Why do America's public schools seem unable to meet today's social challenges? As competing interest groups vie over issues like funding and curricula, we seem to have lost sight of the democratic purposes originally intended for public education.

Public schools were envisioned by the Founders as democratically run institutions for instilling civic values, but today's education system seems more concerned with producing good employees than good citizens. Meanwhile, our country's diversity has eroded consensus about citizenship, and the professionalization of educators has diminished public involvement in schools.

This volume seeks to demonstrate that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. Nine original articles by some of today's leading education theorists cut a broad swath across the political spectrum to examine how those democratic purposes might be redefined and revived. It both establishes the intellectual foundation for revitalizing American schools and offers concrete ideas for how the educational process can be made more democratic.

The authors make a case for better empirical research about the politics of education in order to both reconnect schools to their communities and help educators instill citizenship. An initial series of articles reexamines the original premise of American education as articulated by important thinkers like Jefferson and Dewey. A second group identifies flaws in how schools are currently governed and offers models for change. A final section analyzes the value conflicts posed by the twin strands of democratic socialization and governance, and their implications for education policy.

Spanning philosophy, history, sociology, and political science, this book brings together the best current thinking about the specifics of education policy--vouchers, charter schools, national testing--and about the role of deliberation in a democracy. It offers a cogent alternative to the exchange paradigm and shows how much more needs to be understood about an issue so vital to America's future.

Why do America's public schools seem unable to meet today's social challenges? As competing interest groups vie over issues like funding and curricula, we seem to have lost sight of the democratic purposes originally intended for public education.

Public schools were envisioned by the Founders as democratically run institutions for instilling civic values, but today's education system seems more concerned with producing good employees than good citizens. Meanwhile, our country's diversity has eroded consensus about citizenship, and the professionalization of educators has diminished public involvement in schools.

This volume seeks to demonstrate that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. Nine original articles by some of today's leading education theorists cut a broad swath across the political spectrum to examine how those democratic purposes might be redefined and revived. It both establishes the intellectual foundation for revitalizing American schools and offers concrete ideas for how the educational process can be made more democratic.

The authors make a case for better empirical research about the politics of education in order to both reconnect schools to their communities and help educators instill citizenship. An initial series of articles reexamines the original premise of American education as articulated by important thinkers like Jefferson and Dewey. A second group identifies flaws in how schools are currently governed and offers models for change. A final section analyzes the value conflicts posed by the twin strands of democratic socialization and governance, and their implications for education policy.

Spanning philosophy, history, sociology, and political science, this book brings together the best current thinking about the specifics of education policy--vouchers, charter schools, national testing--and about the role of deliberation in a democracy. It offers a cogent alternative to the exchange paradigm and shows how much more needs to be understood about an issue so vital to America's future.

In a story of reform and backlash, Lorraine McDonnell reveals the power and the dangers of policies based on appeals to voters' values. Exploring the political struggles inspired by mass educational tests, she analyzes the design and implementation of statewide testing in California, Kentucky, and North Carolina in the 1990s.

Educational reformers and political elites sought to use test results to influence teachers, students, and the public by appealing to their values about what schools should teach and offering apparently objective evidence about whether the schools were succeeding. But mass testing mobilized parents who opposed and mistrusted the use of tests, and left educators trying to mediate between angry citizens and policies the educators may not have fully supported. In the end, some testing programs were significantly altered. Yet despite the risks inherent in relying on values to change what students are taught, these tests and the educational ideologies behind them have modified classroom practice.

McDonnell draws lessons from these stories for the federal No Child Left Behind act, with its sweeping directives for high-stakes testing. To read this book is to witness the unfolding drama of America's educational culture wars, and to see hope for their resolution.