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educational bureaucrats, ideological indoctrinators and other beneficiaries of today’s system. What will happen when the growing number of homeschooling families withdraw their political support for the enormous taxes required to fund today’s $300 billion government system? To combat these threats, defenders of the status quo are fighting back with all the legal, legislative, and economic weapons at their disposal. The most insidious of these tactics is the systematic undermining and co-opting of the homeschooling movement by establishing government homeschooling programs. Government homeschooling programs set seductive lures before families by providing “free” resources, teachers, extracurricular activities, facilities, and even cash reimbursement. When enough families have voluntarily returned to the government system, it will be a relatively straightforward matter to

currently so strong that it may english well leave a number of listeners wondering why such an obviously needed and beneficial reform wasn''t undertaken a long time ago. But the fact is that the effort to establish educational standards has always been an uphill fight in this country. In light of these circumstances, it is useful to examine why Americans have so vigorously resisted educational standards over the years. The history of such resistance suggests that there are three factors in particular that have made standards such a hard sell: a commitment lesson and plans to local control of schools, a commitment to expansion of educational opportunity, and a commitment to form over substance in the way we think about educational accomplishment. All three of these factors, which I treat below, can be traced in large part to our preference for one particular purpose of education:

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 english 15,000 separate school districts -- each with primary control over lesson financing, staffing, and setting plans curriculum standards for our schoolsCertainly state governments have taken 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 english direction. But all these efforts have been undertaken in the face of lesson enormous resistance by local communities, which have vigorously fought to preserve the autonomy of their schools.

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