Richard Elmore says:
…the weight of politics and public policy upon the institutions of schooling is making schools less and less likely to be the privileged place where learning occurs in the future.
and then …
While learning has largely escaped the boundaries of institutionalized schooling, educational reformers have for the past thirty years or so deliberately and systematically engaged in public policy choices that make schools less and less capable of responding to the movement of learning into society at large.
Standards and expectations have become more and more literal and highly prescriptive in an age where human beings will be exercising more and more choice over what and how they will learn.
Testing and assessment practices have become more and more conventional and narrow as the range of competencies required to negotiate digital culture has become more complex and highly variegated.
Teacher preparation, hiring, induction, and evaluation practices have become more and more rigid and hierarchical in an age where the teaching function is migrating out into a more individualized and tailored set of learning environments.
and finally …
…it would be hard to imagine an institutional structure for learning that is less suited for the future than the heavily institutionalized, hierarchical world that education reformers have constructed.
The entire post is here and well worth your time.