Proposing a Dramatically Different School
of Education Contents - - -
Contents, Material for
Educators and Parents
This web site presents various actions and
curriculum which can significantly improve various kinds of present
day educational endeavors. In the author's view, they are interim
measures. He feels the entire educational system needs to be
This page discusses some general philosophical
ideas about how a possible future system of education could be
configured to contribute to producing a truly robust society. It is
assumed by the writer that the discussion is not exhaustive, may be
modified in the future, that some elements may be left out, and there
is still a huge amount of work still remaining. Go
to Page Contents.
- For the most part, these are assumed to be
- Children need guidance.
- Parents usually know their children better
than most bureaucrats.
- Parents have the ultimate responsibility for
decisions affecting their children.
- Parents often need expert assistance to help
make decisions about education.
- The decision making process about a child's
education should be completely independent from the child's
school. This is necessary to avoid conflict of interests in the
advisement and thus the parental decision making
- A minimum core of education is required of all
students. At various stages in their education, all must pass a
- Competition will ultimately settle the school
system into a stable and highly productive one.
Go to Page
with the Present System
to Meet Student Needs
- The usual public school attempts to be all
things for all students. As is common with such one-size-fits-all
systems, it doesn't do any of the functions well. The teachers try
to meet the widely varying and often
needs of all these:
- The student with learning difficulties needs
diagnosis, intervention, and loving support
- The average student
- The very bright student needs
- The social "misfit"
- The hands-on learner
- The visual learner
- The auditory learner
- The artistic person
- The learner who rails against external
control, and needs freedom to think and explore on his
- The student who needs a great deal of
- And the list goes on ....
- Teachers usually can only touch upon
each of these needs. They keep on trying very hard to be all
things to all students. The stress upon them is enormous! They
become frustrated. They burn out. They leave the profession. We
have a shortage of teachers; I wonder why? - - -
- The students are not having their individual
needs met. Too many of them fail, tune out, and then drop out. I
wonder why? - - -
- Yes, you can undoubtedly point at teachers who
against these enormous odds are doing a good job (under the
circumstances). They are the Super Teachers, and are heroes in my
book. But this society doesn't have many people of Super-Hero
stature. At least for the foreseeable future we must "make do"
with ordinary people. We
have to create systems wherein the work of ordinary people results
in extraordinary results. It can be
done only through specialization.
- Even Super Teachers often cannot do the
optimum job with each and every student. They may be able to bring
a poor performing student up to an acceptable level of
performance, or a fair student up to "A" grade level. But can they
bring all students up to their BEST possible level of performance?
Usually they do not have the time, resources, available
specialists, support structures, nor administration backing to do
that! The school system
gets in the way.
Too often there are
debates between advocates of different school methods. Too often
these debates are at least in part fueled by sociocentricity:
"My education system is better than yours!" There is no one type of
school which fits all children. There is a wide variation between
children and their schooling needs. Just as the present typical
public school CANNOT be all things for all students, neither can any
of the other education models!
Go to Page
to Meet Society's Needs
- The history of our country shows that
diversity led to the robustness of our society. The melting pot
idea is a valid one. The diverse strengths bought to our society
were available to help us to grow dramatically. When different
ideas were needed, there were people to think those ideas, and who
had the ability to implement them.
- The concept of a one-size-fits-all education
system works to remove diversity of mental abilities form our
nation. This would be true even if our schools worked perfectly,
and were staffed by Super Teachers. If we believe that diversity
is good, then we must agree that our present school system, no
matter how well run, is bad for our future growth. As a result of
our schools, we cut ourselves off (as a society) from that which
made us strong. It sounds a lot like shooting one's self in the
- Today we seem to assume that all students
should go to college. That idea has been around for a long time.
Our schools and society seem to focus on that goal. We teach
assuming that every student is on a path headed for college or
university, and that our society needs 100% college educated
people. Neither assumption is correct. To try to push a student
towards college, in case he decides that is what he wants, is a
mistake. If you push anyone, adult or child, too far in a
direction he doesn't want to go,
they will find a
way to rebel.
