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• W1602660000 abstract "School reform has to be recast as public-building, Mr. Mathews asserts. The focus has to be on the community rather than on the schools. In other words, certain things have to happen in our communities before we can see the improvements we want in our schools. The public schools are becoming dangerously disconnected from the public. That's the gist of a recent report I wrote for the Kettering Foundation, based on more than 10 years of research on this deteriorating relationship.(1) The research forces me to say something I never believed I would say - or even think. The public school system, as we have known it, may not survive into the next century. If public schools mean no more than schools responsible to lay boards and paid for by tax revenues, they may not mean much at all. Their very legitimacy is at stake. The Nature of the Disconnect I want to distinguish the problem of legitimacy, which isn't being addressed, from the problem of effectiveness, which everyone is talking about. Institutions face a loss of legitimacy when those who created them no longer believe that the institutions are their agents, acting on their behalf. The compact joining the agency and the agent is broken. That is exactly what is now happening to the public schools, and they aren't the only institutions having this problem today. If you haven't thought of legitimacy as a major problem, consider this: What do site-based management programs, vouchers, charter schools, home schools, private schools, and state takeovers of bankrupt systems have in common? They all have to do with the control of education. There are evidently a great many people who don't believe that the public schools are their agents, who don't believe that the public schools are responsive to their concerns. So they are creating their own schools, trying to take back the schools, or putting someone in charge who will make schools respond to their priorities. As many citizens see it, the public schools are no longer their schools.(2) Research supported by the Kettering Foundation has found that, despite a long tradition of thinking of public education as a sacred trust, Americans today are halfway out the schoolhouse door.(3) Even though 40% to 70% of respondents to polls of the public indicate allegiance to local schools, this statistic tells only half of the story, masking an erosion of the historical commitment to the idea that these schools belong to everyone and that they serve a public purpose in addition to benefiting parents.(4) Completing the great work of the Revolution was the way we once described that purpose. Although Americans still cling to the ideal that we should have schools open to all, the broad mandate that once tied these institutions to this and other social, economic, and political objectives has lost its power to inspire extensive commitment. Beyond Restoring Confidence While other institutions (government agencies, nongovernmental organizations, even the press) have recognized and begun to deal with their loss of legitimacy in the public's eyes, the discussion in education remains fixed on the effectiveness of the schools. Even though there is every reason to have that discussion, it is dangerous to ignore the problem of legitimacy. Like a crack in the foundation of the public school system, the lack of legitimacy is a structural defect that undermines all the good work to make the schools more effective. I understand why the charge that the schools are ineffective has sparked a renewed effort to restore confidence in them. It is a natural response. But I doubt whether that confidence will be regained as long as people feel that the schools aren't really theirs. Institutions that lack legitimacy in the public's eyes do not generally enjoy high levels of public trust. The breakdown of the compact that has joined the public and the public schools may be one reason for the more obvious problems - dissatisfaction with the performance of the schools, difficulties in communication between administrators and the public, and lack of citizen involvement. …" @default.
• W1602660000 created "2016-06-24" @default.
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• W1602660000 date "1997-06-01" @default.
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• W1602660000 title "The Lack of a Public for Public Schools." @default.
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