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![handle is hein.amenin/aeiacrv0001 and id is 1 raw text is:
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school oflicials, would-be reformers, philan-
thropists, education proiessors, teacher
unions, and public officials.
This collection includes updated and
revised versons of fluential essays on
issues sucn as who should teach, mayoral
control of pubic schools, the chaliencze of
accountability systems, and what it takes for
school choice to create real compectton.
In an era when thinkers on the Right and
Left agree that the America's future depends
heavily on our teachers and schools, Hess
offers bracing straight talk on what we must
do, assessing the challenges and opportuni -
ties that reforirFsn nuIsr coanfront. isdaiin
both argon and sentimentaliy, Hess has
perined a volune for eople who arc ready
o thicnk seriously and talk honestly about
the road ahead.
Frederick M. Hess Is dfrector Iof ed ucatiorial
policy studies at the American Enterprise
Inst-itute a(ind executive editor of Ediucaion
Ncxt. A former hizh school soca: studies
teacher arnd professor oif educalion Hess
earned Is Mild in Teachinog and Curriculur
and h'is MA and PhD in Governieni from
Harvard Urniversity is orevious books
ncl ude Spirnning Wheels arid Revoiution at
the Margirns.
Phoo of author by Sylvia Johnson
Cover image: mManuele Taroni/getlyimages.com
TOUGH -jLov,
rSCHOOLS
In the wvorrd of K--]12 educ it's hard to
'ihic anryone who will forhritly declare
that teachers a.. non oe sainly than
anyone else, that poor schools shoud be
closed and lousy teachers snould be fired,
that philanthropy may sometimes co more
harm than good, that teaching experience
cs not essential to being a school principal,
that schools should be more efficient and
cos-effective, or thut profit-driven compe-
trtion nugt be good for public education.
These are the kinds of radical ideas
tar Frederick Hess puts forth in this book
oc essays on school reform He rejects the.
noton tht loving schools means apolog'.iz-
ind for them. Touch love means that we
demand more, not less, of the peole and
tne thcnTs we cherish. Tough Love/for Schrools
rnsists that we must ask how schools can do
more, rather than how they can get more.
and that we be blunt and ceareved in our
assessments of both schooling arid pro-
posed reforms.
Hess argues tnat real school reform
requires new policies that enable public and
prrvate entrepreneurs to torge new institu-
ions, liiproxve schooli rrmTanagemit, rewaid
excellence, harness adrvarnces in tech nology
and knowledge, and devise stratefces io
draw new talent into the feid.
ourgh Le fcr Schools explores the prac-
tical and political callernges of accounabil-
ity, corrrpetction, excellence, and rhe public
good. Addrssig ropics rnging rom Ihe
ederal No (Child Left Behind Act Lo the
racial Doliics of school reforim o rhe rela-
ionsLip of0phicrrhrlopy and schooling, Hess
casts an unsparing eve on schoolin and on
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