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with a national average of almost $6,000 per student [3]. Homeschooled children represent over seven billion dollars out of reach of local government schools and, at its current growth rate, each year more than another billion dollars slips away. Politically, homeschoolers are a force to be reckoned with when their rights are endangered. The most highly publicized and effective example of their growing political clout occurred in 1994 when the House of Representatives inserted language into an educational appropriations bill that would have required all teachers to be credentialed. Homeschoolers perceived this provision as a threat to their autonomy and overwhelmed phone and fax lines to their representatives until the credentialing language was removed by a 424-1 vote. Homeschooling’s economic and political impact is keenly felt by teacher unions,

welcome to the internets premier listing for all your educational needs. Containing over 15,000 links to some of the best educational resources on the Internet, The Library in the Sky guides teachers, students, parents,librarians, and members of the community on their journeys through cyberspace. The Library was visited over 900,000 times in 1999, and we anticipate well over 1 million visitors in 2000! THE MATTER OF setting standards for American education is certainly quite visible these days, but much of what we hear about it is not very enlightening. The talk is frequently filled with ideological heat rather than with critical light, and the tone of the discussion is more often nostalgic than realistic. In addition, the pitch in favor of standards is

currently so strong that it may well leave a number of listeners wondering why such an obviously needed and beneficial reform wasn''t undertaken a long time ago. But the fact is that the effort to establish educational standards has always been an uphill fight in this country. In light of these circumstances, it is useful to examine why Americans have so vigorously resisted educational standards over the years. The history of such resistance suggests that there are three factors in particular that have made standards such a hard sell: a commitment to local control of schools, a commitment to expansion of educational opportunity, and a commitment to form over substance in the way we think about educational accomplishment. All three of these factors, which I treat below, can be traced in large part to our preference for one particular purpose of education:

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