During that interview Miller asked Chase whether he would agree to a voucher program for the country's five largest cities, if in exchange per-pupil spending were doubled or even tripled. This interchange reveals that at least in some quarters the opposition to vouchers may have more to do with protecting jobs than protecting the interests of children. A common mistake many education reformers make is believing that we can manage our way to significantly higher performance. That by putting in place more qualified superintendents, more highly coordinated and integrated policies and programs, and better information systems we can turn around failing schools and districts. I believe that while the existing system can be made better, it cannot achieve our aspirations without substantial structural change-especially in larger urban districts.
Great schools have several common characteristics.
They have a strong sense of community, built around a shared educational vision or purpose. They have principals who are strong educational leaders, with the authority to act. They have the flexibility to establish and, as needed, change priorities. And they have clear, concrete performance standards for which they are accountable. Central district offices can play an important role in the area of performance standards and accountability, but with respect to the everything else I've just mentioned they can only do harm.