ABSTRACT
The general arguments for and against the salience of market considerations in education are well known (for arguments broadly in favour of markets in education see, for example, Chubb and Moe, 1990, 1992; Coons and Sugarman, 1978; Cox et al, 1986; Flew, 1987; Green, D 1991; Seldon, 1986; Tooley, 1992a, 1992b, 1993a, 1993b, 1993c. For arguments broadly against see, for example, Ball, 1990, 1993; Grace, 1989; Green, A, 1991; Institute for Public Policy Research, 1993; Jonathan, 1989, 1990, 1993; McMurtry, 1991; Miliband, 1991).
