How will universal school vouchers and Education Savings Accounts (ESAs) change American schooling?
两位教授使用同一评估框架，基于相同证据，却对全民代金券和ESA项目在效率、公平、自由选择和社会凝聚力方面的影响得出截然不同的结论，为政策制定者提供关键辩论。
Editor's Introduction The changing landscape of public funding for K–12 education has been an important policy issue, and a focus of significant research and evaluation efforts for decades. In this issue of Point-Counterpoint, Professors Douglas Harris and Patrick Wolf both employ Henry M. Levin's voucher evaluation framework (2002) to organize their assessment. They consider the implications of universal voucher and Education Savings Account programs for efficiency, equity, freedom of choice, and social cohesion, citing much of the same evidence, but coming to very different conclusions. The authors have in mind different counterfactuals, with Harris emphasizing the substantial recent growth in choice available through public charter schools, and assessing the possibility of increased private education funding relative to that alternative. They also disagree, for example, on the interpretation of evidence from existing targeted programs, with Wolf emphasizing that universal efforts often target disadvantaged students in their phase-in. This Point-Counterpoint lays out the key issues at stake, and debates the evidence. The debate is all the more important given recent accelerated growth in public funding of private K–12 education, and the choices states will be called to make in response to related provisions of 2025–26 HR1, the “One Big Beautiful Bill Act.”