Defining the Good School : Educational Adequacy Requires More Than Minimums

The deck is stacked against educators and parents/caregivers looking for educational adequacy in contemporary US education. Too often, satisfactory quality in the good public school is identified based on opinion, the dubious value of standardized test results, and marketing ploys. Moreover, the contemporary purpose of US education and the definition of educational adequacy are wild cards that prevent most from playing a winning hand.



Finding the good public school is left to chance. This book initiates a search to transform this state of affairs. All students deserve a comprehensive public education that invests in the original power of education, dynamic instruction, and principled reasoning.



This discussion tackles the barriers―the eye of the beholder, the tyranny of either/or, and standardized testing―that hobble the capacities of educators and students. Once these barriers are removed, the determinants of comprehensive public education―power, policy, and instruction―emerge.



From these discoveries implications are derived that indicate how comprehensive public educationengages educators and students with a transformed definition of educational adequacy. The good public school depends on this and a complete readjustment of the purpose of US public education. This search enables educators and parents/caregivers to identify and establish the good public school without taking any chances.

Jeff Swensson served in traditional public education as a teacher, assistant principal, principal, assistant superintendent, and superintendent across the Midwest for the past 45 years. He graduated from Amherst College, received his MAT from Northwestern University, and earned his PhD from Indiana University.

Michael Shaffer served in schools in Kentucky, Pennsylvania, Indiana, and Iowa as an assistant principal, principal, and assistant superintendent. He graduated from Morehead State University with a BA and MA in elementary education and earned his Education Specialist and Education Doctorate in Educational Leadership from Ball State University.