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Hayhoe reviews 'Private Education in Modern China' by Peng Deng.

This study presents a time-series evidence on the timing and degree of feedback relationship between participation in education and income growth in Hawaii. Using the unrestricted vector autoregression approach and two related measures of linear dependence and feedback, the results suggest that across all educational levels, i.e., K-12 and tertiary, participation in public education could be a good predictor of income growth in Hawaii. However, decomposing the feedback effect by frequency suggests that the dominance of public education over private education in explaining the variation in income growth to be concentrated mainly on the short-run to medium-run for tertiary level and long-run to permanent effect for K-12 level. Hawaii state legislature and educators should perhaps take these results as a motivation not to ignore the problems plaguing Hawaii's public schools but should work towards greater improvement and support for public education given its predicted significant overall contribution to the Hawaiian economy.

Considers the politics behind recent US efforts to publicly finance private education in the form of school vouchers or tax relief, suggesting that these proposals are marked by a consistently high-handed use of state power to intervene in the affairs of private education. In small-scale experiments with these tools, it has been found that they routinely become a kind of transfer payment from the middle & working classes to the inner-city poor overseen by state bureaucrats. Efforts to privatize education are doomed because they do not account for the fact that education has become a primary vehicle of social indoctrination that the managerial state is loathe to relinquish. Thus, the privatization of schooling will fail because a political space does not now exist in which it might succeed. Comparison of the US with Europe, where the administrative state has been more naturalized, illuminates the difficulties privatization boosters face. Given these difficulties, it may be more useful to promote social change by advocating governmental support for parochial institutions through the distribution of highly restricted grants. D. Ryfe

Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large‐scale government education leads to failure on a large scale that can cause serious harm to the poor.

The specifics of private education is considered in the article. The author points out that the most relevant characteristic of this system in post-industrial society is its independence. Only independent private education can offer a non-standard approach allowing to individualize the process of education.

Watson reviews 'A Private Education for All' by Mark Harrison.