The document discusses the history of literacy reform movements in the United States over the past few generations. It outlines major policies and acts passed by presidents including Lyndon B. Johnson, Bill Clinton, George W. Bush, and Barack Obama to establish standards and accountability in education and improve literacy rates. These include the Elementary and Secondary Education Act, America Reads Initiative, No Child Left Behind Act, and Common Core Standards. The document also highlights the negative impacts of illiteracy on individuals and society to argue that continued reform is needed.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
IPR Report - The Tug-of-War on EducationIsaac Swanson
The document discusses the ongoing debate around local versus national control of education in the United States. It provides historical context starting from the National Defense Education Act of 1958 and the Elementary and Secondary Education Act of 1965, which expanded federal involvement in education. It then discusses efforts by Reagan and more recently by states to roll back federal guidelines and control. Overall, the document outlines the tug of war between those who want education to be locally controlled by states and those who argue for national standards and accountability.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
Inequality in Public Education in New Jersey may be the result of a systemati...Gus Penaranda
The document discusses inequality in public education funding in New Jersey. It details the Abbott v. Burke court case that found New Jersey's school funding formula unconstitutional for not providing equal education across districts. The state implemented new funding formulas but issues remained, as poorer districts still lacked resources of wealthier districts. The document argues the problem is more deeply rooted in broader societal inequalities, and increasing funding alone cannot solve unequal outcomes between districts.
The No Child Left Behind Act of 2001 aimed to improve education standards and accountability in the United States. It required annual testing of students, aimed to bring all students to proficiency in reading and math by 2014, and required schools to be staffed by highly qualified teachers. While it sought to close achievement gaps, some critics argued its goals and timelines were unrealistic. Supporters saw its accountability measures as necessary to drive inclusion, change, and transparency. The importance of the act was to provide high quality education for all US students through raising standards, authorizing funding, and creating a more equal system without consideration of factors like ethnicity or poverty.
State of America’s Children Critical Inquiry Presentationmeganhatton
This document summarizes key issues facing America's children based on a presentation. It discusses declines in the child population and increases in children of color. It also outlines challenges related to child poverty, lack of healthcare, inadequate early education, unequal access to education based on race, high rates of abuse and neglect for children of color, and the effects of gun violence in impoverished areas. The presentation emphasizes that many children face barriers outside of school like hunger, homelessness, and lack of family support that negatively impact their education and future success.
20100630 Fostering Opportunity and Improving Achievement The Benefits of a Fo...Vicki Alger
This document discusses expanding educational options for students in foster care. It provides examples of foster care scholarship programs in Arizona and Florida. Arizona enacted Lexie's Law in 2006, which provides vouchers for students currently or formerly in foster care. Florida reformed its education system through initiatives like the A+ Plan, improving student achievement significantly. The document argues a similar program could help California's 73,000 foster youth by improving educational outcomes and encouraging adoptions.
20130718 Alger Time to Retire, Not Reauthorize, No Child Left BehindVicki Alger
The document discusses the No Child Left Behind Act (NCLB) and argues that it should be retired rather than reauthorized. It summarizes that NCLB has failed to meaningfully improve student test scores or close achievement gaps despite massive spending. States have also lowered standards to meet NCLB targets, undermining the law's accountability. The document concludes that control over education would be better returned to states and localities, and that parental choice programs leave no child behind.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
IPR Report - The Tug-of-War on EducationIsaac Swanson
The document discusses the ongoing debate around local versus national control of education in the United States. It provides historical context starting from the National Defense Education Act of 1958 and the Elementary and Secondary Education Act of 1965, which expanded federal involvement in education. It then discusses efforts by Reagan and more recently by states to roll back federal guidelines and control. Overall, the document outlines the tug of war between those who want education to be locally controlled by states and those who argue for national standards and accountability.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
Inequality in Public Education in New Jersey may be the result of a systemati...Gus Penaranda
The document discusses inequality in public education funding in New Jersey. It details the Abbott v. Burke court case that found New Jersey's school funding formula unconstitutional for not providing equal education across districts. The state implemented new funding formulas but issues remained, as poorer districts still lacked resources of wealthier districts. The document argues the problem is more deeply rooted in broader societal inequalities, and increasing funding alone cannot solve unequal outcomes between districts.
The No Child Left Behind Act of 2001 aimed to improve education standards and accountability in the United States. It required annual testing of students, aimed to bring all students to proficiency in reading and math by 2014, and required schools to be staffed by highly qualified teachers. While it sought to close achievement gaps, some critics argued its goals and timelines were unrealistic. Supporters saw its accountability measures as necessary to drive inclusion, change, and transparency. The importance of the act was to provide high quality education for all US students through raising standards, authorizing funding, and creating a more equal system without consideration of factors like ethnicity or poverty.
