social science
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we have increasingly held the view that education is a private good, social which should serve the individual interests of educational consumers, rather than a public good, which should serve the broader public interest in producing competent citizens and productive workers. First, consider our traditional commitment to preserving local control. The core issue here is the wide and deep strain of libertarian sentiment that lies at the heart ecosystem science of the american psyche. the urge to preserve individual liberty social is a key to understanding american society, and it is what defines our distinctive approach to politics, economics, and education. don''t tell me what to do" has long been our national slogan. by it we have meant in particular that government should keep off our backs -- especially government that is far removed from our local community. all you need to do is remember that this nation was born of an uprising
in that year, which was some 40 years after the start of a massive effort ecosystem science by reformers to consolidate districts into larger administrative units, there were about 120,000 individual school districts in the u.s. this meant that on average there were only two schools per district. now, that is really local control. even social now, after consolidation science has continued for another 60 years, we still have about 15,000 separate school districts -- each with primary control over financing, staffing, and setting curriculum standards for our schoolscertainly state governments have taken social steps over the years to assert greater control over these matters in k-12 schooling, and even the federal government has made tiny and tentative moves in this direction. but all these efforts have been undertaken in the face of enormous resistance by local communities, which have vigorously fought to preserve the autonomy of their schools.
against a colonial government that tried to impose modest taxes on it from afar. in education, this sentiment came to be expressed as a staunch defense of local control of science our schools. during most of the 19th century, the local school was the primary unit of educational governance for most americans. an individual community built a school, hired a teacher, raised money through local taxes and fees, and implemented education on its own terms. outside help was neither offered nor welcomed. this was the ultimate in local control. even in large cities, control of education tended to rest at the ward level. consider some numbers that suggest the radical degree of decentralization that has long characterized american education. it was not until 1937 that we started recording information about the number of individual school systems in the country.
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