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History of History of American American Education Education

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History of American History of American EducationEducation

Colonial EducationColonial Education Religious orientation.Religious orientation. Purpose was to read the Purpose was to read the Bible.Bible. Old Deluder Satan Act,Old Deluder Satan Act, Massachusetts, law stating that Massachusetts, law stating that

every town of 50 people had to teach children to read, so every town of 50 people had to teach children to read, so they could read the they could read the BibleBible and Satan would not grasp their and Satan would not grasp their souls. (Mid-1600s).souls. (Mid-1600s).

Dame Schools – children learned to read and do basic Dame Schools – children learned to read and do basic chores in a home, taught by a woman.chores in a home, taught by a woman.

White males became apprentices to a trade or farmed, often White males became apprentices to a trade or farmed, often with their male relatives.with their male relatives.

1700s1700s Thomas Jefferson and Benjamin Franklin Thomas Jefferson and Benjamin Franklin

encouraged education.encouraged education. But, they were outvoted and consequently the But, they were outvoted and consequently the

U.S. Constitution does not mention education.U.S. Constitution does not mention education. By default, power over education was given to By default, power over education was given to

states.states.

Early 1800sEarly 1800s Ideas of Jefferson & Franklin were championed by Horace Ideas of Jefferson & Franklin were championed by Horace

Mann.Mann. Free (appropriate) public education (FAPE) became a new Free (appropriate) public education (FAPE) became a new

standard.standard. ““Common” schools, elementary level, were popularized by Common” schools, elementary level, were popularized by

Horace Mann, and were for “everyone” (which at that time Horace Mann, and were for “everyone” (which at that time meant white males).meant white males).

American identity – goal was to “Americanize” immigrants (a American identity – goal was to “Americanize” immigrants (a change from former religious orientation).change from former religious orientation).

Late 1800sLate 1800s Public high schools came into being Public high schools came into being

(Kalamazoo, Michigan, first town to vote (Kalamazoo, Michigan, first town to vote in a tax to fund a high school,1875).in a tax to fund a high school,1875).

Preparation for vocations or college Preparation for vocations or college (tracking).(tracking).

Education for some minorities.Education for some minorities.

1900s1900s ““Equal” education for all minoritiesEqual” education for all minorities

has become law.has become law. Children of either gender, all ethnicities, any Children of either gender, all ethnicities, any

socio-economic level, and with all levels of socio-economic level, and with all levels of abilities and disabilities are to be educated.abilities and disabilities are to be educated.

But in practice that doesn’t always happen. We’re But in practice that doesn’t always happen. We’re still not equal enough.still not equal enough.

American Education American Education Historical PerspectiveHistorical Perspective

GoalsGoals

Religion1600s-1700s

Americanization1800s-1900s

Diversity2000s

???Future

What Happened in the South?What Happened in the South?

The first schools were church schools established by the British The first schools were church schools established by the British Anglican Church (1700s). But during the Revolution (late Anglican Church (1700s). But during the Revolution (late 1700s), those schools disappeared.1700s), those schools disappeared.

Plantations – some owners held huge tracts of land – up to Plantations – some owners held huge tracts of land – up to 80,000 acres – and therefore wielded enormous power over their 80,000 acres – and therefore wielded enormous power over their communities.communities.

Thus, plantation owners determined the education in their Thus, plantation owners determined the education in their communities. Usually, a tutor was hired (it was common to communities. Usually, a tutor was hired (it was common to import one from England) to teach the children of the owner’s import one from England) to teach the children of the owner’s family and whoever else the owner chose to educate.family and whoever else the owner chose to educate.

South continuedSouth continued Slavery – slaves were sometimes educated, Slavery – slaves were sometimes educated,

depending on the needs and inclinations of depending on the needs and inclinations of their masters. Usually, they were not educated.their masters. Usually, they were not educated.

When they were educated, it was often to teach When they were educated, it was often to teach them religion, to have them help with them religion, to have them help with plantation business affairs, and sometimes even plantation business affairs, and sometimes even out of a belief that they had a right to learn.out of a belief that they had a right to learn.

South continuedSouth continued

The city councils of Charleston and Savannah The city councils of Charleston and Savannah wanted to found Common Schools in their cities, wanted to found Common Schools in their cities, prior to the Civil War (1850s). prior to the Civil War (1850s).

They invited Horace Mann from Massachusetts to They invited Horace Mann from Massachusetts to advise them, but he wouldn’t step foot in the advise them, but he wouldn’t step foot in the South because of slavery. He sent an assistant.South because of slavery. He sent an assistant.

