Redesigning American Education
Redesigning American Education by James Coleman, published by Avalon Publishing on February 19, 1999, is a revised edition that spans 192 pages. This book explores a new framework for American schooling, drawing on sociological theories to address the shortcomings of the current educational system. Coleman and his colleagues present evidence highlighting the deficiencies in American education compared to other countries, attributing these issues to misaligned incentives for teachers, students, and parents.
Readers will find a detailed analysis of how American school systems are often influenced by administrative needs rather than focusing on student achievement. The authors advocate for a shift towards an output-driven model that emphasizes academic performance, proposing the implementation of external standards and methods for evaluating progress. They also discuss the necessity of rewarding stakeholders for improvements in educational outcomes and fostering informal norms that align with new educational objectives. The insights are grounded in extensive research, utilizing two national longitudinal data sets to identify effective organizational designs that promote growth and achievement in schools.
Official synopsis Publisher
Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents.Asserting that most American school systems are driven by administrative needs, the authors propose school designs that would shift the focus to student achievement output as the driving force behind public education. The move from an administratively driven system to an output-driven system would require the use of external standards; a method of evaluating school and student performance gains over time; a means of rewarding students, teachers and parents for academic performance gains; and the encouragement of informal norms that would support the new educational goals. Basing their recommendations on two national longitudinal data sets, each with a sample of over 1000 schools exhibiting variations in organizational design, the authors identify specific variations that have been shown to promote growth and achievement.
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