integrated curriculum

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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

The sheer number of homeschoolers represent a distinct threat to the hegemony of the government school monopoly. Qualitatively, the academic success of homeschoolers, measured by standardized test scores and recruitment by colleges [1], debunk the myth that parents need to hire credentialed experts to force children to learn. Homeschooling also refutes the “more money equals better education” mantra of teacher unions. The average homeschooling family spends approximately 10% of the per pupil costs associated with government schools [2] in achieving these academic results. Multiplied by the number of homeschoolers, even these modest amounts add up to a sizeable market attracting numerous educational entrepreneurs. Besides challenging the legitimacy of government schools, homeschoolers also pose a more direct economic threat. Funding for government schools is based on attendance,

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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