State of America’s Children Critical Inquiry Presentationmeganhatton
This document summarizes key issues facing America's children based on a presentation. It discusses declines in the child population and increases in children of color. It also outlines challenges related to child poverty, lack of healthcare, inadequate early education, unequal access to education based on race, high rates of abuse and neglect for children of color, and the effects of gun violence in impoverished areas. The presentation emphasizes that many children face barriers outside of school like hunger, homelessness, and lack of family support that negatively impact their education and future success.
20100630 Fostering Opportunity and Improving Achievement The Benefits of a Fo...Vicki Alger
This document discusses expanding educational options for students in foster care. It provides examples of foster care scholarship programs in Arizona and Florida. Arizona enacted Lexie's Law in 2006, which provides vouchers for students currently or formerly in foster care. Florida reformed its education system through initiatives like the A+ Plan, improving student achievement significantly. The document argues a similar program could help California's 73,000 foster youth by improving educational outcomes and encouraging adoptions.
20130718 Alger Time to Retire, Not Reauthorize, No Child Left BehindVicki Alger
The document discusses the No Child Left Behind Act (NCLB) and argues that it should be retired rather than reauthorized. It summarizes that NCLB has failed to meaningfully improve student test scores or close achievement gaps despite massive spending. States have also lowered standards to meet NCLB targets, undermining the law's accountability. The document concludes that control over education would be better returned to states and localities, and that parental choice programs leave no child behind.
This document summarizes the state of America's children across several key issues:
1. The child population is becoming more diverse, with children of color projected to become the majority by 2016. This shift will impact schools, communities, and funding for education and social programs.
2. Poverty disproportionately affects children of color and can become chronic without access to quality education and job training programs. Federal programs have helped reduce poverty but more can be done.
3. Lack of access to healthcare and nutrition negatively impacts child development and educational outcomes. Government programs have expanded access but more eligible children need to enroll and utilize services.
4. Early childhood education is critical but not consistently available. Investing in early learning
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
Ed update reagan revolution-heritage-foundation-1982-8pgs-eduRareBooksnRecords
Secretary of Education Terrel Bell faces growing disillusionment as he struggles to balance commitments to the Reagan administration and the education establishment. While initially praised for his experience, Bell has drifted from conservative priorities by conceding budget cuts would harm schools and pursuing a federal technology initiative. The powerful education lobby is mobilizing in an intense battle to preserve federal support, applying overwhelming pressure on Bell. His ambiguous responses satisfy neither side, as he awkwardly walks both paths by carrying water for the administration while reassuring educators he will protect the status quo.
The document summarizes key issues in adult education in the United States. It finds that while community college enrollment is increasing, overall the US lags behind other developed nations in education levels. Community college serves over 6.5 million students and is an important pathway for minorities and low-income students. However, the US still faces challenges as a significant portion of the workforce may not qualify for higher-wage jobs or further training due to inadequate education levels. The text concludes that improving adult education one person at a time can help address these issues.
This document discusses changes in the US education system over the last decade. It notes that while the total number of children under 18 has decreased slightly, enrollment in public and private schools has increased from 54.8 million in 2010 to 56 million in 2019. Charter schools have also grown substantially, increasing their enrollment from 0.4 million in 2000 to 3 million in 2016. Spending on K-12 education has risen significantly, with total spending increasing from $527.3 billion in 2010-2011 to over $680 billion in 2019-2020, and per-pupil spending rising from $10,663 to $13,440 over the same period. The document expresses concern that current trends may be reducing students' passion for learning and
The document discusses the No Child Left Behind Act (NCLB) and early childhood education. It notes that while NCLB aims to close achievement gaps, it primarily focuses on K-12 instead of PreK-12. Research shows participation in high-quality preschool programs can help at-risk children catch up to peers. However, fewer than half of eligible children participate in early childhood education. The document examines ways to increase funding and support for early education programs, such as increasing the flexibility and amount of Title 1 funds directed to preschool.
The document discusses several issues relating to educational standards in the United States, including the No Child Left Behind Act. It describes how NCLB established standardized testing requirements and Adequate Yearly Progress measurements for schools. It also discusses differing opinions on the impacts and effectiveness of NCLB, with some arguing it benefits education while others see flaws in the system. Religion in schools is also briefly mentioned, with the separation of church and state prohibiting religious discussions in public schools.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
The document discusses several topics related to K-12 education in the United States, including the 2012 Chicago teachers' strike, federal spending cuts due to sequestration, the Race to the Top federal initiative, opinions on school vouchers and charter schools, and state anti-bullying legislation. It provides statistics on test scores in New York and nationwide. It also summarizes debates around public funding for private education, school choice programs, and factors that influence how schools are run.
This document profiles influential people in education from the 18th century to the present. It discusses Thomas Jefferson, Noah Webster and Anthony Benezet from the 18th century who advocated for education reform and access. The 19th century section covers Anne Sullivan, Booker T. Washington and Horace Mann. Important 20th century figures mentioned are Marva Collins, Jaime Escalante and Oliver Brown. The 21st century section discusses George W. Bush, Anant Agarwal and the Texas Board of Education. The document provides brief biographies on each person and their contributions to advancing education.
