The many faces of education

School formats

5.1 Schools will be divided into several key formats based on the breadth and depth of their curriculum:
5.1.a Traditional schools.
5.1.b Arts schools.
5.1.c Vocational secondary schools.
5.1.d Montessori schools.
5.1.e Focus schools—including science and technology, mathematics, literature, preparatory schools, et al. Additionally, schools may be organized on matters including religious curriculum and gender exclusivity.[i]

Traditional schools would remain most similar to the norm—their offerings would include the arts, but focus more on breadth of studies.

The school curriculum
5.2 Building from the basic, national curriculum of competencies, schools will develop their own comprehensive curriculum consistent with their format and philosophy. These conceptions may include:

5.2.a The traditional measured conceptualization, in which behavioral objectives, sequential learning, skills and content mastery, and teacher accountability are the essential tenants.[1]
5.2.b The academic rationalism conceptualization, which is subject-centered in design.[2]
5.2.c The cognitive processes conceptualization, which emphasizes the “ability to think, reason, and engage in problem-solving activities.”[3]
5.2.d The social reconstruction conceptualization, which believes that the “problems and dilemmas of society are what ought to be studied by students with the intent of creating amore just, equitable and humane society.”[4]
5.2.e The self-actualization conceptualization, in which “students become the curriculum developers, selecting for study what they are interested in, intrigued by, and curious about.”[5]

Such conceptualizations will correlate strongly along a spectrum of “traditional” to “progressive” schooling.

Variations

5.3 Among even schools of the same types, there will be variations of initiatives—some may pursue microsocieties or teaming where others may pursue adherence to a KIPP or International Baccalaureate structure. Schools will also have the option of expanding its market by serving the role of boarding school.

Organizational structure

5.4 School flexibility will enable additional opportunities for implementing divergent approaches on school management. Some schools tied only to one group of grade-levels will maintain a traditional principal and secondary assistant’s role. Other schools that span elementary and secondary levels may group grades under multiple principles.

In fact, it will be encouraged that schools encompass all grades to promote greater investments in primary education.

5.5 The basic support staff for schools will consist of counselor and secretary, expanding as the complexity of the organization grows. To avoid constrictive costs, most schools will effectively utilize teachers to oversee matters of individual school curriculum in coordination with the district versus hiring specialized managers.
5.6 A basic system for oversight will involve a board of parents and teachers, who will oversee the hiring and pay of teachers, pay and bonuses. It is desirable that the role of such systems is to prevent irresponsible management—not manage.
5.7 The government will fully finance home school students’ Advanced Placement and college preparatory assessments.

Home schools

5.8 Home schools will remain subject to individual state standards.
5.9 Once home school students have reached the age of fourteen, students must sit for the national tests of basic mastery tests in reading and mathematics. Parent and student are at liberty to extend the degree of examination to encompass greater difficulty or additional subjects.
5.10 Parents will be encouraged to have their students sit for basic examinations prior to reaching high school age by a reimbursement of $2,500 for exceptional scores (85-100%).

Partnerships

5.11 In a strive for efficiency, schools will be encouraged to collaborate with other schools to assist in providing a full educational experience. Traditional schools collaborating with vocational or arts schools in the latter years of a child’s education would be common.

Encouraging innovation

5.12 The essence of school privatization is the ability for all schools to commit itself to a core set of aims with minimal influence from competing initiatives. It is key that sound, new ideas regarding education continue to be developed and implemented throughout the country.
5.13 Colleges may establish their own schools to perform pilots, which may also be an effective means for preparing new teachers. Passionate groups may do likewise.

A recent report demonstrates the velocity of the diffusion of innovation between schools. The lead author acknowledges, “What schools perceive as good ideas in comprehensive school reform spread quickly to other schools.”[6] The result is that schools need not all be like the Crested Butte Academy, a private high school for snowboarders in Denver, Colorado – simply getting the job done works too.[7]

[1] Alternative Curriculum Conceptions and Designs. M. Frances Klein. Contemporary Issues in Curriculum. Third Edition 2003. Page 21.
[2] Ibid.
[3] Ibid. Page 22.
[4] Ibid. Page 22.
[5] Ibid. Page 23.
[6] In Whole-School Reform, Staying True to Model Matters. Debra Viadero. Education Week. 14 May 2007. http://tinyurl.com/38anl5.
[7] For Snowboarders, A Colorado School Is Just the Ticket. Paul Glader. The Wall Street Journal. 23 February 2007.
[i] While this policy paper does allow for schools organized by religious and gender exclusivity, Kansas does not recommend such formats. Religious exclusivity is the means by which current, private-religious schools integrate into the new national framework. New schools of either theme, however, can be established if approved by the district’s approval process. This paper is confident that the tenants of market forces will effectively limit any influence of these particular formats.

In defense of funding and the separation of church and state, Kansas argues that the federal government is an impartial system for funding and accountability. Parents, by selecting the school of their choice, exercise full authority. The federal government funds and regulates such schools as it would any other, offering no advantageous or adverse treatment. Further, the established legitimacy of “faith-based” initiatives underscores the potential for impartial systems.