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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 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 elementary education. It was not until 1937 that we started recording school information about the number of individual teachers school systems in the country.
In that year, which was some 40 years after the start of a massive effort 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 now, after consolidation 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 steps over the years to assert greater control over these matters in K-12 elementary schooling, and even the federal government school 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.
A modest proposal by President Clinton for vague and voluntary national standards teachers provoked strong opposition in Congress and elsewhere. A variety of efforts on the part of states to introduce some forms of curriculum guidelines and to reinforce them with statewide testing have stirred up strong reactions at the local level. Reinforcing this local response to setting standards has been the hostility toward elementary government that has characterized the politics of the last two decades. Increasingly, elected officials have won office on a platform of being relentlessly anti-government. They see their primary job as an effort to protect local communities and individual school citizens from the intrusion of government control Denver should consolidate its program for gifted middle-schoolers to stop children from leaving for private, charter and magnet schools, the program''s leader said Thursday.
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