A. OBJECTIVES -TLWDTAT; 4 Describe the history of education finance 4 Illustrate policy issues and...
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Transcript of A. OBJECTIVES -TLWDTAT; 4 Describe the history of education finance 4 Illustrate policy issues and...
A. OBJECTIVES -TLWDTAT;
Describe the history of education finance Illustrate policy issues and operating
practices that support the emergence of “modern’ education finance
Specify what distinguishes “modern” finance from past paradigms
THREE THINGS WILL BECOME APPARENT AS WE LOOK AT THE HISTORY OF
EDUCATION
1. SCHOOLS HAVE INCREASINGLY TAKEN OVER ROLES THAT WERE ONCE THOSE OF THE FAMILY, CHURCH AND COMMUNITY
2. THE SCHOOL CONTINUES TO SERVE AS A FOCAL POINT FOR LARGER ISSUES OF SOCIETAL NEEDS.
3. THERE IS LITTLE CONSENSUS ON THE MOTIVES AND METHODS FOR SCHOOL REFORMS.
3 Peabody College Series. Copyright ©
Allyn & Bacon 2009
Education Finance’s Three Historic Phases
Phase 1: Building a School System Phase 2: Building a Scholarly Base Phase 3: Seeking Equality
COLONIAL ERA
OLD WORLD INFLUENCE 1. EDUCATION OF ARISTOCRACY ONLY
2. MANY WENT TO EUROPE FOR COLLEGE
3. INCREASINGLY BEGAN TO STAY IN US AS COLLEGES OPENED
• HARVARD 1636, RUTGERS 1766, PRINCETON 1746
• MODELED AFTER OXFORD AND CAMBRIDGE
Getting Started: the colonial models - New England
Purpose of schooling – Achieve literacy for comprehension and
interpretation of biblical scripture– Preserve law & order– Benefit industry and the economy– Further the Declaration of Independence’s call
for equality and equity
New England
Massachusetts act of 1642– Required parents and masters to tend to the educational
requirements of the colony’s sons.
– “The child is to be educated, not to advance his personal interest, but because the state will suffer if he is not educated.”
– Selectmen were to ascertain if parents and masters were attending to “training in learning and labor and other employment”
– _All between 10 and 16 had to be schooled in “ye exercise of arms as small guns, halfe pikes, bows and arrows”
– Girls stayed at home and learned household tasks and embroidery
– Fines could be imposed
– Law failed after 5 years
New England cont’d
Formalized, legislated commitment to providing education to citizens– Massachusetts’ Ye Olde Deluder Satan Act
(1647)• Settlement of > 50 required to hire a reading and
writing teacher and pay him what compensation the citizens deemed appropriate
• Settlement of > 100 required to establish and support a grammar school
New England cont’d
Schools – Compulsory– Lay controlled– Financed by levied property taxes
• Property was considered a valid measure of wealth
– Education for public good is foundation of the system
Precedents Set
The right of the state to require communities to establish and maintain schools
The right to tax citizens to provide public education
LATIN GRAMMAR SCHOOLS
A. NOT COEDUCATIONAL
B. SONS OF ELITE
C. ENTERED AT EIGHT
D. STUDIED CLASSICS
AFRICAN AMERICAN EDUCATION
A. INFERIOR QUALITY
B. SEPARATE FROM MAINSTREAM PUBLIC SCHOOLS
C. ROBERTS V. CITY OF BOSTON1. 1846
2. SCHOOL COMMITTEE HAD THE RIGHT TO ESTABLISH SEPARATE EDUCATIONAL FACILITIES - PRECEDENT
MIDDLE COLONIES
MUCH MORE DIVERSE AND EDUCATION REFLECTED THAT DIVERSITY
A. QUAKERS - HUMANE EDUCATION
