Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents. Asserting that most American school systems are driven by administrative needs, the authors propose school designs that would shift the focus to student achievement output as the driving force behind public education.
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