- Goals much more important than a college
- Teach critical thinking.
- Teach problem solving.
- Teach how to self-teach.
- Teach Internet researching to find
- Teach how to recognize both good and bad data,
especially in matters of science.
See the section, below, titled "'State'
Minimum Proficiency Requirements"
for a suggested list of society's needs.
Go to Page Contents.
Proposal for a Future School System
A really good school system should:
- Recognize and accommodate every student's
- Capitalize upon the student's abilities,
talents, and interests.
- Teach students how to think.
- Provide a core of knowledge deemed necessary
for citizens of this age and country.
- Be able to function well, regardless of the
degree of involvement of individual parents.
- Be flexible and accommodate the changes in the
- Allow any student to advance as far as his
inclination drives him, and in a direction which he chooses.
- Provide very good assistance for the
student with learning difficulties.
- Provide very good assistance for the
- Service the average student.
- Stretch the advanced or bright
- Help students find their passion, and
capitalize upon it to teach general academics.
- Develop cross-generational interchanges,
learning experiences, and social interactions through public
service and internships.
- From a moderately young age (10?) start
exposing students to the real-world. What are the long range
options? What are various jobs like?
- Provide opportunities to explore in greater
depth the various educational and work options the student would
have in the future. This might begin in about the 7th grade. It
could include short internships of a few days, or over the summer
internships in High School. Go
to Page Contents.
- One replacement for our current (dominant)
school system would be a variety of schools and school paths
freely available for use by anyone in our society. Different
schools would offer education based upon different models of
teaching. Their educational goals could be different. They can
design for a limited number of student needs, and thus greatly
improve their efficiency and effectiveness. Having such diverse
options would strengthen each child's education, because
his needs are specifically addressed and satisfied. Below are a
few possible variations. Obviously, there can be mixtures of these
types, such as a private school, specializing in
computer technology, and keeps students and teachers
together throughout the path.
- Computer Technology
- Medical tech
- Leadership/Social studies emphasis
- Trade tech
- Advanced students
- Average students
- Remedial students
- Highly regimented
- Home schooling
- Mixed age schools (Similar to the one room
- Open schools wherein student's passion is the
main guideline. Lots of self-directed study, internships, problem
- Private schools
- Public schools, like the present
- Religious schools
- Schools which keep students together with the
same teachers throughout the path.
- Waldorf Schools
- KIPP schools
- Go to Page
the School System; Picking the First Path
- A diverse school system would have designed
into it several alternative paths for starting a child's school
life. (See a graphic for a Path
Examples.) When a child becomes
school age his parents can work with a specially trained Advocate
and the child to attempt to discern what would be an appropriate
school in which to place that child. If the parent is not able or
not willing to make that decision, the system will do so, based
upon an analysis of the child's needs and characteristics.
The first few years of school would have the
present goals of socializing the child to work in groups, and the
beginning of academic studies. Added to this would be close and
coordinated observation of each child in class, and by parents to
determine characteristics such as:
- His or her learning style
- Any learning difficulties
- Social difficulties, such as lacking emotional
- Self starting, self finishing
Go to Page
It must be emphasized that children change over
time, and the school path used may have to be switched to
accommodate the student. The standard method for reevaluating
path is initiated by the system at defined points in any schooling
path. The Advocate and the parents working together
would evaluate the student. Alternatively, the school or the
parents can at any time initiate a review of the student, working
with the system to determine if the child should move to a different
schooling path. In either case, it is the parents and not the school
system who makes the choice to move the student to a different
Students can switch paths from less rigorous to a
more rigorous path, but may have to start in the second school path
at a lower level than if they had been the typical student who
started on that path in the first place.
