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Pros and cons of different schools

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  1. Introduction.
  2. Controlled-choice plans.
    1. The good.
    2. The bad.
  3. Magnet schools.
    1. The good.
    2. The bad.
  4. Charter schools.
    1. The good.
    2. The bad.
  5. Vouchers.
    1. The good.
    2. The bad.
  6. Private schools.
    1. The good.
    2. The bad.
  7. Virtual schools.
    1. The good.
    2. The bad.
  8. Alternative schools.
  9. Conclusion.

Today there are many different types of schools for children of all ages. They can be categorized into four broad categories: intrasectional schools or public schools like magnet schools, intra- and inter-district controlled-choice plans, charter schools, and contracted schools; intersectional choice like private schools, vouchers, tax credits, and scholarships; alternative schools; and home schooling. Each type of school has its own philosophy and pedagogy.

[...] According to Hadderman and Smith, percent of nonpublic schools are not interested in accepting special-needs students; 92 percent would accept student transfers only if ?allowed to maintain their current admissions, curriculum, and religious-instruction policies'.? Teachers and staff do not need any degree or certification to be offered employment, which can alter the success of the students. In addition, most private schools do not have unions, thus the board can hire and fire anyone at will, without due process. There is a tendency for the parents of students using vouchers to be more educated and willing to use the vouchers in the private sector. [...]


[...] On top of financial troubles, many new charter schools have a hard time connecting to local boards, state education agencies, and unions (Hadderman and Smith 1). Abby Weiss? one-year report on a new charter school describes problems with the power struggles and isolation from other charter schools and the community. The Northwest Regional Educational Laboratory's Equity Center states ?specific equity challenges for charter schools in seven areas: effects on public-school districts, selection of students, family involvement, funding, accountability, teacher certification, and special education? (Hadderman and Smith 1). [...]


[...] These schools are open to all types of students and they need to advertise this fact. More often than not, graduates of these schools are ashamed to list an alternative-school experience on their resumes or college applications (Hadderman and Smith 1). No students should ever feel bad or ashamed of their education; it should empower and motivate them. Overall, the ability to choose a school for a child is an ideal theory, but it creates a segregation of its own. [...]

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