The authors agree with Fiske & Ladd that the predicted benefits of the reforms were overstated, and in key details wrong, with policy changes resulting in losers as well as winners.
They also note the dangers involved in freeing up the demand side without allowing the supply side the freedom to expand successful schools and close unsuccessful ones.
Moreover, because New Zealand lacked a standardised test system for measuring student achievement, an empirical vacuum was created which allowed special interest groups to declare ‘success’ or ‘failure’ without fear of contradiction.