An example is arrow #1 on the drawing
is a rich text editable version). Here we see a student who is very
bright and intensely interested in computers. Because in the Waldorf
school, he started to read much later than the typical student (which
is common), he may have to start in the new path at a lower
Another example is shown as arrow #2 on the
Examples." Here we see a child who was
a slow starter. He is now moving forward at a fast pace. As he
developed he showed a propensity for self-directed study. He is moved
from the remedial, or slow path, into an Open School, Self-Study
path. Although he is now moving forward nicely, he is still behind,
so he is placed into the faster track, but at one level lower.
Example #3 is a student who is tuning out to
academic studies, but is very interested in computers. He does not
need to change levels, just paths.
Example #4 is a student who is tuning out to the
abstractions of academic studies. He is very bright and loves the
challenges of solving real-world problems. He switches paths into
Open School, Self Study.
This sort of schooling system would provide
flexibility to channel the student into the path where he is happy
and likely to benefit the most. He should be able to progress at a
rate which more closely matches his own developmental rate. If the
system is designed and implemented correctly, the great majority of
students should be able to develop closer to their maximum
- Go to Page
- A new class of education worker is defined
here, the Advocate. Job description:
- In order to make unbiased assessments and
recommendations, this person must not be associated with any
- Specially educated for the job.
- Computer and WWW literate.
- Selected by the parents from a pool of such
- Parents may initiate an evaluation between
designed path change points.
- Evaluates each child prior to the designed in
path change points, or at parent's or school's request.
- Learning style (auditory, visual,
- Strengths, weaknesses
- Interests or passions
- learning problems
- Collaborates closely with the teacher,
student, and parents.
- Full power to investigate any student and the
school as it relates to that student where he is currently
enrolled. Can act as an ombudsman.
- Aid parents in obtaining diagnostic and
- Help the family in the demystification of a
- Specially trained to educate parents
concerning the decision making process as regards their children's
- Recommend a path for the student, and explain
- Submit a standardized digital report to the
old school, the new school, and a print out to the parents, and
sign off that their services have been used by that family for
- Input requests for types of schools not
operating in their area. This information would be useful in
establishing the needs to establish new schools, or change the
focus of existing schools.
- Go to Page
Regulation and Access
All schools in a system are required to maintain
the content of a standardized web page which describes their school
in full detail. (Exact contents shall be developed later.) They must
submit that information periodically or upon demand to a web master
responsible for this database. That submission will be on a digital
form found on the system's web site. It shall not contain information
identifying students by name or address. An example is given
This systemwide database contains one Record for
each path in the system: - - - (NO jargon!)
- School location, description, and contact
- Plain English definition of the path
- Entrance requirements for the path
- Path emphasis, such as
- Leadership/Social studies
- Type of student the path is designed to
- Auditory learner
- Visual learner
- Tactile learner
- Path entrance requirements for each review
point in the path.
- Total number of student slots in the path at
each level of the path.
- Number of vacant student slots at each level
in the path.
- Opportunities graduates of that path have open
to them, such as feeding directly into what other paths, colleges,
- Current employment opportunities in that
A specialized search engines provided to help find schools with
desired characteristics. It shall have multiple "AND" and "OR" search
criteria, coupled with field definitions. The above database has
(1) Aid families in finding a school path suitable
for their child.
(2) Aid finding open teaching and staff
(3) Aid determining the number and location and
types of new school paths to set up, or paths to be discontinued
because of lack of demand.
Advocates are to input into the system each request for paths which
are not available. These paths shall be part of the path database,
but checked as "Not Available."
Go to Page
- Somewhat arbitrary transition points for
transfer between paths could be:
- Kindergarten (entry point)
- Level 2
- Level 4,
- Level 7
- Level 9
- Level 11
- College and university.
