Choice and Diversity in School Education: comparing developments in the United Kingdom and the USA

In the late 1980s, convergences between British and American education policies became highly visible. Prior to his election, George Bush declared himself the 'Education President'. After taking office, it became clear that the widening of parental choice was to be a key feature of his education policy, echoing a central element of British education policy. Earlier in 1988, Kenneth Baker, then British Education Secretary, returned from a highly publicised visit to the United States suggesting that American 'magnet schools' might provide a model for the 'city technology colleges' he sought to establish in the UK, and indicating a common concern with the diversification of school provision. In both countries, educational 'vouchers' have been the subject of discussion and experimentation and, although largely unsuccessful, highlight a common trend towards redefining the distinction between public sector and private sector provision. Alongside these policies concerned with choice and diversity in education, parallels have become evident in connection with such issues as control of the curriculum, the question of standards, and parental involvement in the running of schools. In some ways these convergences are not surprising: education systems in both countries are affected by social and economic trends transcending national boundaries, and both have been under the leadership of politicians at the forefront of the 'New Right' during the 1980s and early 1990s. Thus, although other western countries have experienced similar policy developments, in some instances, such as New Zealand, under governments of very different political hues (see Marshall & Peters, 1990), borrowings and comparisons between the UK and the USA have been particularly explicit. However, to assume that education policies are proceeding along identical tracks would be to mistake rhetoric for reality, and would ignore important differences in contemporary developments. Against that background, this article discusses policies of choice and diversity in school provision in the UK and the USA with a view to identifying and explaining commonalities and differences in contemporary developments. The first section outlines common elements of the context within which these policies have emerged. The second section highlights points of contrast between policy developments in the UK and the USA. The final section offers an interpretation of these contrasts in terms of differences in systems of governance and political culture.