This document discusses sex education policy in the United States. It argues that comprehensive sex education should be required in all schools. Currently, many states only require abstinence-only education or allow parents to opt their children out of sex education courses. However, comprehensive sex education has been shown to reduce teen pregnancy and STD rates. The document proposes expanding sex education requirements to include factual information about contraception, involvement of parents and school nurses, and linking the courses to other classes to provide a well-rounded education on relationships and personal responsibility.
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
The document outlines the Global Education First Initiative by the UN Secretary-General which aims to ensure quality, relevant and transformative education for all. It discusses the current state of global education, highlighting that 61 million children are still not in school. The initiative will rally actors to deliver universal primary education by 2015, improve learning quality, and foster global citizenship through education. It identifies the key barriers to education as costs, lack of classrooms, and humanitarian crises.
- The movement for standards, testing, and accountability began in the 1980s from a belief that federal aid was failing to improve academic achievement, especially for disadvantaged students. This led to reforms under four presidents between 1989-2010.
- Each president contributed to the federal structure of Title I and added new requirements like testing and accountability. No Child Left Behind significantly expanded the use of standards, testing, and accountability but left content definition to states.
- Research shows both benefits like increased focus on low-performing students, but also drawbacks like overemphasis on standardized testing and narrowing of curriculum. Recommendations include measuring student progress more appropriately and focusing more on learning needs than achievement gaps.
This document provides information on education in Florida. It discusses that Florida has 67 counties each with their own school district. It also notes that Florida was an early adopter of education reforms between 1976-1984 and has continued to implement reforms like charter schools and school choice policies. The document also summarizes that Florida has a growing teacher shortage exacerbated by education initiatives and that the state allows alternative teacher certification programs to address this.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
The document summarizes major events in the history of education reform in the United States from the 1950s to present day, focusing on increased recognition of students' individual rights. It discusses key court cases like Brown v. Board of Education that desegregated schools and Tinker v. Des Moines that established free speech rights for students. Major federal education laws like the Elementary and Secondary Education Act, Education for All Handicapped Children Act, Goals 2000, and No Child Left Behind Act are also summarized along with ongoing debates around standardization and accountability versus flexibility and local control in education policy.
EDUCATION RIGHTS 8
Is Education a Right or a Privilege?NameCourse NumberModule NumberDate
Abstract
The debate over education continues with each passing year. Socio-economic changes, particularly in the United States, have made education essential to obtaining gainful employment. Better primary education, better teachers and smaller classroom sizes can help students succeed in the primary grades. As higher education becomes more important, this can open even more doors to technology, medicine and other high paying fields. Many would consider access to the best education to be a right which we should all be privy to. Looking at this issue from a global perspective reveals that quality education should be considered a privilege which should be valued and treasured.
Running head: EDUCATION RIGHTS 2
Is Education a Right or a Privilege?
In nearly every election and important political debate, education continues to be an common and controversial topic. Much of the discussion is around the “right” to quality education, and how social, economic and racial factors seem to favor one group or another with regard to quality education. In the landmark Supreme Court decision of Brown v. the Board of Education in 1954, education was proclaimed to be a “right which must be made available to all on equal terms” (Carson, 2004). Over sixty years later, it is clear that this goal still has not been reached, either nationally or internationally. As wealth equality has changed during that time period, similar trends are seen in education. As the economy shifts from manufacturing to technology in the United States, education becomes that much more important in securing high wage employment. The same is true in other counties. In fact, if a global and historic view of education is taken, I believe that it is clear that education is really a very important privilege, rather than a right.
When the Affordable Care Act, aka Obamacare, was passed in 2010, many dismissed it as just another unnecessary social program that put more burden on the taxpayers in order to make sure that the poor and other less privileged parts of society had access to affordable health care. This was despite the fact that the United States was the only first world country that did not already guarantee healthcare for its citizens. Many of the people who opposed Obamacare as a “social program” have taken advantage of the free public education in the United States for themselves. Since it was a part of life that was taken for granted, free education was considered as much of a right as clean water or access to police and fire services. By looking at things more internationally, it is clear that the American perspective is probably altered by history, convention and perception.
Wealth inequality was a constant topic of debate in the 2016 U.S. Presidential election. Bernie Sanders presented numerous statistics about the wealth o ...
Education Policy- No Child Left Behind and the Every Student Succeeds ActLiam Gallagher
This document provides an overview of two major pieces of US education legislation: No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA). It discusses the historical context around the federal role in education and the motivation behind these bills. NCLB aimed to improve education quality and close achievement gaps through increased testing and accountability. While testing was controversial, proponents argued it was necessary to assess progress. ESSA later revised NCLB by reducing the federal role and allowing more state/local control over standards and accountability.
This document summarizes the state of America's children across several key issues:
1. The child population is becoming more diverse, with children of color projected to become the majority by 2016. This shift will impact schools, communities, and funding for education and social programs.