- Each of these in each path shall have minimum
entrance requirements. When attempting to transfer between paths,
if the student is not able to pass the entrance requirements, a
judgment shall be made as to the level in the path for which the
student is ready, and started in the new path at that
- Go to Page
Minimum Proficiency Requirements
To graduate from the system, (equivalent to
graduating from High School) the student must demonstrate a
minimum proficiency established by the State. The student must
demonstrate a level of proficiency necessary to carry on a reasonably
good life and involvement in our society. The following is a first
attempt to set down a list of recommended minimum abilities
our society needs its citizens to possess. It should not be
considered to be exhaustive.
- Language Arts Literacy
- Read and understand newspaper and
- Ability to follow correctly a wide range
of written instructions.
- Ability to read and fill out a
- Ability to follow and understand written
- Write clear descriptions of ideas,
events, and things.
- Write cogent and logical
- Maintain the logical flow of a written
- Write instructions which are complete,
clear, and logically sequenced.
- A balance of Autonomy and Teamwork
- Independent Worker
- Self-starter and
- Critical Thinking.
- Self confident.
- Able to function well in a team of
- Subordinate self when needed
- Assert self when appropriate
- Work as a team member
- A balance of Creativity and "Drudge
- Numeracy (numerical "literacy")
- Able to do pencil and paper
- Long division
- The fundamentals of
- Risk analysis
- The difference between the meanings
- Qualitatively normal
- Quantitatively average
- Cost-Benefit tradeoffs
- Science to the degree to make life and society
- How to recognize pseudo
- How to understand our everyday life and
environment through the fundamentals of science.
- Enough fundamental understanding of science
to guide us in political decisions regarding our societal use
- Unit-of-measure competency
- Quantitatively understand the various units
of measure used in our society, such as cup, quart, liter,
gallon, centimeter, meter, inch, foot, yard, cubic foot,
second, microsecond, Etc.
- Ability to reliably measure using a ruler
(inches and centimeters).
- Able to quantitatively relate the different
measure to each other, such as
- ounce to cup to quart to liter to gallon
to milliliter to cc Etc.
- milligram - gram - kilogram - ounce -
pound - ton - long ton - Etc.
- nanosecond - microsecond - millisecond -
second - minute - hour - day.
- Societal understanding
- Founding principles of our nation and its
- How our government works - its
- How our government fails - its
- What is freedom?
- Responsibilities of freedom and of
- The interrelatedness of individuals,
- Fundamentals of interpersonal relationships
- Psychology - our typical motivations,
strengths, weaknesses, and errors
- Groups and networks
- Ability to make a living.
- Motivation to be self-supporting
- Useful global skills
- Critical thinking
- Focus: short and long range
- Specialized knowledge and skills. In the
12-level system defined in this paper, progress should be made
towards one or more of skills which lead towards gainful
employment and self-sufficiency. A few are:
- Fundamental understanding of money
management, debt, investing, and risk.
- Major world events of history, and their
- Fundamentals of ethics, character,
civil courtesy, and moral behavior.
A student enrolled in say a math-rich path would
be required to take a minimum curriculum of social science, history,
etc. However, these required classes can be taught by pulling in when
possible the math which illustrates and amplifies those
NOTE: The "State" standards are not a legal
requirement placed upon all citizens. They are a requirement for the
issuance of a graduation certificate. While it is possible that even
in such an adaptable system, some will choose to not study, and
therefore not be able to pass the standard test. While this is
lamentable, it will probably be much rarer that the current drop out
rate. Thus the society will be much better off than it is with the
- Go to Page
School systems have long seemed to be paralyzed
from taking effective remedial actions because of a fear of
stigmatizing the student, and thus stunting his or her emotional
growth, or of engendering the wrath of parents. The author believes
this is a false issue.
Trying to protect students from stigma is
virtually impossible, and thus doomed to failure. If a child is
struggling to keep up in class, he doesn't have to be told. He knows
it already. He sees he is having trouble. He may be slow or need
help, but rarely is he
Also, his class mates may let him know rather cruelly. He doesn't
like to be in that "place," and is hoping for a way out!
