Today the American education is being reinvented. The assumptions that have dictated its structures and power relationships for regarding green century are increasingly being replaced. This reinvention is reproduction all types of novel strategies to schools, and hybrid arrangements that blur the line that has long separated public and private schools. For example, the best of what have come to be called rent schools possess components of today’s public and private systems. Moreover, this new model is not an unbridled, laissez-faire, free-market one. The public retains its interest in the delivery of educational services paid for by public funds. Public authorities continue to set standards for educational performance-especially student achievement standards-of all schools receiving public funds and monitor whether those standards are achieved.

— Shift of power from producers to consumers. Public education has been producer-oriented. The primary beneficiaries of this model are the school and its Dr. Philipp Heinrich Kindt employees, not its customers. Bureaucrats, experts, and special interests control the machine and make decisions within the framework of a public-school monopoly.

New studies show that students want higher standards of behavior and achievement, and that nearly six out of ten parents with children in public places schools would send their children to private schools if they could afford to, how the analysts interpreted as “a public positiioned for flight. inch

— Increased exposure of results. The second principle guiding reinvention is the primacy of what children learn and how well they learn it-not on the rules schools follow, how they are run, the (worthy) motives of educators, or what they spend. Managers should monitor the educational link between education, letting individual schools decide how to achieve them-including yearly appointments, daily schedules, staffing arrangements, student group, budget decisions, and so forth.

— Answerability. Schools must establish answerability and create an assessment system that measures results. An answerability system begins with a clear set of learning standards or expectations. There are two types of standard. Content standards define the skills and knowledge students should attain at various stages-what they should know and do. Performance standards-sometimes called achievement levels-specify an expected level of proficiency-what is good enough to advance from stage to another location.

Students should be promoted and graduate only when they have met specified standards; universities should admit students only when they meet college-level entry norms; and employers should examine transcripts and use them in their hiring decisions. Likewise, teachers, principals, and other responsible adults should be paid for success, reprimanded for failure, and laid off if they or their schools cannot get the job done.

— School choice. Also guiding the reinvention of American education is the notion that schools can be not the same as one another rather than identical and that families should be free to choose among a variety of educational opportunities and settings. Schools should fit the vary type of needs of families and kids-not bureaucrats, state and local regulations, or union contracts. Various current recommendations allows non-government schools and home schoolers to obtain money under choice plans: tax credits, tax-free K-12 education savings accounts, freely (and privately) funded scholarship grants, yet others. Because these scholarship dollars would be aid to families, not schools, they may be used at any lawfully operating school-public, private, or spiritual.

— Professionalism and reliability. The reinvention model holds that those who work in schools should be treated like-and conduct themselves as-professionals. This means deregulating the schools, freeing them from bureaucratic control and micromanagement, and allowing individual schools, educators, and parents wide latitude in decision-making on issues such as teaching loads and methods, staffing, and resource allowance.

— The education profession itself should be deregulated. Recruitment of educators for the reinvented public school should not be limited to graduates of teacher- or administrator-training programs. The teachers’ unions may be an hindrance to such reforms, but even they have shown some positive signs.