ABSTRACT
This chapter describes new directions taken by some constructed organizations, sketches the outline of a theory which characterizes them, and examines the theory's applicability to schools. The qualities of the output-driven model infused into the system are defective, in that they exist only in a partial form. There are several developments in American education which constitute movements toward output-driven schools. These developments are primarily toward one aspect of school design, that is, the use of externally designed and administered standards. Since there are a number of dimensions along which children develop during their formative years, the schools have multiple goals, such as educational achievement and social development. One of the major obstacles to reallocating youngsters' time can be traced to the social organization of many American elementary and secondary schools. Employers often augment class rank information with scores on the Scholastic Aptitude Test or the American College Test (ACT), and sometimes even with the ranking of the school itself.
