By Larry Cuban
"Ford Motor corporation do not have survived the contest had it now not been for an emphasis on effects. We needs to view schooling a similar way," the U.S. Secretary of schooling declared in 2003. yet is he correct? during this provocative new ebook, Larry Cuban takes goal on the captivating clich? that colleges may be extra businesslike, and indicates that during its lengthy background in business-minded the USA, nobody has proven enterprise version will be effectively utilized to schooling. during this straight-talking publication, essentially the most exotic students in schooling charts the Gilded Age beginnings of the influential view that American colleges will be equipped to fulfill the wishes of yank companies, and run in accordance with rules of cost-efficiency, bottom-line pondering, and buyer pride. not just are faculties through their nature no longer businesslike, Cuban argues, however the try to run them alongside company traces results in risky over-standardization--of checks, and of ambitions for our youngsters. Why may still we expect that there's this type of factor as one most sensible tuition? Is "college for all" achievable--or even fascinating? whether it have been attainable, can we really need faculties to function as bootcamps for a team? Cuban means that the simplest business-inspired development for American schooling will be extra constant and sustained on-the-job employee education, adapted for the activity to be performed, and enterprise leaders' encouragement--and adoption--of an ethic of civic engagement and public carrier. (20050204)
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Additional info for The Blackboard and the Bottom Line: Why Schools Can't Be Businesses
Sample text
They called themselves “progressives” and generally agreed that the problem to be solved was a tradition-bound, wasteful system of schooling, vulnerable to corrupt local politicians and staffed by mediocre teachers teaching a curriculum horribly out of touch with a rapidly changing economy and society. If they agreed on the problem, they differed substantially among themselves over solutions. One group, the “administrative progressives”—mostly university academics, school superintendents, and a smattering of business leaders—believed in a science of education that could yield solutions to problems such as inefficient school organization, operation, and governance.
33 Yet unpromising test scores and critics’ scornful attacks were insufficient to overcome the Title I program’s attractiveness to voters, legislators, and educators. S. Congress and each president since 1965—including George W. Bush—has used the program’s widespread popularity to allocate funds to needy students in schools across the country. If the effectiveness and fidelity standards derive 34 THE BLACKBOARD AND THE BOTTOM LINE from organizational rationality, the popularity standard derives from the political nature of public institutions.
20 After the 1930s, active business involvement in schools was intermittent until the mid-1970s. Beginning in that decade, another burst of national reform, also intended to solve serious economic and social problems by improving public schools, again drew sustained H O W T H E R E F O R M S H AV E C H A N G E D S C H O O L S 51 participation by national, state, and local associations of business leaders, along with other critics of K–12 education. As before, critics spotlighted school shortcomings (such as falling test scores and poor preparation of graduates for jobs) to arouse public support while minimizing the tough work of altering school and classroom practices.