Others in the South opposed the idea of Common Others in the South opposed the idea of Common Schools.Schools.

The Civil WarThe Civil War Public schooling became a moot point when Public schooling became a moot point when

the war started.the war started. The South was devastated financially.The South was devastated financially. Reconstruction included little effort regarding Reconstruction included little effort regarding

public education.public education.

Northwest Ordinances (1880s)Northwest Ordinances (1880s)

In the meantime, the U.S. acquisition of In the meantime, the U.S. acquisition of territories in the West included regulations territories in the West included regulations regarding statehood, which required that every regarding statehood, which required that every new state must set aside land in each township of new state must set aside land in each township of each county for a public school.each county for a public school.

Consequently, the West established sound public Consequently, the West established sound public schooling systems before the South, even though schooling systems before the South, even though the Southern states has been around much longer.the Southern states has been around much longer.

U.S. Education TrailU.S. Education Trail

Public education began in the Northeast, moved West, and came back to the South dead last.

Statistics TodayStatistics Today Enrollment, Student Diversity on the RiseEnrollment, Student Diversity on the Rise Enrollment rising to an all-time high, Enrollment rising to an all-time high, Improvements in math and reading scores for 4th- and 8th-Improvements in math and reading scores for 4th- and 8th-

graders and increases in college enrollment. graders and increases in college enrollment. Persistent challenges - Hispanic students now make up 1 in 5 Persistent challenges - Hispanic students now make up 1 in 5

public school studentspublic school students These students & other minority students are These students & other minority students are

disproportionately clustered in high-poverty schools. disproportionately clustered in high-poverty schools. More individuals of all races enrolling in college, and more More individuals of all races enrolling in college, and more

bachelor’s degrees awarded than in the past. bachelor’s degrees awarded than in the past. However, gaps in achievement and high school and college However, gaps in achievement and high school and college

graduation rates between White and minority students graduation rates between White and minority students remain highremain high

. .  Source:  Source: http://nces.ed.gov/programs/coe/press/index.asp The Condition of Education 2008The Condition of Education 2008 report released today by the National Center for Education Statistics (NCES). report released today by the National Center for Education Statistics (NCES).

Data Highlights cont’d:Data Highlights cont’d: In 2008 public school enrollment about 50 million students. In 2008 public school enrollment about 50 million students. Projected enrollment to set new records each year from Projected enrollment to set new records each year from

2008 to 2017, at which time it is expected to reach 54.1 2008 to 2017, at which time it is expected to reach 54.1 million.million.

Minority students make up 43 percent of the public school Minority students make up 43 percent of the public school enrollment overall --48 percent in the South and 55 enrollment overall --48 percent in the South and 55 percent in the West.percent in the West.

Twenty percent of school-age children speak a language Twenty percent of school-age children speak a language other than English at home; about 5 percent speak English other than English at home; about 5 percent speak English with difficulty. with difficulty.

In 2005–06, about a third of Black and Hispanic students In 2005–06, about a third of Black and Hispanic students attended high-poverty schools compared with 4 percent of attended high-poverty schools compared with 4 percent of White students.White students.

Data Highlights cont’d:Data Highlights cont’d: Between 1989–90 and 2004–05, total spending per Between 1989–90 and 2004–05, total spending per

student in public elementary and secondary student in public elementary and secondary schools rose 29 percent to $10,892.schools rose 29 percent to $10,892.

Average reading scores of 4th and 8th graders Average reading scores of 4th and 8th graders were higher in 2007 than in 1992. were higher in 2007 than in 1992.

Average mathematics scores increased 27 points Average mathematics scores increased 27 points for 4th-graders and 19 points for 8th-graders for 4th-graders and 19 points for 8th-graders between 1990 and 2007.between 1990 and 2007.

The dropout rates for Whites, Blacks, and The dropout rates for Whites, Blacks, and Hispanics have declined between 1972 and 2006. Hispanics have declined between 1972 and 2006. However, the dropout rates for Hispanics and However, the dropout rates for Hispanics and Blacks remained higher than the White rates.Blacks remained higher than the White rates.

Data Highlights Cont’d:Data Highlights Cont’d: Among public high school students in the class of 2005, about Among public high school students in the class of 2005, about

3/4 graduated on time. 3/4 graduated on time. Rate of students entering college immediately after high school Rate of students entering college immediately after high school

graduation increased from 49 % in 1972 to 67 % by 1997graduation increased from 49 % in 1972 to 67 % by 1997 Since 1970, women’s undergraduate enrollment increased Since 1970, women’s undergraduate enrollment increased

over 3Xs as fast as men’s. Women make up 57 % of over 3Xs as fast as men’s. Women make up 57 % of undergraduate enrollment.undergraduate enrollment.