B. BEN FRANKLIN1. UTILITARIAN & SECULAR
2. PEOPLE SHOULD BETTER THEMSELVES THROUGH EDUCATION
3. HIS IDEAS FOR THE ACADEMY BECAME THE PROTOTYPE FOR PRIVATE SECONDARY SCHOOLS IN THE MID 19TH CENTURY
Colonial Models
The Middle Colonies Purpose of schooling:
– Develop a leadership class– Gifted receive education on the backs of the
public through levied taxes
Middle Colonies cont’d
Formalized, legislated commitment to providing education for some of its citizens– 1779 Bill for the More General Diffusion of
Knowledge• Gifted are educated through public monies from
grammar to university level
SOUTHERN COLONIES – EDUCATION WAS FOR THE UPPER CLASS
1. TOOK PLACE AT HOME ON THE PLANTATION
2. TUTORS
3. CLASSICAL STUDIES FOR BOYS
4. MUSIC AND DANCING FOR GIRLS
5. SONS WERE OFTEN SENT TO EUROPE OR NORTHERN COLLEGES TO FINISH THEIR EDUCATION
6. SLAVES WERE NOT EDUCATED – IT WAS A CRIME TO DO SO AFTER NAT TURNER’S REVOLT
THOMAS JEFFERSON
1. PARTICIPATION IN GOVERNMENT
2. PROPOSED FOR VA. FREE PUBLIC EDUCATION FOR THREE YEARS FOLLOWED BY FURTHER SUPPORTED EDUCATION FOR THE MOST ABLE
3. HIS PROPOSALS WERE REJECTED AND EDUCATION REMAINED A PRIVATE MATTER FOR YEARS IN THE SOUTH
Federal Funding
Land Ordinance of 1785 – a part of the each new township in the Western Territories (16th section) to be sold to fund education.
Northwest Ordinance of 1787 also provided land grants for education and called for each state to support education
INDUSTRIALIZATION
1. 1820
2. LITTLE EDUCATION FOR THE MASSES
3. HIGH LEVEL OF ILLITERACY
HORACE MANN
A. MASS., 1837
B. LOBBIED FOR STATE BOARD OF ED.
C. THE FIRST SECRETARY
D. WORKED FOR THE ESTABLISHMENT OF FREE PUBLIC EDUCATION
E. ESTABLISHED FIRST NORMAL SCHOOL
OPPOSITION
1. PEOPLE WITHOUT CHILDREN
2. PRIVATE SCHOOL PARENTS
3. CATHOLICS THOUGHT THEY WERE PROTESTANT PLOT – STARTED THEIR OWN
– BY 1860 SUPPORT FOR PUBLIC ELEMENTARY BECAME PREVALENT
– SECONDARY WAS FOR PRIVATE ACADEMIES
– EDUCATION FOR GIRLS WAS BECOMING MORE PREVALENT
Morrill Act - 1862
Authorized states to use public land grants to establish agricultural and mechanical colleges
28 yrs. Later Morrill Act II supported college teaching
USDOE – established in 1867 Downgraded to the Office of Education –
1868 OE became part of HEW in 1953 Became a Department again in 1979 Reagan tried to downgrade it again
Post WWI
Smith-Hughes Act – 1917– Provided the states with funds for vocational
education
– Vocational Rehabilitation Act to help returning soldiers
PROGRESSIVE IMPETUS ( 1900 – 1914)
1. JOHN DEWEYA. MEANINGFUL, INTERESTING
LEARNING
B. ACTIVE LEARNING – HANDS ON
C. INTEGRATION OF SUBJECT MATTER
D. TEACHER AS FACILITATOR OF LEARNING
G. STANLEY HALL
A. CHILD CENTERED REFORM
B. EDUCATION MUST TEND TO THE NEEDS AND INTERESTS OF THE INDIVIDUAL CHILD
3. EDWARD L. THORNDIKE
A. SOCIAL ENGINEERING REFORM
B. DETERMINE ABILITIES AND TALENTS THEN DEVELOP THEM
THE PUBLIC HIGH SCHOOL
1. PRIOR TO 1875 RELATIVELY FEW STUDENTS ATTENDED PUBLIC HIGH SCHOOL MOST IN PRIVATE ACADEMIES
2. COMPULSORY EDUCATION LAWS AND THE RIGHT TO LEVY SCHOOL TAXES LED TO A PROLIFERATION OF PUBLIC HIGH SCHOOLS BY TURN OF CENTURY
3. PROBLEM OF WHAT TO TEACH
A. CLASSICS Vs. MODERN SUBJECTSB. COLLEGE ENTRANCE
REQUIREMENTS DIFFEREDC. PREPARATION FOR LIFE Vs.