He is hoping to be
Simply "protecting" them by a social (or
compassionate) promotion is likely to be damaging and
counterproductive. Without mastering the material he should have
learned, he starts the next level at an ever greater disadvantage,
thus making ultimate
failure more assured.
If he is just kept back with little or no
explanation or little or no support to get him through the rough
spot, then anxiety that he is flawed and a failure-in-life sets in.
That is bad.
One of the major goals of this suggested school
system is the detection and intervention as early as practical. The
student can be provided with tutoring, held back, or transferred into
a different path.
If we really are teachers,
then we should TEACH the slow student how to deal with his
problem. If properly handled, a slow student can be made to
understand that being held back, or moved to a remedial path is
really in his own best self-interest. We need to teach:
- How to place his problem into a better
- He is in the normal range of variability in
- His situation MUST be demystified. If
presented in a way accessible to the child, most children will be
greatly relieved and assured, and their self-generated anxiety
- He needs to understand what the problem is,
- What caused the problem.*
- Who will help him,
- What will happen during the helping and
- He has several allies in his teachers,
parents, experts, tutors, or medical help, as needed.
- The child needs reassurance that he has all
the support and unconditional love he may need.
- He has other areas of significant
- The student's problem is understood, and with
his hard work and help from others he will be
* As determined by collaboration with
teacher, family, and experts as needed. It may simply be
delayed development, and time will fix it
- A Web Resource which is excellent is
"All Kinds of Minds" http://www.allkindsofminds.org/
In a school system like the one being presented
on this web page, moving between paths will soon be seen by
students and family as a normal thing, and defined as being in the
student's own best self interest. Also, age tied to education
level will become much less significant. The new class of
education worker referred to here as an Advocate will also be
trained in helping families find diagnostic and helping
specialists, and in helping the family in the demystification the
Go to Page
Vs. No Tracking
Over the years the author has been aware of the
tracking vs. no tracking debate. In his High School there were trade
classes as well as college prep. He took some of both! Even as a
teen, that seemed like a good system.
But "someone" said, if the school system decides
that student "A" was not "smart" enough to get into college, how do
we (the school system) know we have made the correct judgment? After
all, sometime "slow" students end up doing just fine in college. And
if we have made the incorrect choice, haven't we prejudged, and
therefore forced the student to become less than he could otherwise
So people began to think that all students should
go through the same program, and resources be brought to bare such
go to college if they wanted to. The school systems seemed to take
But there were problems. The schools attempted to
have a one-size-fits-all program. Everyone received the same lessons,
and had the same requirements to pass. But not everyone is the same.
The system lacked understanding of how the brain develops
differentially between people. Students have their own brain
development timetable, and it doesn't always fit the school's
Trying to provide the resources to bring all
students up to a high standard did not work. Not enough money,
understanding of how to help learning impaired, or trained persons
And the poorly supported and inadequately trained
teacher struggled on, trying to cope with a wide range of academic
Then we seemed to come nearly full circle. We now
have educators who say we need to "track" students together, going
through the same curriculum, but keeping the slower of poorer
students together. (It happened at the school where the author
taught.) But other educators and collected data tell us ability
tracking is not working either. Even average students do not reach
their potentials, because too much class resources are spent trying
to bring up the poor or learning disabled students. - - - And the
debate rages on again!
Go to Page Contents.
& Logic Applied to Designing a New School System
As pointed out on the Wisdom
essay on this site, "A wise judgment, action, or decision is one
which brings the greatest good to the greatest number, both in the
short run and in the long run, while at the same time thwarting evil
intentions and minimizing negative outcomes."
In the case at hand, that means:
- The best individual outcomes for the maximum
numbers of students.
