A modest proposal by President Clinton for vague and voluntary national standards provoked strong opposition in Congress and elsewhere. A variety of efforts on the part of states to learning 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 government that has characterized the english politics of the last two decades. Increasingly, learning elected officials have won office on a platform of being relentlessly english and learning anti-government. They see their primary job as an effort to protect local communities and individual 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.

educational bureaucrats, ideological english and learning indoctrinators and other beneficiaries of today’s system. What will happen english when the growing number of homeschooling families withdraw their political support for the enormous taxes required to fund today’s $300 billion learning government system? To combat these threats, defenders of the status quo are fighting english 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 learning and english by establishing government homeschooling learning programs. Government english homeschooling programs set seductive learning lures before families by providing “free” resources, teachers, extracurricular activities, facilities, and even cash reimbursement. english When enough families have voluntarily returned to the government system, it will be a relatively straightforward matter to

currently so strong that it may 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 learning to establish educational standards has always been an uphill english 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 to local control of schools, a commitment to expansion of educational opportunity, learning and a commitment to english 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:

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