K-12 Choice-Favoring and Public-Favoring Stories

Abstract

This article focuses on how language favoring educational choice shapes U.S. educational policy. We outline key features of some dominant narratives, providing several examples and showing how these stories contradict accumulating empirical realities and are often tied to conceptions of “schooling as business.” We then describe emergent narratives which support and envision a strong, broadly supported public education system. Finally, we discuss what lies ahead amid continued, evolving efforts by some to privatize public resources.