If we really want to promote religious liberty and educational reform, says Charles L. Glenn, we have to end the public school monopoly:
[T]he rich diversity and energy that has been the glory of American religious life was, by the early twentieth century, largely suppressed in American K–12 schooling, though it continued at the collegiate level. This was not primarily through the regulatory efforts of state governments—that would come later—but through an emerging consensus among a class of professional educational administrators, part of the Progressive movement, who sought to create what historian David Tyack has called “the one best system.”
Accompanying this development over the course of the later nineteenth century was a growing popular concern about what was seen as the divisive and even subversive effects of Roman Catholicism, associated with immigrants and with contemporary conflicts in Western Europe. The efforts of Catholics to provide their own schools, as was the norm in most of the countries from which the immigrants came, was seen as a refusal to allow their children to become absorbed into American life, and rejection of Catholic demands for public funding of those schools became a winning formula in many elections.