2. Poverty disproportionately affects children of color and can become chronic without access to quality education and job training programs. Federal programs have helped reduce poverty but more can be done.
3. Lack of access to healthcare and nutrition negatively impacts child development and educational outcomes. Government programs have expanded access but more eligible children need to enroll and utilize services.
4. Early childhood education is critical but not consistently available. Investing in early learning
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
Ed update reagan revolution-heritage-foundation-1982-8pgs-eduRareBooksnRecords
Secretary of Education Terrel Bell faces growing disillusionment as he struggles to balance commitments to the Reagan administration and the education establishment. While initially praised for his experience, Bell has drifted from conservative priorities by conceding budget cuts would harm schools and pursuing a federal technology initiative. The powerful education lobby is mobilizing in an intense battle to preserve federal support, applying overwhelming pressure on Bell. His ambiguous responses satisfy neither side, as he awkwardly walks both paths by carrying water for the administration while reassuring educators he will protect the status quo.
The document summarizes key issues in adult education in the United States. It finds that while community college enrollment is increasing, overall the US lags behind other developed nations in education levels. Community college serves over 6.5 million students and is an important pathway for minorities and low-income students. However, the US still faces challenges as a significant portion of the workforce may not qualify for higher-wage jobs or further training due to inadequate education levels. The text concludes that improving adult education one person at a time can help address these issues.
This document discusses changes in the US education system over the last decade. It notes that while the total number of children under 18 has decreased slightly, enrollment in public and private schools has increased from 54.8 million in 2010 to 56 million in 2019. Charter schools have also grown substantially, increasing their enrollment from 0.4 million in 2000 to 3 million in 2016. Spending on K-12 education has risen significantly, with total spending increasing from $527.3 billion in 2010-2011 to over $680 billion in 2019-2020, and per-pupil spending rising from $10,663 to $13,440 over the same period. The document expresses concern that current trends may be reducing students' passion for learning and
The document discusses the No Child Left Behind Act (NCLB) and early childhood education. It notes that while NCLB aims to close achievement gaps, it primarily focuses on K-12 instead of PreK-12. Research shows participation in high-quality preschool programs can help at-risk children catch up to peers. However, fewer than half of eligible children participate in early childhood education. The document examines ways to increase funding and support for early education programs, such as increasing the flexibility and amount of Title 1 funds directed to preschool.
The document discusses several issues relating to educational standards in the United States, including the No Child Left Behind Act. It describes how NCLB established standardized testing requirements and Adequate Yearly Progress measurements for schools. It also discusses differing opinions on the impacts and effectiveness of NCLB, with some arguing it benefits education while others see flaws in the system. Religion in schools is also briefly mentioned, with the separation of church and state prohibiting religious discussions in public schools.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
The document discusses several topics related to K-12 education in the United States, including the 2012 Chicago teachers' strike, federal spending cuts due to sequestration, the Race to the Top federal initiative, opinions on school vouchers and charter schools, and state anti-bullying legislation. It provides statistics on test scores in New York and nationwide. It also summarizes debates around public funding for private education, school choice programs, and factors that influence how schools are run.
This document profiles influential people in education from the 18th century to the present. It discusses Thomas Jefferson, Noah Webster and Anthony Benezet from the 18th century who advocated for education reform and access. The 19th century section covers Anne Sullivan, Booker T. Washington and Horace Mann. Important 20th century figures mentioned are Marva Collins, Jaime Escalante and Oliver Brown. The 21st century section discusses George W. Bush, Anant Agarwal and the Texas Board of Education. The document provides brief biographies on each person and their contributions to advancing education.
This document discusses sex education policy in the United States. It argues that comprehensive sex education should be required in all schools. Currently, many states only require abstinence-only education or allow parents to opt their children out of sex education courses. However, comprehensive sex education has been shown to reduce teen pregnancy and STD rates. The document proposes expanding sex education requirements to include factual information about contraception, involvement of parents and school nurses, and linking the courses to other classes to provide a well-rounded education on relationships and personal responsibility.
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
The document outlines the Global Education First Initiative by the UN Secretary-General which aims to ensure quality, relevant and transformative education for all. It discusses the current state of global education, highlighting that 61 million children are still not in school. The initiative will rally actors to deliver universal primary education by 2015, improve learning quality, and foster global citizenship through education. It identifies the key barriers to education as costs, lack of classrooms, and humanitarian crises.
- The movement for standards, testing, and accountability began in the 1980s from a belief that federal aid was failing to improve academic achievement, especially for disadvantaged students. This led to reforms under four presidents between 1989-2010.
- Each president contributed to the federal structure of Title I and added new requirements like testing and accountability. No Child Left Behind significantly expanded the use of standards, testing, and accountability but left content definition to states.
- Research shows both benefits like increased focus on low-performing students, but also drawbacks like overemphasis on standardized testing and narrowing of curriculum. Recommendations include measuring student progress more appropriately and focusing more on learning needs than achievement gaps.
