For decades, Ohio policymakers have piled regulations onto public schools. Up to a point, this top-down, input-driven approach made sense, back in an era when too many students weren’t receiving even a rudimentary education, and when we weren’t nearly as fussy about academic results.
But times have changed. We now realize that students need strong minds—not just strong backs—to compete for jobs in a competitive and knowledge-based economy. Rigorous academic expectations are the “coin of the realm” in contemporary education policy—but there is also now near-universal consensus that youngsters deserve schooling experiences tailored to their individual needs, gifts, and interests.
These powerful forces demand a radically different approach to public education—and especially to the old regulatory regime that ruled it. The state must demand that schools raise their academic performance to ready all Ohio students for success in college or career. (Currently, 40 percent of Ohio’s college-going freshmen require some form of remediation.) In return, educators should have the autonomy to design instruction aimed at achieving these ambitious goals and to customize their approaches to accord with their pupils’ needs, capabilities, and circumstances. This means that the compliance-based approach to public education must give way to more flexible arrangements.