Oakeshott, Schumacher, and an Examination of the Tension between the "College and Career Readiness" Consensus and School Choice in American Education Policy

Autor/in	Wearne, Eric
Titel	Oakeshott, Schumacher, and an Examination of the Tension between the "College and Career Readiness" Consensus and School Choice in American Education Policy
Quelle	In: Policy Futures in Education, 16 (2018) 3, S.291-305 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wearne, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317743646
Schlagwörter	School Choice; Educational Policy; College Readiness; Career Readiness; Political Attitudes; Criticism; Economic Factors; Standardized Tests; Values; Outcomes of Education; Private Schools; Common Core State Standards; Parent Attitudes; Educational Objectives; Advantaged; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Kritik; Ökonomischer Faktor; Standadised tests; Standardisierter Test; Wertbegriff; Lernleistung; Schulerfolg; Private school; Privatschule; Common core curriculum; Curriculum; Kerncurriculum; Elternverhalten; Educational objective; Bildungsziel; Erziehungsziel
Abstract	American education policy at the elite level has coalesced around a consensus valuing "college and career readiness" as the primary metric and value for American schools. This "readiness" is often defined by economic outcomes or by standardized test measures (which serve as predictors for economic outcomes). Policy actors at the local, state, and national levels are pursuing more centralized methods to reach goals based on these value assumptions. At the same time, more individualized programs and more forms of school choice are being implemented across the nation. This theoretical paper explores criticisms of this approach from both the political left and right, as well as the inherent tension between the desire for centralized standardization and outcomes measured by economic outcomes on one hand, and the growing desire among families for individualized, varied, and self-directed schooling experiences on the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01