Minority students have accounted for about half of the growth Minority students have accounted for about half of the growth in associate’s and bachelor’s degrees awarded between 1989–in associate’s and bachelor’s degrees awarded between 1989–90 and 2003–04.90 and 2003–04.

In 2006, adults with a bachelor’s degree earned about $11,000 In 2006, adults with a bachelor’s degree earned about $11,000 more than those with an associate’s degree, about $16,000 more than those with an associate’s degree, about $16,000 more than those who had completed high school, and more more than those who had completed high school, and more than 2Xs as much than those without a high school diploma.than 2Xs as much than those without a high school diploma.

  Source: Source: http://nces.ed.gov/programs/coe/press/index.asp

Four Pillars of NCLB:Four Pillars of NCLB:1. 1. Stronger Accountability for ResultsStronger Accountability for Results

Under Under No Child Left BehindNo Child Left Behind, states are working to close the , states are working to close the achievement gap and make sure all students, including those achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. who are disadvantaged, achieve academic proficiency.

Annual state and school district report cards inform parents Annual state and school district report cards inform parents and communities about state and school progress. and communities about state and school progress.

Schools that do not make progress must provide supplemental Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way progress after five years, make dramatic changes to the way the school is run.the school is run.

Four Pillars of NCLB:Four Pillars of NCLB:2. 2. MMore Freedom for States and ore Freedom for States and

CommunitiesCommunities Under Under No Child Left BehindNo Child Left Behind, states and school districts have , states and school districts have

unprecedented flexibility in how they use federal education unprecedented flexibility in how they use federal education funds. funds.

It is possible for most school districts to transfer up to 50 % of It is possible for most school districts to transfer up to 50 % of the federal formula grant funds they receive under the the federal formula grant funds they receive under the Improving Teacher Quality State Grants, Educational Improving Teacher Quality State Grants, Educational Technology, Innovative Programs, and Safe and Drug-Free Technology, Innovative Programs, and Safe and Drug-Free Schools programs to any one of these programs, or to their Schools programs to any one of these programs, or to their Title I program, without separate approval. Title I program, without separate approval.

This allows districts to use funds for their particular needs, This allows districts to use funds for their particular needs, such as hiring new teachers, increasing teacher pay, and such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development. improving teacher training and professional development.

Four Pillars of NCLB:Four Pillars of NCLB:

3. 3. Proven Education MethodsProven Education Methods No Child Left BehindNo Child Left Behind puts emphasis on determining puts emphasis on determining

which educational programs and practices have been which educational programs and practices have been proven effective through rigorous scientific research. proven effective through rigorous scientific research. Federal funding is targeted to support these programs Federal funding is targeted to support these programs and teaching methods that work to improve student and teaching methods that work to improve student learning and achievement. learning and achievement.

In reading In reading No Child Left BehindNo Child Left Behind supports supports scientifically based instruction programs in the early scientifically based instruction programs in the early grades under the Reading First program and in grades under the Reading First program and in preschool under the Early Reading First program. preschool under the Early Reading First program.

Four Pillars of NCLB:Four Pillars of NCLB:

4. 4. More Choices for ParentsMore Choices for Parents Parents of children in low-performing schools have new options Parents of children in low-performing schools have new options

under under No Child Left BehindNo Child Left Behind. . In schools not meeting state standards for two consecutive years, In schools not meeting state standards for two consecutive years,

parents may transfer their children to a better-performing public parents may transfer their children to a better-performing public school, including a public charter school, within their district.school, including a public charter school, within their district.

The district must provide transportation, using Title I funds if The district must provide transportation, using Title I funds if necessary. necessary.

Students from low-income families in schools failing to meet state Students from low-income families in schools failing to meet state standards for three years are eligible to receive supplemental standards for three years are eligible to receive supplemental educational services, including tutoring, after-school services, and educational services, including tutoring, after-school services, and summer school. summer school.

Students who attend a persistently dangerous school or are the victim Students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a of a violent crime while in their school have the option to attend a safe school within their district.safe school within their district.

hhttp://www.ed.gov/nclb/overview/intro/4pillars.html

Students Today—Who RU???Students Today—Who RU???

http://www.youtube.com/watch?v=dGCJ46vyR9o

A Vision of A Vision of Students Students

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