Abstract

This study is meant to explore the discourse regarding Educational Choice Scholarship Program (EdChoice) created by the Ohio state legislature in 2005. Public schools, private schools, and the legislature all have different goals when discussing EdChoice due to the distinctive effects the program has on these organizations. In order to achieve these purposes, I employed rhetorical criticism to evaluate the discourse regarding EdChoice from three sources: a) the policy documents providing details for the program, b) text from the media depicting the tension that grew over the program from November 2019 to April 2020, and c) interviews with local public and private school administrators. As a result of my criticism, I draw attention to three claims. First, EdChoice discourse villainizes private schools and victimizes public schools, leading to the neglect of both organizations. Second, the state legislature needs to rely on the knowledge and experiences of teachers, administrators, parents, and students to hone the benefits of EdChoice while making it work for opposing organizations. Finally, audiences must remain critical of information presented both in the media and by those they may interview in person. Misinformation on this topic is damaging to both public policy and to all those involved in this debate.

Advisor

Razzante, Robert

Department

Communication Studies

Disciplines

Education Law | Rhetoric

Keywords

Educational Choice, education, school choice, public policy, discourse

Publication Date

2021

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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