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Larry Cuban is usually skeptical about technology but he visited Sal Khan’s experimental schools and came away impressed.
He compared them to John Dewey’s Lab School at the University of Chicago, where age-grading was abandoned and teachers had autonomy.
He concludes with what might be considered a caveat:
The tradition of challenging the dominant structure of the age-graded school and its “grammar of schooling” continues to this day with micro-schools in Silicon Valley and elsewhere illustrating anew that such reforms to the traditional “machinery of instruction” have resided, for the most part, in private schools where tuition runs high and students bring many economic and social advantages school. In a profound way, the high cost of these private schools and the resources available to their founders in experienced teachers, aides, technologies, space, and materials show clearly the prior conditions necessary not only to operate such schools in public venues but also what is needed to contest the prevailing “grammar of schooling.”