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EDUCATION IN THE COLONIAL PERIOD
The Purians who settled New England "contributed most that was of value for our future educational development." The colonists, who were generally well educated themselves, sustanied a viogrous emphasis on education even though they were in an new environment. They tried to rely on private benfactors and to limit the role of the state. Later the absense of wealthy puritans made it so the state would have to take over. http://fee.org/freeman/education-in-colonial-america/ -
DEVELOPMENTS IN HIGHER EDUCATION
The first state institutions of higher education were established in the south. In both public and private institutions, lecture and recitation remained the most common modes of instruction, and discipline remained strict. The classical curriculum was supported by the yale report of 1828 a report by Yale scholars that argued that the classical curriculum helped develop mental discipline and proper character. -
SECONDARY SCHOOL MOVEMENT
Public secondary schools offering education beyond the elementary school did not become a firmly established part of the American educational scene until the last quarter of the 19th century. The success of the English High School for boys led education reformers to push for a high school for girls. That school was opened in 1828 and was very successful, but closed after 3 years. in 1831 the first American comprehensive high school opened offering both English and classical courses. -
HORACE MANN
Horace Mann was considered the "Father of American Education". Mann became the spokesperson for the common school movement and led a campaign to organize the schools in Massachusetts into a state system and to establish a state board of education. Every year Mann would write a report to the legistlature reciting current educational practice and conditions and making recommendations for imporvement. In his tenth report, Mann asserted that education was the right of every child. -
COMMON SCHOOLS
This is were the american educational system as we know it today began to take form. State systems of education were established during this period. The common school movement was the product of a variety of economic, social, and political factors. -
THE COMMITTEE OF TEN
In an effort to standardize the curriculum, the National Education Association established the Committee of Ten. The committee was chaired by Charles Eliot. The committee recommended an early introduction to the basic subjects and uniform subject matter and instruction for both college-bound and terminal students. -
THE IMPACT OF JOHN DEWEY
John Dewey was a professor of philosophy and pedagogy at the University of Chicago. He was said to be "the real spokesman for intellectual America in the Progressive Era". He rejected the old, rigid, suject centered curriculum in favor of the child-centered curriculum in which learning came through experience, not memorization. The goal of education was to proote individual growth and to prepare the child for full paricipation in a democratic society. http://www.iep.utm.edu/dewey/ -
PROGRESSIVISM IN EDUCATION
In the pre0World War 1 period, paralleling the call of the social and political reformers, education reformers called for currricular and administrative reforms. They also called for making the schools, particularly those in the cities, more sanitary, more open to air and sunlight, and more conducive to creative activity. They added the provision of basic health care and food services to the responsibilities of the school. It also tried to rid the public school districts of political corruption. -
THE MEASUREMENT MOVEMENT
The intelligence quotient, a number indicating the level of an individual's mental development. Meanwhile, Thorndike and his students at columbia developed scales for measuring achievement in arithmetic, spelling, reading, language, and other areas. World War 1 was a major facort in the growth of the measurement movement. The military needed a way to determine which men were suited for service and for what type of service. -
THE IMPACT OF WORLD WAR 2
A large number of teachers left the classroom for the battlefield, but enrollment also dropped significantly as youth chose not to return to school. High school enrollments decline from 6.7 mill to 5.5 mill in 1944. In addition, financial suuport, which was already low because of the Depression, was further reduced as funds were diverted from education to the war effort. Colleges and universities were affected as well and enrollments declined sharply. http://spartacus-educational.com/2WWeducatio -
BROWN V. BOARD OF EDUCATION
During this time schools became a stage for much of the drama of the civil rights movement. In the landmark Brown v. Board of Educatio of Topeka decision, the U.S. Supreme Court ruled that segregated educational facilities have no place in public education and generate a feeling of inferiority that affects the child's motivation to learn. During this time the civil rights movement was gainging momentum on other fronts. http://www.uscourts.gov/educational-resources/educational-activities/history- -
THE CIVIL RIGHTS MOVEMENT AND THE WAR ON POVERTY
Large numbers of Americans became aware that at least one-quarter of the population had been bypassed by the postwar prosperity and lived in dire poverty. Education was viewed as a major factor in the elimination of poverty. Poor children as well as those of certain minority groups, it was noted, consistenlty failed to achieve. In the optimistic view of many politicians, social scientists, and educators the "cultural deprivation" of the poor was attribuatble to a lack of education. -
A NATION AT RISK
A Nation at Risk has been described by some as a "bombshell" on the American educational scene, by others a "call to action," and by still others as a "concervative call to arms". However it is described, there is no question that a Nation at Risk was a landmark report in the history of educational reform in the United States. The series of reports that followed collectively are responsible for what has been referred to as the "Educational Reform Movement of the 1980's". -
SCHOOL CHOICE MOVEMENT
Large numbers of parents continued to be dissatisfied with school systmes that valued diversity over diction and affirmative action over arithmetic and were demanding the right to send their children to the school of their choice funded at public expense. Support for school choice came from parents across the socioeconomic and ideological spectrum. Low-income parents saw choice as a way to extend educational opporunities to students who historically had not had the resources to choose. -
NO CHILD LEFT BEHIND
It is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students.NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education.The Act requires states to develop assessments in basic skills. http://www2.ed.gov/nclb/landing.jhtml