This document provides information on education in Florida. It discusses that Florida has 67 counties each with their own school district. It also notes that Florida was an early adopter of education reforms between 1976-1984 and has continued to implement reforms like charter schools and school choice policies. The document also summarizes that Florida has a growing teacher shortage exacerbated by education initiatives and that the state allows alternative teacher certification programs to address this.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
The document summarizes major events in the history of education reform in the United States from the 1950s to present day, focusing on increased recognition of students' individual rights. It discusses key court cases like Brown v. Board of Education that desegregated schools and Tinker v. Des Moines that established free speech rights for students. Major federal education laws like the Elementary and Secondary Education Act, Education for All Handicapped Children Act, Goals 2000, and No Child Left Behind Act are also summarized along with ongoing debates around standardization and accountability versus flexibility and local control in education policy.
EDUCATION RIGHTS 8
Is Education a Right or a Privilege?NameCourse NumberModule NumberDate
Abstract
The debate over education continues with each passing year. Socio-economic changes, particularly in the United States, have made education essential to obtaining gainful employment. Better primary education, better teachers and smaller classroom sizes can help students succeed in the primary grades. As higher education becomes more important, this can open even more doors to technology, medicine and other high paying fields. Many would consider access to the best education to be a right which we should all be privy to. Looking at this issue from a global perspective reveals that quality education should be considered a privilege which should be valued and treasured.
Running head: EDUCATION RIGHTS 2
Is Education a Right or a Privilege?
In nearly every election and important political debate, education continues to be an common and controversial topic. Much of the discussion is around the “right” to quality education, and how social, economic and racial factors seem to favor one group or another with regard to quality education. In the landmark Supreme Court decision of Brown v. the Board of Education in 1954, education was proclaimed to be a “right which must be made available to all on equal terms” (Carson, 2004). Over sixty years later, it is clear that this goal still has not been reached, either nationally or internationally. As wealth equality has changed during that time period, similar trends are seen in education. As the economy shifts from manufacturing to technology in the United States, education becomes that much more important in securing high wage employment. The same is true in other counties. In fact, if a global and historic view of education is taken, I believe that it is clear that education is really a very important privilege, rather than a right.
When the Affordable Care Act, aka Obamacare, was passed in 2010, many dismissed it as just another unnecessary social program that put more burden on the taxpayers in order to make sure that the poor and other less privileged parts of society had access to affordable health care. This was despite the fact that the United States was the only first world country that did not already guarantee healthcare for its citizens. Many of the people who opposed Obamacare as a “social program” have taken advantage of the free public education in the United States for themselves. Since it was a part of life that was taken for granted, free education was considered as much of a right as clean water or access to police and fire services. By looking at things more internationally, it is clear that the American perspective is probably altered by history, convention and perception.
Wealth inequality was a constant topic of debate in the 2016 U.S. Presidential election. Bernie Sanders presented numerous statistics about the wealth o ...
Education Policy- No Child Left Behind and the Every Student Succeeds ActLiam Gallagher
This document provides an overview of two major pieces of US education legislation: No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA). It discusses the historical context around the federal role in education and the motivation behind these bills. NCLB aimed to improve education quality and close achievement gaps through increased testing and accountability. While testing was controversial, proponents argued it was necessary to assess progress. ESSA later revised NCLB by reducing the federal role and allowing more state/local control over standards and accountability.
Report Card on American Education: Ranking State K-12 Performance, Progress, ...ALEC
The 17th edition of the Report Card on American Education contains a comprehensive overview of educational achievement levels (performance and gains for low-income students) for the 50 states and the District of Columbia (see full report for complete methodology). The Report Card details what education policies states currently have in place and provides a roadmap for legislators to follow to bring about educational excellence in their state.
Focusing on the reforms recently enacted in Indiana, and with a foreword by Indiana Governor Mitch Daniels, this Report Card on American Education examines the experiences other states can learn from the struggles and triumphs in Indiana.
For more information, please visit www.alec.org.
Osailan 1
Hussam Osailan
Ryan Scariano
English 201
February 25, 2016
Free Education as a Popular Issue
The idea of free education is quickly becoming a controversial and much debated political topic throughout the world. Social media and the internet have provided people with a platform in which to express their opinions about whether or not education should be free for all without compromising quality. This picture, which is from a website for the British Green Party, shows one side of the free education debate. This topic originally interested me because I come from a country where education is free and where everyone has the opportunity to go to college or university regardless of economic status. In fact, I am in the United States right now because the government of Saudi Arabia has a multi-million dollar scholarship program that gives Saudi students the opportunity to study in the U.S. and other countries free of cost. After being in the U.S. for 3 years I now realize how lucky I am to have free education.
