Winner of the 1998 American Educational Studies Association Critics' Choice Titles Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism.The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.

Winner of the 1998 American Educational Studies Association Critics' Choice Titles Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism.The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.