A fervent manifesto for school diversity and autonomy.
An advocate for charter schools proposes bold changes in public education.
A senior fellow at the Progressive Policy Institute, Osborne (The Coming, 2017, etc.) is a proponent of decentralization in government, including oversight of schools. Director of the Reinventing America’s Schools Project, he has amassed a great deal of data about charter schools. The book is replete with statistics, mostly defending charters’ successes; nevertheless, despite his infectious enthusiasm, he recognizes thorny problems. He focuses mainly on three cities: New Orleans, which re-created its school system after Hurricane Katrina; Washington, D.C., led by its controversial chancellor, Michelle Rhee; and Denver, whose elected school board instituted charter schools and “innovation schools” throughout its districts. Osborne asserts that overbearing school bureaucracies, insisting on a one-size-fits-all model, along with recalcitrant teachers’ unions, have undermined public education. Schools must decentralize decision-making, offer enhanced choices for students and families, give school leaders “the freedom to mold school cultures” and hire and fire teachers, and create measures of school performance. Assessment emerges as a complicated issue, since each charter school is accountable “to its own standards.” A charter, Osborne argues, “should be a performance contract, which spells out what the school intends to accomplish, how it will be measured, and what will happen if the school fails to achieve its goals.” What has happened in some cases is that schools have closed when students withdrew and teachers quit out of disappointment or frustration. The author aims to influence state and city administrators, school boards, and federal policymakers, with a nod to ways that parents can make their concerns heard. He offers myriad school models, such as “no-excuses” schools, with longer school days and years; schools that focus on science and technology; athletics-intensive schools; single-sex schools; schools offering intense therapeutic help; and schools that seek to preserve a particular ethnic heritage. Osborne, however, does not show concern about the cultural consequences of such specialized education.
A fervent manifesto for school diversity and autonomy.Pub Date: Sept. 5, 2017
ISBN: 978-1-63286-991-3
Page Count: 432
Publisher: Bloomsbury
Review Posted Online: May 27, 2017
Kirkus Reviews Issue: June 15, 2017
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.
Pub Date: April 8, 1947
ISBN: 1609421477
Page Count: -
Publisher: Macmillan
Review Posted Online: Oct. 17, 2011
Kirkus Reviews Issue: April 1, 1947
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