TY - CHAP
T1 - Making markets
T2 - Policy construction of supplementary education in the United States and korea
AU - Lubienski, Christopher
AU - Lee, Jin
PY - 2013
Y1 - 2013
N2 - Purpose - This analysis addresses the question of how the goals motivating policies around markets for supplementary education are supported and reflected (or not) in the subsequent structures for those markets. Design/methodology/ approach - Drawing on policy documents and empirical research on these policies, we examine the policy contexts and market structures the low-intensity form of supplementary education (SE) seen in the United States relative to the high-intensity case of Korea - specifically, the supplementary educational services (SESs) of the No Child Left Behind Act of 2001 and the After School Programs (ASPs) in Korea, respectively. Findings - The analysis finds that Korea is using school-based SE programs as an alternative to existing SE markets in order to mediate perceived free-market excesses, while the United States is subsidizing SE markets to address the negative consequences of inequitable schooling. Yet, even in different contexts and purposes, policymakers in both countries see a value to supplementary education as part of their overall education strategy, despite a lack of evidence on the effectiveness of these approaches. This commonality is reflective of the larger neoliberal approach, evident around the globe, of using market forces such as competitive incentives and parental choice to drive policy toward social objectives. Originality/value - The significance of this analysis is the insight that these policy approaches, while different in context and policy specifics, represent an overall blurring of traditional distinctions between public and private organizations.
AB - Purpose - This analysis addresses the question of how the goals motivating policies around markets for supplementary education are supported and reflected (or not) in the subsequent structures for those markets. Design/methodology/ approach - Drawing on policy documents and empirical research on these policies, we examine the policy contexts and market structures the low-intensity form of supplementary education (SE) seen in the United States relative to the high-intensity case of Korea - specifically, the supplementary educational services (SESs) of the No Child Left Behind Act of 2001 and the After School Programs (ASPs) in Korea, respectively. Findings - The analysis finds that Korea is using school-based SE programs as an alternative to existing SE markets in order to mediate perceived free-market excesses, while the United States is subsidizing SE markets to address the negative consequences of inequitable schooling. Yet, even in different contexts and purposes, policymakers in both countries see a value to supplementary education as part of their overall education strategy, despite a lack of evidence on the effectiveness of these approaches. This commonality is reflective of the larger neoliberal approach, evident around the globe, of using market forces such as competitive incentives and parental choice to drive policy toward social objectives. Originality/value - The significance of this analysis is the insight that these policy approaches, while different in context and policy specifics, represent an overall blurring of traditional distinctions between public and private organizations.
KW - Korea
KW - Markets
KW - Supplementary educational services
KW - Tutoring
KW - United States
UR - http://www.scopus.com/inward/record.url?scp=84888123551&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84888123551&partnerID=8YFLogxK
U2 - 10.1108/S1479-3679(2013)0000022011
DO - 10.1108/S1479-3679(2013)0000022011
M3 - Chapter
AN - SCOPUS:84888123551
SN - 9781781908167
T3 - International Perspectives on Education and Society
SP - 223
EP - 244
BT - Out of the Shadows
A2 - Aurini, Janice
A2 - Davies, Scott
A2 - Dierkes, Julian
ER -