Exam II Flashcards
Equal Educational Opportunity definition
Access to all levels and types of eduction by all social groups in order to overcome social stratification and racial discrimination and to and ensure academic excellence
2 components of equal educational opportunity
access and quality
NAACP strategy for overthrowing Plessy v. Furgeson
Several court cases showing that facilities were not equal. Knew that states could not afford to make schools for black equal to those for whites. Only alternative was to desegregate.
Dr. Kenneth Clark’s contribution to Brown v. Board
Doll Study. Involved children from segregated school in DC and integrated school in new york. Asked them which doll they would like to play with (black or white). Also asked questions about the traits each doll had (good, bad, ugly, pretty, nice, mean, etc.) Children from both areas preferred the white doll, but self-hatred in African Americans from segregated school was more pronounced. Study showed that segregation led to a feeling of inferiority among black children. Separate but equal inherently unequal.
Brown II
Schools must move to desegregate with “all deliberate speed”
1957 Little Rock Central High Crisis
Governor Orville Faubus opposed the integration of Little Rock Central High. Used the Arkansas National Guard to block black students (the Little Rock Nine) from entering the High School. President Eisenhower orders federal troops from the 101st airborne division to enforce integration. Faubus responded by closing public schools for a year in order to postpone segregation.
Ernest Green
First black student to graduate from Central High in 1958
Sputnik
launched by Soviets in 1957. Sign that America was losing military and technological race.
NDEA
National Defense Education Act:
Increase in funds for National Science Foundation
Improved testing and guidance counseling
Funds for more science teachers and resources
Graduate fellowship program
Teaching of foreign languages (national security)
Caused increase in federal control of schooling.
Coleman Report 1966
the majority of the children in the U.S. attended segregated schools and the white children were the most segregated.
Student achievement was strongly related “to the educational backgrounds and aspirations of the others students in school.”
Coleman concluded that a student was influenced by his or her classmates’ social class, background, and aspirations rather than by their race. Schools should “integrate” by mixing different socioeconomic groups
Increasing school expenditures does little for achievement
Dr. Ron Edmond
Found that effective schools have these 5 characteristics:
MASTERY OF BASIC SKILLS
POSITIVE SCHOOL CLIMATE
INSTRUCTIONAL LEADERSHIP
ORDERLY ENVIRONMENT THAT IS CONDUCIVE TO LEARNING
FREQUENT MONITORING AND ASSESSMENT
Bilingual Education Act of 1968
1st piece of legislation to recognize the needs of ELL students. Provided schools with funds to establish programs for ELL students.
Indian Education Act of 1972
Provides financial assistance to local schools to develop programs to meet the special educational needs of Native American students.
P.L. 94-142 (IDEA. five components)
- provide students with disabilities a FAPE
- nondiscriminatory evaluation
- development of IEPs
- educate children in least restrictive environment possible
- provide due process and have parental involvement
Terrell Bell’s reason for studying education in America
Businesses and the military were complaining about having to spend millions of dollars retraining high school graduates.
Findings of Nation at Risk
For first time, upcoming graduates were performing worse on the SAT than graduates in the previous generation.
On “19 academic tests American students were never first or second and, in comparison with other industrialized nations, were last seven times”
Nearly forty percent of 17 year olds tested could not successfully “draw inferences from written material,” and “only one-fifth can write a persuasive essay; and only one-third can solve a mathematics problem requiring several steps.”
Recommendations of Nation at Risk
AREA OF CONTENT
Strengthen state and local graduation requirements
English – 4 years
Social Studies – 3 years
Math – 3 years
Science – 3 years
Foreign Language – 2 years for college bound
Computer Science – ½ year
Colleges and universities raise standards of admission
STANDARDS OF EXPECTATIONS
Administer standardized tests at major transition points
Colleges and universities raise standards of admission
TIME
More time devoted to learning “New Basics”
Longer school day and year (7 hours/200-220 school days – supposedly to increase “time on task”)
Additional time to address needs of exceptional students
TEACHING
Improve the preparation of teachers and enhance the teaching profession (Teaching preparation programs improved, increase salary, 11-month contract for more professional development, incentives to attract to the profession)
LEADERSHIP AND FISCAL SUPPORT
Public should hold school officials accountable
Professional development training for leaders
Key Attributes of Goals 2000 (Bush)
All children will start school ready to learn.
The high school graduation rate will increase to at least 90%.
Students completing grades 4, 8, and 12 will have demonstrated competency in academic subject matter including English, math, science, history and geography.
Students in the United States will be the first in the world in mathematics and science achievement.
Every school will be free of drugs and violence.
Schools will offer an environment conducive to learning.
Changes to Goals 2000 made by Clinton
- Schools will offer an environment conducive to learning. (Dropped by Clinton)
- The Nation’s teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
- Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
- (Added in 1996) Every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.
Key Attributes of NCLB - Increased accountability for States, school districts, and schools
A. Challenging state standards in reading and math
B. Annual testing for all students in grades 3-8
C. Annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years.
D. Assessment results and progress objectives must be broken up by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind.
E. Schools and school districts failing to make AYP, over time, will be subject to improvement, corrective action, and restructuring measures.
F. Rewards – Academic Achievement; Distinguished Schools, $ for teachers
Key Attributes of NCLB - More choices for parents and students
A. Supplemental educational services from the public or private sector
B. Transfer to a better public school; district provides transportation; includes charter schools within the district
C. Incentive for sending school to improve
Key Attributes of NCLB - Greater Flexibility
A. States and school districts can transfer funds among specific grant programs – Teacher Quality, Educational Technology, Innovative Programs, and Safe and Drug-Free Schools.
Key Attributes of NCLB - Stronger Emphasis on Reading
A. Bush’s unequivocal commitment to ensuring that every child can read by the end of third grade
B. Reading First initiative – scientifically-based reading instruction programs in the early grades
Six-year grants to States to administer screening and diagnostic assessments to identify K-3 students at risk in reading. Also, professional development in reading instruction for K-3 teachers.
C. Early Reading First – Six-year grants to support early language, literacy, and pre-reading development of preschool-age children, particularly low income.
Key Attributes of NCLB - Other
A. Highly qualified teachers
B. Transfer from a persistently dangerous school; report safety statistics to the public; implement drug and violence prevention programs
C. Scientifically Based Research: “No Child Left Behind focuses on teaching methods that have been proven by research to work. There will be no more experimenting on children with educational fads.”
