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 school families by providing “free” resources, teachers, extracurricular activities, facilities, and even cash reimbursement. When enough families have voluntarily improvement returned to the government system, it will be a relatively straightforward matter to

stand at the computer screen and write everything down." Students also can check out books with just their student identification number. The general public will be able to check out and reserve books with a bar code card, which can be obtained through the library''s Web page The new system also stays close to the vision the district has in sharing resources with other libraries, school such as Bismarck improvement Public Library, University of Mary and the Mandan public schools. The entities arel working out some bugs, but it won''t be long before the system will offer the same sharing resources as before.With more students getting even busier these days, school the A group of 100 Toronto parents, concerned about the deteriorating quality of their children''s education, is launching an ad campaign improvement to pressure the provincial government to put more money into schools. The parents - lawyers, broadcasters, academics, who represent

currently so strong that it may school 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 improvement sell: a commitment to local control school 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 improvement of education:

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