Supporters of free education argue that education has become more of a business enterprise rather than a basic human right. In addition, the cost of learning and education is placing an unnecessary economic burden on students who end up owing the government large amounts of money. In addition, the right to education is quickly turning into a privilege for those who can actually afford it. For example, I recently learned that my friend had to take out over $100,000 to help pay for her master’s degree at Georgetown University. I asked her to tell me more. She said that she was able to pay for her bachelor’s degree through government grants based on her income and age. She also attended community college where she paid for tuition on her own by working full time. Her experience gives a prime example of how complicated the current U.S. education system is and also what works and what doesn’t work. She is in extreme debt and will likely be in debt or a large portion of her life because of the loans she was forced to take out for only 2 years of schooling. While Georgetown is considered one of the top universities in the world and quality of education was definitely not compromised with her decision to attend there, she has expressed concern about whether or not the debt she has was worth it.
Supporters also say that education is a political choice, not a necessity. In fact, there are several countries with a free education system that seems to be working. Several of these countries are located in Europe, where the quality of education is not questioned. From what I’ve read, governments are able to subsidize the cost of tuition fees at universities and colleges through higher income tax. Many who are against free education argue that if the U.S. were to adopt a free education system that the income tax rates would skyrocket. In considering the policies of Saudi Arabia one more time I feel that we, again, are quite lucky. Free education d.
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2. 1|Page
The need for literacy education movements have begun to take center stage in
education’s focus in the United States. It is devastating to live in a country where we are each
entitled to an equal education, yet see so manysuffer because illiteracy is plaguing our nation.
This has become a national problem that is unquestionably fixable when each child goes to the
same place five days a week. One in four children in America grows up without knowing how to
read. Shockingly, as of 2011, America was the only free-market Organization for Economic
Cooperation and Development country where the current generation was less well educated than
the previous (Huffington Post).
The act of illiteracy is often gernational and sociological. In past generations it has been
associated with one’s places in society, their race, even their sex. But this has changed. Boys and
girls are now allocated equal education and economic opportunity in our country. The first
president to move America into the current age of education that we prosper from, was Lyndon
B. Johnson. He passed the Elementary and Secondary Education Act as part of his “War on
Poverty”. To date this has been the most far reaching federal legislation affecting education ever
passed by Congress (Wikipedia). Amongst the many things it highlights, the bill was created to
help shorten the achievement gaps between students by providing each student with an equal
education. This has maintained as the current Reauthorization of the Elementary and Secondary
Education Act, by president Obama, renewed every five years. Previously this was highlighted as
the No Child Left Behind Actby former President Bush, signed by the Obama Administration of
September 2011, adopted into place originally by President Clinton as the predecessor known as
Goals 2000. Every five years when this act is reauthorized it undergoes a series of installments
based on the current politics of education and one piece of that pie is the federalizing of literacy
3. 2|Page
policy development that advises how to make children read better, bringing together the many
minds of politicians, scholars, communities, teachers, and students.
The current Reauthorization of the Elementary and Secondary Education Act (No Child
Left Behind Act) was adopted from former President George W. Bush. His push for literacy
development began prior to his presidency, when he was governor of Texas, when one in four
school children were failing on state reading tests. He called for an education overhaul and
mandated an emphasis on accountability and testing throughout the state. The proof was in the
pudding, 91 percent of third grade students passed the state reading test in 2004, compared
with 76 percent in 1994. At the same time former governor and President Clinton also took
literacy education reform very seriously and to a political level as well. During his second
presidential campaign in 1996, and in his State of the Union message of 1997, Clinton advocated
the America Reads Initiative. He pushed national standards and assessment in all subjects and
sought federal assistance for literacy efforts. His was the first attempt to enact federal legislation
aimed specifically at literacy for children (Davenport, D, Jones, J., 2005).President Clinton was
met with resistance by both parties as being too liberal in his actions. His literacy movement
called for state testing requirements by fourth grade and Bush took this a step further, pushing
for third grade. Through the movements of President and Mrs. Bush, who spent over 5 billion
dollars in five years on reading initiatives, we are currently using a newly improved version that
focuses on having all children reading by third grade at state level, which is now known as the
Common Core Standard. Without passing, the student will not advance to the fourth grade,
which is why it was named the No Child Left Behind Act/Reauthorization of the Elementary and
Secondary Education Act. Collectively taken from former president Johnson’s act and combined
with former president Bush and Clinton’s new initiatives.
4. 3|Page
The Obama administration has added to the Reauthorization of the Elementary and
Secondary Education Act. Because this is a reform process to switch to new standards and new
testing and practices, they have allowed states some flexibility with the mandates, as well as
offering Race to the Top competitive federally funded grants. The government wants to allow
states and districts greater control over their education process. While this is a whole unit model,
state and district flexibility will allow for greater individual school improvement based on
specific needs (U.S. Department of Education, 2011).
In conjunction with the Reauthorization of the Elementary and Secondary Education Act
the work of the last three Presidents, Obama, Bush and Clinton, have collectively built a stronger
education literacy movement in our country by also supporting the implementation of the
Common Core Standards.The Common Core State Standard Initiative is an education initiative
in the United States born out of the 90’s accountability movement. It details what K-12 students
should know in Language Arts (reading, writing, speaking) and Math at the end of each grade.
