the World Wide Web
Marcus, Jon. "The Ultimate Guide to Private Schools." Boston Magazine as found on the World Wide Web
Participation of children enrolled in private schools. 20 USC Sec. 7372 as found on the World Wide Web
"School Fundraising." Target Community Giving as found on the World Wide Web
Thomas, Clarence (Hon). "Opinion." GUY MITCHELL, et al., PETITIONERS v. MARY L. HELMS et al. June 28, 2000. Supreme Court Collection. Legal Information Institute. Cornell University as found on the World Wide Web
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