The author forthrightly declares in this book of essays on school reform that teachers are no more saintly than anyone else, that poor schools should be closed and lousy teachers should be fired, that philanthropy may sometimes do more harm than good, that teaching experience is not essential to being a school principal, that schools should be more efficient and cost-effective, and that profit-driven competition might be good for public education. He rejects the notion that loving schools means apologizing for them. Tough love means that one demands more, not less, of the people and the things one cherishes. "Tough Love for Schools" insists that people must ask how schools can do more, rather than how they can get more, and that people be blunt and clear-eyed in their assessments of both schooling and proposed reforms. Hess argues that real school reform requires new policies that enable public and private entrepreneurs to forge new institutions, improve school management, reward excellence, harness advances in technology and knowledge, and devise strategies to draw new talent into the field. The book explores the practical and political challenges of accountability, competition, excellence, and the public good. Addressing topics ranging from the federal No Child Left Behind Act to the racial politics of school reform to the relationship of philanthropy and schooling, the author casts an unsparing eye on schooling and on school officials, would-be reformers, philanthropists, education professors, teacher unions, and public officials. This collection includes updated and revised versions of influential essays on issues such as who should teach, mayoral control of public schools, the challenge of accountability systems, and what it takes for school choice to create real competition. This volume is essential for policymakers, practitioners, and parents serious about leaving no child behind.