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Thomas Jefferson warned that "the natural progress of things is for liberty to yield and government to gain ground." American elementary and secondary education shows how right he was. Two centuries ago the founders rejected federal participation in education and even rejected George Washington's plans on establishing a national university. It should be of little surprise, then, that the term "education" appears nowhere in the Constitution. Few early Americans would have considered providing education a proper function of local or state governments, much less some distant federal government. Federal control of the nation's schools would have simply been unthinkable. This view was the prevailing one well into the 20th century. In the 1980s, Ronald Reagan campaigned, in part, on a proposal to close the federal department of education. How things have changed in a few short decades. Today, every state requires children to attend school, and most dictate precisely what the children will learn. Parents, in contrast, are able to make very few choices about their children's education. And what role does the federal government have now? It has drilled deep into almost every public classroom in America. Washington can now tell public schools whether their teachers are qualified, their reading instruction acceptable, and what they must do when their students do not achieve on par with federal demands. At the outset of his presidential administration, for example, George W. Bush pushed for the largest federal encroachment in education in American history. Through his No Child Left Behind Act, the federal government can dictate what will be taught, when, and by whom, to most of the 15,000 public school districts and 47 million public school children. Why the change? Is it a change? What's the cost to the taxpayers? What are the benefits to public school students? To public schools? Today, with the almost-complete consolidation of education authority in the hands of policy makers in Washington, the last of our edu
Chapter 1 From the First Settlers to the Fifties: Going From Freedom to the Feds Chapter 2 Rise of the Feds: From the Great Society to Y2K Chapter 3 "No Child Left Behind": The Feds Triumphant Chapter 4 The Reckoning: A Report Card for the Feds Chapter 5 Enforce the Constitution: Make No Federal Policy Chapter 6 How the Judiciary Found the Federal Role Chapter 7 No G-Men Need Apply Chapter 8 Out of the Jaws: A Broad Roadmap for Reform
Posted March 6, 2008
This book tells all of what is wrong with public education today. There is nothing wrong with 98% of the teachers, the administrators or school committees. It is the inept politicians who know little to nothing about public education who are the problem and are responsible for most of what is wrong in public education. NCLB and high stakes testing will eventually go down as the biggest waste of money in this country. They have not advanced education but set it back. It is one of the reasons why many times our kids are not competitive with other countries. Many of these politicians were independently schooled and you cannot compare independent and public education. Not that one is better than the other because it isn't but the public schools have to educate everyone who gets off the bus while the independent schools educate whom they want. Closing the achivement gap is an impossibiltiy without forcing many students out of school or slowing down the most talented. Maybe some day we'll have brain transplants and that includes for politicians. Turn the resposibility of education back to the local school districts as was the intent of our constitution, get the feds out, and you will see tremendous improvements. During my forty years in public and independent school education I have seen the downfall. Have the feds look in a mirrow and they will see the reason why this has happened. I am sure they had good intentions when they got involved but as the old expression goes: THE ROAD TO HELL IS PAVED WITH GOOD INTENTIONS.
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