- The best and most productive citizens for our
- The least number of failed or antisocial
of the present school system PREVENTS far too many students from
reaching their potentials! Bright students do not reach their
potential. Slow students do not reach their potential. Learning
disabled students slow everyone down, and may not reach their
potential either. Society gets very few people who have reached their
Many of the poorer or slower students may drop out
and sink to the bottom of society. There, they at best become
marginal contributors, and at worst become very violent and evil
people who prey upon the rest of us. (True, some will manage to pull
themselves up by their bootstraps and become good and productive
citizen - but not as
a result of the school
Our present school systems are not wise. Their
designs lack good systems thinking (sorry folks, that's
engineer-speak!). Just look at it!
We have a system which:
- Has not taken into account the variable rate
of development of different people.
- Has not taken into account the inescapable
differences between people.
- Sacrifices the many while trying to rescue the
- Fails at rescuing far too many of the poor
Some Fundamental Concepts to Aid
- Should everyone go to college?
People have different interests, skills, learning styles,
intelligences, and emotional strengths. It doesn't make any sense
at all to try to push them through a one-size-fits-all system. In
fact, it can be very damaging to try! Our society needs a wide
variety of people and skills. That wide variety gives us strength
and adaptability. It simply doesn't make sense to try to force
people into paths in which they will not be happy, not follow
well, and not be efficient in their life's work.
Should everyone progress at the same rate?
No. We all develop at different
rates. It is simply ridiculous to try to hammer upon many student
to assure they all develop at the same rate in all the same areas
as does the "average' student. We try to speed up the slower
student, often frustrating him, and possibly causing him to drop
out of school, and/or otherwise produce an antisocial citizen. The
really bright students are bored stiff, waiting for the rest of
the class to catch up with them, so the class can go on to
something new. Educators
know these things. Why do they insist on doing them???
- Should the school system have the sole power
to channel students into tracks or paths?
Regardless of the educator's belief that he
knows best, it is the parents who have the moral and ethical
responsibility for their own children, their development, and
their schooling. Often the parents have good insight into their
own children, which is better than that of a
It is a moral crime:
- Against the bright student to hold him back.
- Against the society to NOT support the bright
student in reaching his maximum potential.
- Against the poor student to NOT fully provide
the support he needs.
- Against the society to NOT fully support the
poor student in reaching his maximum potential.
- Against the society to not take effective
actions to prevent poor students from dropping out.
- Against the society when preventable dropouts
become burdens on society or criminals.
- Go to Page
- What Should We Do Instead?
Tracks (paths) have major advantages, if
- Students and their parents should be free to
choose the path which is likely to be the best one for that
student. It is not an automatic or easy process. They should
receive help from people explicitly trained to help in making that
- It should allow for a fairly wide variation of
- The professional educators (Advocates)
assisting the family MUST be able to operate without bias,
pressure, or influence from any school.
- Clearly defined methods for path (track)
shifting must be provided.
- How can we do better? The author believes the
design of the new school system proposed on this web page
is a good start at reaching a wise solution to our
It is wise because it:
- Takes into account the variable rate of
development of different people.
- Takes into account the inescapable differences
- Encourages and facilitates earlier
intervention to provide help for faltering students. This reduces
the time needed for those interventions, and therefore improves
- Has returned the decision making process to
the parents and student.
- Sacrifices no one while trying to rescue the
- Should succeed at rescuing most of the poor
- Focuses on fewer needs in each classroom thus
improving the efficiency of every
- Allows the focus of highly trained specialists
on few classes in fewer locations, thus improving
Go to Page
- I can hear it now!
- "But Mr. Andrews, its not good to disrupt a
student's social life by transferring him between
- First Point: True, they will complain
bitterly that you are destroying their lives. They do that because
as children, their point of focus is upon Now. They have
difficulty even imagining The Future. But most children are
actually very flexible. When The Future becomes Now
they usually make new friends fast.
- Second Point: Given that a disruption
in social life does not have lasting effect, and that success or
failure in school DOES have a very long lasting effect, moving to
a different path makes very good sense!
