Table of Contents

Chapter 1: Introduction Chapter 2: "Something So Close to Vouchers" Chapter 3: Preferring Preferences: Taxes as Policy Instruments Chapter 4: Current Knowledge on the Nature and Effects of Tax Credit Voucher Policies Chapter 5: Taxing the Establishment Clause: Exploring the Constitutional Issues Chapter 6: Policy and Political Implications Chapter 7: Future Prospects: Tinkering with Utopia Chapter 8 Appendix: Tax Credit Voucher Statutes

About the Author

Kevin G. Welner is associate professor of education and director of the Education and the Public Interest Center at the University of Colorado at Boulder.

Reviews

A terrific book exposing how tuition tax credits-a voucher by another name-work to change education from a public to a private good, endangering democracy along the way. Welner masterfully explains how tuition tax credits hide state governments' increasing support for private and sectarian schools with public money. He provides a concise, clear, and scholarly description of what these policies are, how they got here, and the damage they do. Everything you wanted to know about why tuition tax credits are growing more common and more dangerous, written by one the nation's most credible scholars.
*David C. Berliner, Regents' Professor Emeritus, Arizona State University*

Tuition tax credits reveal their distinctive characteristics only when exposed to light shone from several different perspectives: the law, philosophy, and empirical research. Welner is one of the few persons capable of analyzing this movement to privatize public education from each of these points of view.
*Gene V Glass, Regents' Professor, Arizona State University*

A credible, overdue look at tax credit-based school choice programs. Welner's scholarship is exceptional and worth consideration....Recommended.
*CHOICE, June 2009*

NeoVouchers is the clearest treatment of tuition tax credits I have ever read. It is essential reading for anyone concerned with the future of educational reform and with the dangers that are associated with what has too often become conventional wisdom about how to do it.
*Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison; author,