All states are members of the Common Core State Standards Initiative, except
Texas, Virginia, Alaska, and Nebraska. The Common Core Standards Initiative is specifically
Literacy and Math based currently with work to advance forward in other areas of education. As
a literacy movement there is specific focus on the progressive development of student reading
and writing comprehension. In Oregon, the Common Core Standards Initiative was adopted
October 29, 2010 and will be fully implemented the 2014-2015 school year (Common Core State
Standards Initiative, 2012).
The history behind the Common Core Standards and the education accountability
movement started almost a generation prior. In 1992, the year before Clinton took office, test
scores across the country were failing and only 14 states had standards in core subjects.In 1990,
5. 4|Page
only 38 percent of graduating high schools seniors had taken a core curriculum of four years of
English and three years each of Math, Science and Social Studies. Fewer than 80 percent of the
nation’s highest-poverty schools received Title I funds, which are intended to aid the most
disadvantaged schools. Former President Clinton launched an era of education reform based on
setting high standards for all schools and students and providing the support to meet
them. During Clinton’s eight year presidency reading and math scores on the National
Assessment of Educational Progress increased for 4th, 8th, and 12th graders, including those
students in the highest poverty schools. Math SAT scores were at a 30-year high (The White
House).
According to the White House’s Clinton-Gore Administration,a Record of Progress,
“President Clinton and Vice President Gore enacted Goals 2000 which has helped States
establish standards of excellence for all children, and implement steps to meet those standards
and to raise educational achievement. Under the Clinton-Gore Administration, 49 states have
implemented standards in core subjects and the proportion of graduating high schools seniors
completing a core curriculum has risen to 55 percent.The President enacted legislation targeting
Title I funds to high-poverty schools and requiring States and school districts to turn around lowperforming schools. Today, nearly all of the nation’s highest-poverty schools receive Title I
funds. In 1999, the President enacted a new $134 million Accountability Fund, which is helping
school districts improve low-performing schools by investing in proven reforms. Next year’s
budget increases this fund to $225 million.The Clinton-Gore Administration has worked
to expand public school choice and to support the growth of public charter schools. In 1993,
there was one charter school in the nation; today, there are more than 2,000.President Clinton
fought for and won a new initiative to repair America’s schools, providing $1.2 billion for urgent
6. 5|Page
school renovation. The 2001 budget also provides much-needed repair funds to Native American
schools” (The White House).
Each education reform has been met with praise and criticisms. The Goals 2000 made
measurable progress, yet still fell short of fulfilling its practically unattainable goals. The No
Child Left Behind Act has been met by many with hesitation because of its lack of inclusion for
students with any IEP supports in place. And complaints of the Common Core are that we are
teaching to the test. All are viable concerns, but one has to way the positives against the
negatives. The negatives being the impact of illiteracy on our nation (Washington County
Literacy Council):
-
23% of the adult population (40 - 44 million people) is functionally illiterate, cannot read
beyond a fourth-grade level.
-
Illiteracy transcended SES
-
Adult illiteracy costs society an estimated $240 billion each year in lost industrial
productivity, unrealized tax revenues, welfare, crime, poverty, and related social ills.
-
Adults with low-level reading skills frequently suffer from health problems because the
lack the ability to read medical directions, health-related literature or prescription labels.
Chronic health conditions may go improperly monitored by patients who are functionally
illiterate and the overall well-being of these individuals may worsen overtime causing
frequent doctor or emergency room visits, hospitalization, or even death.
-
According to the NALS, 40% of the labor force in the United States has limited skills.
-
American businesses lose more than $60 billion in productivity each year to employee’s
lack of basic skills.
-
The rate of illiteracy in America’s correctional systems is over 60%.
7. 6|Page
-
The saddest casualty of the illiteracy in America are the children who are affected by
intergenerational illiteracy.
-
Children of disadvantaged parents begin their school life behind their peers. Parents with
minimal or no reading skills often cannot provide the kind of support their children need
to do well in school.
-
Analysis has shown a direct correlation between young people’s test scores and the grade
level attained by their parents.
-
Two-thirds of students who cannot read proficiently by the end of 4th grade will end up
in jail or on welfare.
-
1 in 4 children in America grow up without learning how to read.
-
75 percent of Americans who receive food stamps perform at the lowest 2 levels of
literacy, and 90 percent of high school dropouts are on welfare.
We are a nation at odds as a result of our illiteracy. This is inexcusable when we mandate by
law that each child attend school. President Jonson took education reform seriously, and
Presidents Clinton, Bush and Obama have shown the same support for educational accountability
and literacy development necessity. It is no longer someone else’s problem. It has become our
problem as a country, and we are playing catch-up in a time of economic recession and recovery
that leaves our schools needing more than ever, and unable to receive less than before.
