Scientific Management
Some schools in America have changed, while others remain unchanged due largely to the accretion of small adjustments in what remains a very traditional enterprise. The problem is rooted in the propagation and adoption of scientific management by educators who applied and/or continues to apply it to education to restore order and for accountability. Critical analysis of the historical relationship between scientific management principles and the administration of American public education, discussion of the propagation of scientific management by popular early American school administrators, as like get for your needs philosophy essay help here, critique of scientific control of competence and accountability in education, and a critical analysis of the link between scientific management tasks and learning outcomes in American education are provided.

The impact of scientific management on education management in the United States is evident in practices still found in many schools and school systems. Since the release of the report of the National Commission on Excellence in Education titled “A Nation at Risk: The Imperative for Educational Reform,” hundreds of educational task forces have been organized in the United States. Additionally, many states have generated more rules and regulations about all aspects of education than before. These rules set out to raise standards, increase accountability, lengthen school days, enhance the rigor of the existing public education system, etc. — changes in the routine functions and operations of schools. Innovative curricula and teaching techniques, entrance and exit examinations for students, national standards for students and teachers, enhanced professional preparation and accountability (e.g., teacher examinations, teacher and administrator credentialing standards and certification processes), changing the physical structure of schools and classrooms, new content for students, and more rigorous teacher evaluations are a few of the changes being proposed at different levels. These reform efforts that resulted in existing goals and structures being unchanged simply reinforced what existed without disturbing the structure of schools and without substantially altering the basic organizational features of the system.
For example, the National Leadership Network Study Group on Restructuring Schools reported that the existing system has failed in teaching basics such as thinking and reasoning, problem solving, use of information for knowledge production and learning, and so forth. They cited, among others, rapidly changing global economy, inability of schools to prepare the right kind of graduates America needs to occupy a dominant place in the world economy, high percentage of dropouts, large number of failing students hidden behind the mean scores on standardized tests, and increasing number of graduates who are not ready for work or for further learning as evidence of the failure of school administrators to reform American schools.
