And once again, the assumption is faulty. Of course, one can imagine a market-based system in education that serves the public interest with regard to such things as curriculum standards, teacher qualifications, equitable access for all children, and safety. But a large and novel system of market regulation, inspection, and consumer information and protection would have to be invented to back it up. And even well-regulated markets do not necessarily cater to consumer interests in anything more than superficial ways. Meanwhile, the situation is no less complicated on the supply side.
Markets are by nature full of failed ventures as well as successful ones.
Nor is there much prevailing expertise among educational professionals relevant to the task. Another involves the provision of crucial ancillary services like indemnification, legal assistance, food service, transportation, and so on. Another is the development of a stable and duly protected professional labor market. Again, one can imagine systems for dealing with some or all of these. They might include franchising, a teachers' version of Actors Equity, the kind of networking of expertise that built Jesuit schools or Waldorf schools, and the transformation of school boards into contractors.