Currently as we look at the new school year next year, we will be looking at Oregon fully
adopting the Common Core State Standards. This will mean looking at how to develop and
implement these standards. The best example I found of this was from the Massachusetts
Curriculum Framework for English Language Arts and Literacy Department of Elementary and
8. 7|Page
Secondary Education. Effective language arts and literacy development curriculum
recommendations outlined are:
“An effective English language arts and literacy curriculum develops thinking and language
together through interactive learning.
Effective use of language both requires and extends thinking. As learners listen to a speech, view
a documentary, discuss a poem, or write an essay, they engage in thinking. Students develop
ttheir ability to remember, understand, analyze, evaluate, and apply the ideas they encounter in
English language arts and in all the other disciplines when they read increasingly complex texts
and undertake increasingly challenging assignments that require them to write or speak in
response to what they are learning.
An effective English language arts and literacy curriculum draws on literature in order to
develop students’ understanding of their literary heritage.
American students need to become familiar with works that are part of a literary tradition going
back thousands of years. Students should read literature reflecting the literary and civic heritage
of the English-speaking world. They also should gain broad exposure to works from the many
communities that make up contemporary America as well as from countries and cultures
throughout the world. In order tofoster a love of reading, English language arts teachers
encourage independent reading within and outside of class.
An effective English language arts and literacy curriculum draws on informational texts and
multimedia in order to build academic vocabulary and strong content knowledge.
In all of their classes, including history/social science, science and technology/engineering, arts,
comprehensive health, foreign language, and vocational and technical subjects, students should
9. 8|Page
encounter many examples of informational and media texts aligned to the grade or course
curriculum. This kind of reading, listening, and viewing is the key to building a rich academic
vocabulary and increasing knowledge about the world. Each kind of print or media text has its
unique characteristics, and proficient students apply the critical techniques learned in the study of
exposition to the evaluation of multimedia, television, radio, film/video, and websites.School
librarians play a key role in finding books and other media to match students’ interests, and in
suggesting further resources in public libraries.
An effective English language arts and literacy curriculum develops students’ oral language
and literacy through appropriately challenging learning.
Reading to and conversing with preschool and primary grade children plays an especially critical
role in developing children’s vocabulary, their knowledge of the natural world, and their
appreciation for the power of the imagination. In the primary grades, systematic phonics
instruction and regular practice in applying decoding skills are essential elements of the school
program. At the middle and high school levels, programs designed to prepare students for college
and careers continue to emphasize the skills of building knowledge through substantive
conversation, collaboration, and making oral presentations that are adapted to task, purpose, and
audience.
An effective English language arts curriculum provides explicit skill instruction in reading
and writing.
In some cases, explicit skill instruction is most effective when it precedes student need.
Systematic phonics lessons, in particular decoding skills, should be taught to students before they
use them in their subsequent reading. Systematic instruction is especially important for those
students who have not developed phonemic awareness—the ability to pay attention to the
10. 9|Page
component sounds of language. Effective instruction can take place in small groups,
individually, or on a whole class basis. In other cases, explicit skill instruction is most effective
when it responds to specific problems students reveal in their work” (Massachusetts Department
of Elementary and Secondary Education, 2011).
Essentially, effective literacy development acquires multiple sources of input across
many socio-cultural and multi-cultural differences and comes together to help bridge students
literacy needs on an individual and grade level plane, working as a class through multiple
sources of instruction. As we transition through these new educational expectations the
challenges remain great, the expectations remain high, and the hopes even higher for politicians,
educators, and students alike.
11. 10 | P a g e
Works Cited
Common Core State Standards Initiative. (2012). Implementing the Common Core State
Standards. Retrieved December 15, 2013, from http://www.corestandards.org/.
Davenport, D., Jones, J. (2005, April 1). The Politics of Literacy. Hoover Institution Stanford
University. Retrieved December 15, 2013, from
http://www.hoover.org/publications/policy-review/article/6464.
Huffington Post. 11 Facts About Literacy In America. DoSomething.Org. Retrieved December
15, 2013, from http://www.dosomething.org/tipsandtools/11-facts-about-literacy-america.
Massachusetts Department of Elementary and Secondary Education. (2011). Massachusetts
Curriculum Framework for English Language Arts and Literacy, pp. 7-14.
The White House. The Clinton Gore Administration, A Record of Progress. The Clinton
Presidency: Expanding Education Opportunity. Retrieved December 15, 2013, from
http://clinton5.nara.gov/WH/Accomplishments/eightyears-05.html.
U.S. Department of Education. (2011, September 23). Obama Administration Sets High Bar for
Flexibility from No Child Left Behind in Order to Advance Equity and Support Reform.
ED.gov. Taken December 15, 2013, from http://www.ed.gov/news/press-releases/obamaadministration-sets-high-bar-flexibility-no-child-left-behind-order-advanc.
Wikipedia. Elementary and Secondary Education Act. Retrieved December 15, 2013, from
http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act.
Washington County Literacy Council. The Impact of Illiteracy. Washington County Literacy
Council. Retrieved December 15, 2013, from
http://washingtoncountyliteracycouncil.org/WCLC.htm.