LEADER 03974nam 2200697Ia 450 001 9910778165703321 005 20230616235624.0 010 $a0-674-26364-2 010 $a0-674-03009-5 024 7 $a10.4159/9780674030091 035 $a(CKB)1000000000786948 035 $a(OCoLC)607655729 035 $a(CaPaEBR)ebrary10314294 035 $a(SSID)ssj0000483033 035 $a(PQKBManifestationID)11325489 035 $a(PQKBTitleCode)TC0000483033 035 $a(PQKBWorkID)10529044 035 $a(PQKB)10340276 035 $a(SSID)ssj0000412969 035 $a(PQKBManifestationID)12137322 035 $a(PQKBTitleCode)TC0000412969 035 $a(PQKBWorkID)10369289 035 $a(PQKB)11291910 035 $a(MiAaPQ)EBC3300282 035 $a(Au-PeEL)EBL3300282 035 $a(CaPaEBR)ebr10314294 035 $a(OCoLC)923110314 035 $a(DE-B1597)584949 035 $a(DE-B1597)9780674030091 035 $a(OCoLC)1322125294 035 $a(EXLCZ)991000000000786948 100 $a20040602d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe blackboard and the bottom line$b[electronic resource] $ewhy schools can't be businesses /$fLarry Cuban 210 $aCambridge, MA $cHarvard University Press$d2004 215 $a1 online resource (264 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-674-02538-5 311 $a0-674-01523-1 320 $aIncludes bibliographical references (p. [195]-242) and index. 327 $tFrontmatter -- $tCONTENTS -- $tIntroduction: Business and School Reform -- $t1 The Logic of the Reforms -- $t2 How the Reforms Have Changed Schools -- $t3 Why Schools Have Adopted the Reforms -- $t4 Limits to Business Influence -- $t5 Are Public Schools like Businesses? -- $t6 Has Business Influence Improved Schools? -- $tNotes -- $tAcknowledgments -- $tIndex 330 $a"Ford Motor Company would not have survived the competition had it not been for an emphasis on results. We must view education the same way," the U.S. Secretary of Education declared in 2003. But is he right? In this provocative new book, Larry Cuban takes aim at the alluring cliché that schools should be more businesslike, and shows that in its long history in business-minded America, no one has shown that a business model can be successfully applied to education. In this straight-talking book, one of the most distinguished scholars in education charts the Gilded Age beginnings of the influential view that American schools should be organized to meet the needs of American businesses, and run according to principles of cost-efficiency, bottom-line thinking, and customer satisfaction. Not only are schools by their nature not businesslike, Cuban argues, but the attempt to run them along business lines leads to dangerous over-standardization--of tests, and of goals for our children. Why should we think that there is such a thing as one best school? Is "college for all" achievable--or even desirable? Even if it were possible, do we really want schools to operate as bootcamps for a workforce? Cuban suggests that the best business-inspired improvement for American education would be more consistent and sustained on-the-job worker training, tailored for the job to be done, and business leaders' encouragement--and adoption--of an ethic of civic engagement and public service. 606 $aBusiness and education$zUnited States 606 $aPublic schools$zUnited States 606 $aEducational change$zUnited States 615 0$aBusiness and education 615 0$aPublic schools 615 0$aEducational change 676 $a371.19/5 700 $aCuban$b Larry$01474232 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778165703321 996 $aThe blackboard and the bottom line$93693301 997 $aUNINA