- Third Point: Families often move to
other school districts, even other cities or states, and the
- Fourth Point: Part of a person's
education MUST be to learn to adjust and adapt. If they fail in
this, they are likely to have a lifetime of frustration and
unhappiness. Isn't it wise to expose them to changes while they
are young, and have loving adults around them to guide them to
learn how to adjust?
Go to Page
The largest governmental organization involved
in overseeing schools should be the individual state. This allows
a rational continuation of the State colleges and university
systems, which are integrated with the primary and secondary
- If they choose to do so, states can
participate in one or more national non-governmental organization.
These would function as a channel for coordination between state
systems. They can produce non-binding recommendations, and are
supported by voluntary levies paid by participating states.
- A computer model of the entire system should
be built before any implementation begins. The process should
begin at the top.
- Define the entrance requirements for State
- Define the entrance requirements for Jr.
- Define the State Minimum Proficiency
Requirements for graduation from Level 12.
- Define the entrance requirements for college
Prep Level 9.
- Define the various paths, K - Level 8. This is
not a limiting list!
- Define the entrance requirements for the
various levels for each path, including Kindergarten.
- Write the curriculum for each level of each
path which will be the starter set of paths.
- Write the curriculum for Advocate
- Train a cadre of Advocates.
- Create the Web Site.
- Special training of the teachers. They are
major observers of each student.
- Start with a few large school facilities,
which can support several paths each. Advertise and open for
business. These are pilot schools. Use them to refine the system
This sort of system should work best in areas of
dense population, such as cities and dense suburbs. This makes it
easier to provide a wider variety of paths, without requiring long
If bussing is required, children would go to the
nearest school, and take a bus from there to the path-school in which
they are enrolled.
Schools could have several paths within the same
facility. In fact, it should be encouraged. This could help ease
switching paths for students. This has already been done in some
Financing should initially be done with
vouchers. One voucher will pay for the cost of a block of time in any
of the schools in the system, including Home Schooling, say for one
semester or one quarter. Each school path must support its cost with
standard accounting documents before it will be paid for vouchers.
If the system works as designed, the overall cost
of education should drop substantially. This will occur because of
greatly reduced costs for remedial teaching now required, because of
the major inefficiencies now in the system, and the mismatch between
the needs of individual students and the teaching methods and
services provided. - - - NOTE: In 1998 we spent $65,000,000,000 on
the remedial sections of education! That is about $1350 for every
student in the country.
After bugs are shaken out of the system and it
becomes stable, financing considerations should be reviewed. The
ultimate goal is to place separation between the government and
schools, thus allowing greater freedom to create diverse school
options. The voucher system should have a built in termination
clause, such as automatically ending 4 to 6 years after
implementation. At that time, taxes should automatically drop by the
average cost for education. Parents will pay tuition for the school
of their choice, and schools will pay a service fee for school system
administration. System administration is open to competitive bid, say
every 5 years.
There will be some people who will refuse to pay
any of their own money to educate their own children, and will refuse
to home school or unschool. Possibly there could be a mechanism
wherein a default path is available, paid by the government, wherein
the minimum standards are taught. Those children would receive at
least a functional education, while there would still be a
considerable incentive for non-dead-beat parents to choose a suitable
path for their children.
- The system should provide for an orderly
evolution. One form would be the ultimate separation of school and
federal government. At that point is should be illegal for money
to flow from the federal governments to local schools.
- A second form of evolution is of the paths
available. This is probably best regulated by market forces. The
database and web site proposed earlier facilitates this. Changes
in school needs quickly become recognized, along with a measure of
the numerical demands present in a geographical area. It provides
a direct and almost realtime measure of the changing educational
needs. This information would be used to:
- Form new schools,
- Discontinue schools,
- Merge schools
- Modify schools
- Split schools into more Paths.
- Create new Paths.
TOP - - - Philosophy
of Education Contents - - -
Contents, Material for
Educators and Parents
24 Apr '03