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• W855176189 abstract "Two competing paradigms of education reform have emerged in the United States in recent years, and the differences between them are growing sharper. One, commonly termed reform, assumes that reform efforts should be led by government and imposed from the top down. Its advocates believe that state (or federal) authorities must set standards not only for student learning, but also for teacher training, pupil assessments, textbooks, and school resources. Though undertaken in pursuit of higher standards and better results, reform relies on uniform strategies to ensure that inputs everywhere are equal and all undertake similar activities. Government resources and bureaucratic regulation are, of course, its preferred mechanism for making this happen. Much of Goals 2000 embodies this approach. The second reform paradigm, which we call reinventing education, embraces decentralized control, entrepreneurial management, and grassroots initiatives, all within a framework of publicly defined standards and accountability. Under this approach, public officials establish standards, make assessments, and hold accountable for meeting performance goals but do not themselves run the schools. Public officials also retain the power to cancel charters and school-management contracts on grounds of consistently poor performance, but they do not directly supervise or control the means by which pursue those ends. Under this paradigm, education may be delivered through charter (licensed by public authorities such as a state, city, or local school district), opt out that secede from their local education agencies and run themselves with what amounts to a block grant of public funds, schools (in which a performance contract is negotiated between private educational managers and a public agency), and choice programs (in which students use scholarships or publicly-funded vouchers to attend the of their choice). In all such situations, the continuing responsibility of public authorities is to establish standards for educational and fiscal performance and monitor progress in relation to those standards. (Those who reject this degree of public accountability may, of course, turn to wholly private or home schooling.) The reinvention approach welcomes diverse strategies and organized and run by various entities such as teacher cooperatives, parent associations, private corporations, religious institutions, and community-based organizations. It assumes that students and families are different and should be free to match themselves to the that suit them best. It requires little bureaucracy and few regulations because it rejects the proposition that must be centrally managed according to a single formula. We strongly favor the reinvention paradigm, provided that it contains one key element borrowed from the systemic approach: standards and accountability. It is our conviction that only clear and high standards for performance will ensure accountability, both to the marketplace (that is, to families making informed choices among schools) and to whatever public body authorizes the to operate. These standards need not be national, they need not be highly detailed, they should not prescribe pedagogy or resource use, and they need not cover the entire curriculum. (Indeed, the ability of to add their own features to the core described in the standards is part of what will make them different from one another.) But only when such standards are in place--and accompanied by good tests and a steady flow of performance information--can parents make informed choices among and public authorities determine which deserve to retain their charters, contracts, or accreditations. These two approaches are now competing with each other, not only in Washington, D.C., but also in the states. …" @default.
• W855176189 created "2016-06-24" @default.
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• W855176189 date "1995-09-22" @default.
• W855176189 modified "2023-09-28" @default.
• W855176189 title "Magna Charter? A Report Card on School Reform in 1995" @default.
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