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The Great Child-Care Experiment

What Are the Lessons for School Improvement?

The Department of Human Development and Psychology, Harvard University Graduate School of Education, Cambridge, MA 02138. She specializes in developmental psychology and early childhood education

Bruce Fuller and associate professor

The Department of Administration, Planning, and Social Policy, Harvard University Graduate School of Education, Cambridge, MA 02138

Child-care settings provide a national laboratory for testing questions related to parental choice in K-12 schooling. Operating in open-market conditions with little oversight by the government, the child-care field embodies many of the organizational characteristics advocated under certain school choice models. In fact, parents’ general satisfaction with child care suggests that they are unlikely to act as major catalysts of K-12 reform. Their definitions of excellence in child care are somewhat at odds with professional bench-marks, and their procedures for investigating child-care organizations are often cursory. The national child-care experiment also illustrates the tensions between crafting educational remedies at the local level and tightening the technology of teaching through bureaucratic oversight.

Educational Researcher, Vol. 21, No. 7, 12-19 (1992)
DOI: 10.3102/0013189X021007012


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