developingcurriculum

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we have increasingly held the view that education is a private good, which should serve the individual interests of educational consumers, rather than a public good, which should serve the broader public interest in producing competent citizens and productive workers. First, consider our traditional commitment to preserving local control. The core issue here is the wide and deep strain of libertarian sentiment that lies at the heart of the American psyche. The urge to preserve individual liberty is a key to understanding American society, and it is what defines our distinctive approach to politics, economics, and education. Don''t tell me what to do" has long been our national slogan. By it we have meant in particular that government should keep off our backs -- especially government that is far removed from our local community. All you need to do is remember that this nation was born of an uprising

educational bureaucrats, ideological indoctrinators and other beneficiaries of today’s system. What will happen when the growing number of homeschooling families withdraw their political support for the enormous taxes required to fund today’s $300 billion government system? To combat these threats, defenders of the status quo are fighting back with all the legal, legislative, and economic weapons at their disposal. The most insidious of these tactics is the systematic undermining and co-opting of the homeschooling movement by establishing government homeschooling programs. Government homeschooling programs set seductive lures before families by providing “free” resources, teachers, extracurricular activities, facilities, and even cash reimbursement. When enough families have voluntarily returned to the government system, it will be a relatively straightforward matter to

against a colonial government that tried to impose modest taxes on it from afar. In education, this sentiment came to be expressed as a staunch defense of local control of our schools. During most of the 19th century, the local school was the primary unit of educational governance for most Americans. An individual community built a school, hired a teacher, raised money through local taxes and fees, and implemented education on its own terms. Outside help was neither offered nor welcomed. This was the ultimate in local control. Even in large cities, control of education tended to rest at the ward level. Consider some numbers that suggest the radical degree of decentralization that has long characterized American education. It was not until 1937 that we started recording information about the number of individual school systems in the country.

the most complete listing of curriculum standards

developingcurriculum

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