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A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO provided information on commercial activities in public schools, focusing on: (1) laws, regulations, and policies that regulate commercial activities in schools; and (2) the nature and extent of these activities."

This paper examines the evolution of inequality in an overlapping generations model where each individual's human capital investment depends on quality of schools. We consider an education regime where the quality of schools is a publicly provided input financed by an income tax. We show that the income gap between the rich & the poor may widen even when the quality of public education is the same across all individuals. Thus, in the short run, public education may not be the great equalizer as intended by its proponents, though it is in the long run. We also show that the effect of taxes on inequality is ambiguous. 1 Table, 4 Figures, 21 References. Adapted from the source document.

I study an overlapping generations model where physical and human capitals are used in production and can be accumulated by withholding resources from current consumption. Human capital is accumulated through a schooling system which can be finance either by private expenditures or by taxes on current income or by a combination of both. IN a political equilibrium with majority voting, the median voter may approve of public school financing as an instrument to solve a "free rider problem". It improves the skills of next period's workers which in turn increases the expected return on capital, something which could not be achieved by means of private school financing. Public schools, moreover, turns out to be an instrument for intergenerational income distribution so that they may be preferred to private schools for this motive as well. The model is shown to display a poverty trap (poor societies vote to invest too little in education) as well as persistent growth. I am able to fully characterize the global dynamics of the model, which delivers a number of interesting and potentially testable hypotheses on the relation between income growth , capital accumulation and the development of public education I also endogenize the dynamic behavior of school attendance rates, as well as the choice between public and private financing of schools in the presence of parental altruism. A particular attention is paid to the different performances of a publicly provided school system vis-a-vis a publicly financed school system. It is shown that, under very general conditions, the latter tends to create a better environment for the accumulation of human capital as it fosters support for public education trough the voting mechanism. All through the paper I concentrate on specific functional forms that allow for a closed form solution of the equilibrium dynamics, but all the important results can be shown to apply for a general class of utility and produciton functions.

Public attitudes toward blindness are shaped by limited contacts with visually impaired people and unrealistic portrayals of blind people in the media. These attitudes hamper the integration of blind and visually impaired persons in society. Professionals in the field need 'to work together to develop national and local public education programs to change stereotyped thinking. Proactive efforts that include a variety of methods can begin to humanize blindness and hence can lead to greater opportunities for fuller participation in society.

This book explains how education is becoming more privatized around the world to fit local economic and political needs. Privatization in and of Public Education categorizes different types of privatization as traditional or non-traditional. Traditional policies give more rights to private companies to provide education, while non-traditional policies make public schools more like businesses. The authors show that privatization can lead to more efficient schooling, but it can also create a trade-off between efficiency and equity or inclusion. The book presents a range of perspectives on the impact of privatization, including structural, ethical, and subjective effects. The book also covers a range of countries and regions, including both developed and developing countries. This helps readers understand how privatization is playing out in different contexts around the world.

Public education is essential for a vibrant democracy, a healthy economy, and a pluralistic society. In the United States, public education is the primary institution that prepares each successive generation to participate in American democracy. The knowledge and actions of those generations will determine the priorities we set as a society and will frame what constitutes our quality of life.For public education to survive and thrive, Public Education Network (PEN) believes the public must support the vital roles of public schools, and that good public schools can only exist when the public plays an active role in ensuring a high-quality education for every child. Therefore, in 2001, PEN undertook a bold four-year, $15 million initiative to increase public responsibility for public schools -- i.e., the degree to which the public explicitly demands high-quality schools for every child -- in 14 communities around the country.

Opposes school choice and publicly funded vouchers for private schools; US. Opening speech from the Emergency Conference to Save Public Schools and Preserve Democracy, sponsored by the US Communist party, Sept. 1996.

The authors examine how personnel managers in the educational public sector might employ variants of privatization to achieve public goals. Privatization supporters see it as a magic bullet to improve failing public schools, whereas opponents view it as a threat to public education. The authors argue for a more complex understanding of privatization in public education. Analysts typically overlook the potential for privatization to change traditional personnel practices and the incentives of public servants. Accordingly, the authors define privatization as including the incentives employed within organizations. By this definition, many public bureaucracies may currently serve private interests. The authors then discuss various means of privatization in public education, including vouchers, public charter schools, subcontracting public school management to private providers, and merit pay for teachers. After describing the extant literature and case studies of various forms of privatization, the authors conclude that privatization, broadly defined, can align the private interests of employees with public values.