Diogenes called education "the foundation of every state." Education reformer and "father of American education" Horace Mann went even further. He said: "The common school (meaning public ones) is the greatest discovery ever made by man." He called it the "great equalizer" that was "common" to all, and as Massachusetts Secretary of Education founded the first board of education and teacher training college in the state where the first (1635) public school was established. Throughout the country today, privatization schemes target them and threaten to end a 373 year tradition.
It's part of Chicago's Renaissance 2010 Turnaround strategy for 100 new "high-performing" elementary and high schools in the city by that date. Under five year contracts, they'll "be held accountable....to create innovative learning environments" under one of three "governance structures:"
-- charter schools under the 1996 Illinois Charter Schools Law; they're called "public schools of choice, selected by students and parents....to take responsible risks and create new, innovative and more flexible ways of educating children within the public school system;" in 1997, the Illinois General Assembly approved 60 state charter schools; Chicago was authorized 30, the suburbs 15 more, and 15 others downstate. The city bends the rules by operating about 53 charter "campuses" and lots more are planned.
Charter schools aren't magnet ones that require students in some cases to have special skills or pass admissions tests. However, they have specific organizing themes and educational philosophies and may target certain learning problems, development needs, or educational possibilities. In all states, they're legislatively authorized; near-autonomous in their operations; free to choose their students and exclude unwanted ones; and up to now are quasi-public with no religious affiliation. Administration and corporate schemes assure they won't stay that way because that's the sinister plan. More on that below. . . .
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Saturday, April 12, 2008
Destroying Public Education . . .
From Global Research: