The issue that I have selected addresses the implementation of the school voucher system. School voucher programs provide choice in school attendance to low income populations. They provide in a few places, choice to those who would have none. Certainly as it stands, education is distributed unevenly across the societal divides. Access for those not in the position to get it on their own is an undeniable issue of ethics. Those who do not usually have choice should be given it. Fear of sending students to failing or unsafe schools drives the momentum propelling vouchers acceptance as a choice for education (Kaleem). .
Advocates support choice because it opens doors for the oppressed in our society. They can be used to redefine the way public education is provided in the United States. They assist in solving the problem presented to minorities and the poor and provide them choice. Society will not function equitably if only a percentage of the population has access to the prizes of society (education, status, etc.). The argument between supporters and opponents is largely fueled by political agendas that nationwide school voucher programs have had little success. Data shows that African Americans from urban regions of the country are more in favor of reducing class size, improving teacher quality, and increasing training for teachers and principals (McDonald). .
2). The pros and cons of implementing school voucher systems stem from the kind of society we want. Do we want to continue a system of have and have-nots, maintaining separation and continuing the tug of war between competition and cooperation? There in lies the question. Some kid themselves into believing that with motivation, anything can be overcome, however; today it appears that the hurdles are too high for many and scaffolds must be erected to help them over the barrier. This can create learning environments for students that are characterized by high expectations mutual respect between teacher and pupil, and effecting teaching and learning strategies.
