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American Education in 2030 edited by Chester E. Finn Jr.

American Education in 2030 edited by Chester E. Finn Jr.

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Published by Hoover Institution
In these essays, members of the Hoover Institution's Task Force on K–12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in 2030. What follows is necessarily speculative, and readers may judge portions to be wishful thinking or politically naïve. But none of it is fanciful-we're not writing fiction here-and all of it, in the authors' views, is desirable. That is to say, the changes outlined here would yield a more responsive, efficient, effective, nimble, and productive K-12 education system than we have today.

Readers should note, however, that each essay is complete unto itself; they were not written to yield a single coherent model in which all the pieces fit neatly together. Several cover overlapping territory (e.g., technology, which is apt to pervade our future), and others yield differing predictions about the same phenomenon (e.g., national standards and testing).

The opening essay by Paul Peterson seeks to show what education will be like in 2030 if nothing changes, that is, if today's trends are simply extrapolated.

The following thirteen essays are clustered into Curriculum and Instruction (five essays), Standards and Testing (two), Governance and Finance (four), and Privatization and Choice (two).

The set concludes with a recap by Chester Finn of what actually changed in American education from 1990 to 2010: evidence of what's possible during the next two decades.
In these essays, members of the Hoover Institution's Task Force on K–12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in 2030. What follows is necessarily speculative, and readers may judge portions to be wishful thinking or politically naïve. But none of it is fanciful-we're not writing fiction here-and all of it, in the authors' views, is desirable. That is to say, the changes outlined here would yield a more responsive, efficient, effective, nimble, and productive K-12 education system than we have today.

Readers should note, however, that each essay is complete unto itself; they were not written to yield a single coherent model in which all the pieces fit neatly together. Several cover overlapping territory (e.g., technology, which is apt to pervade our future), and others yield differing predictions about the same phenomenon (e.g., national standards and testing).

The opening essay by Paul Peterson seeks to show what education will be like in 2030 if nothing changes, that is, if today's trends are simply extrapolated.

The following thirteen essays are clustered into Curriculum and Instruction (five essays), Standards and Testing (two), Governance and Finance (four), and Privatization and Choice (two).

The set concludes with a recap by Chester Finn of what actually changed in American education from 1990 to 2010: evidence of what's possible during the next two decades.

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Published by: Hoover Institution on Feb 05, 2011
Copyright:Traditional Copyright: All rights reserved

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04/06/2014

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 An Assessment byHoover Institution’sKoret Task Forceon K–12 Education
Copyright © 2010 Board of Trustees of Leland Stanford Jr. University
American Education in 2030 
 
 
Contents
 
Copyright © 2010 Board of Trustees of the Leland Stanford Junior University.This publication is for educational and private, non-commercial use only. No part of thispublication may be reprinted, reproduced, or transmitted in electronic, digital,mechanical, photostatic, recording, or other means without the written permission of the copyright holder. For permission to reprint, reproduce, or transmit, contact Ms. TinTin Wisniewski (tintinyw@stanford.edu).The preferred citation for this publication is
 
 American Education in 2030 
(2010), edited by Chester E. Finn Jr.,www.americaneducation2030.com. 
 
1Foreword
In these essays, members of the Hoover Institution's Task Force on K-12education, joined by several keen-eyed observers, blend prediction withprescription to paint a vivid picture of American primary and secondaryeducation in 2030. What follows is necessarily speculative, and readers may judge portions to be wishful thinking or politically naïve. But none of it isfanciful-we're not writing fiction here-and all of it, in the authors' views, isdesirable. That is to say, the changes outlined here would yield a moreresponsive, efficient, effective, nimble, and productive K-12 education systemthan we have today.Readers should note, however, that each essay is complete unto itself; theywere not written to yield a single coherent model in which all the pieces fitneatly together. Several cover overlapping territory (e.g., technology, which isapt to pervade our future), and others yield differing predictions about thesame phenomenon (e.g., national standards and testing).The opening essay by Paul Peterson seeks to show what education will belike in 2030 if nothing changes, that is, if today's trends are simplyextrapolated.The following essays are clustered into Curriculum and Instruction, Standardsand Testing, Governance and Finance, and Privatization and Choice.The set concludes with a recap by Chester Finn of what actually changed inAmerican education from 1990 to 2010: evidence of what's possible during thenext two decades.

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