TRADITIONAL EDUCATIOND. CORE Vs. INDIVIDUALIZED
CURRICULUM
4. COMMITTEE OF TEN –
A. FORMED BY NEA (1892)
B. CLARIFY THE PURPOSE OF SECONDARY EDUCATION
C. CHAIRED BY CHARLES ELIOT – PRES. HARVARD
D. PURPOSE TO PREPARE STUDENTS FOR THE DUTIES OF LIFE
E. MODERN ACADEMIC COURSES BE AWARDED SAME STATURE AS TRADITIONAL
4. COMMITTEE OF TEN
F. CREATED FIVE MODEL CURRICULA
1. CLASSICAL AND MODERN LANGUAGES
2. ENGLISH
3. MATHEMATICS
4. HISTORY
5. SCIENCE
4. COMMITTEE OF TEN
G. RECOMMENDATIONS ACCEPTED BY NEA’S COMMITTEE ON COLLEGE ENTRANCE REQUIREMENTS – ALL STUDENTS SHOULD STUDY THIS CORE OF SUBJECTS
H. CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING - ADOPTED THE SAME CORE CURRICULUM – CARNEGIE UNITS
I. MISSING WAS ANY THOUGHT OF VOCATIONAL EDUCATION.
5. CARDINAL PRINCIPLES OF SECONDARY EDUCATION (1918)
A. PROGRESSIVE RESPONSE TO COMMITTEE OF TEN
B. NEA’S COMMISSION ON THE REORGANIZATION OF SECONDARY SCHOOLS
CARDINAL PRINCIPLES OF SECONDARY EDUCATIONMAIN GOALS OF SECONDARY EDUCATION
1. HEALTH
2. COMMAND OF FUNDAMENTAL PROCESSES
3. WORTHY HOME-MEMBERSHIP
4. VOCATION
5. CITIZENSHIP
6. WORTHY USE OF LEISURE
7. ETHICAL CHARACTER
CARDINAL PRINCIPLES OF SECONDARY EDUCATION HELPED IN DESIGNING EDUCATIONAL
PROGRAMS FOR NON-COLLEGE BOUND
Agricultural Adjustment Act – 1935
Became the National School Lunch Program
POST WORLD WAR TWO
1. GI BILL OF RIGHTSA. PROVIDED 16 MILLION OPPORTUNITY
FOR HIGHER ED.
B. RESULTS OF ARMY TESTING
C. JUST REWARD
D. AVOID MASS UNEMPLOYMENT
E. OPENED UP HIGHER EDUCATION – ACCESS
F. CRITICS – STANDARDS WILL FALL
POST SPUTNIK (1957)
A. NATIONAL COMMITMENT TO IMPROVE EDUCATION PARTICULARLY SCIENCE AND MATH
B. NATIONAL DEFENSE EDUCATION ACT (NDEA - 1958)
C. RETURN TO EARLIER STANDARDS – IF THEY EVER EXISTED.
MID 1960’S
A. SHIFT BACK TO PROGRESSIVE
B. VIET NAM – EVERYTHING IN QUESTION
C. HIGHER ED CRISIS
D. PROLIFERATION OF ELECTIVES
MID 1960’S
E. SIGNIFICANT EXPERIMENTATION1. OPEN CLASSROOMS
2. NEW MATH
3. FLEX-MOD
4. STUDENT CENTERED EDUCATION
5. SUMMERHILL
Elementary and Secondary Education Act (ESEA, 1965)
– funded primary and secondary education, while explicitly forbidding the establishment of a national curriculum
– the funds were authorized for – professional development– instructional materials– resources to support educational programs, and– parental involvement
– Title 1– Provides supplemental school program grants for
children of low income families
CIVIL RIGHTS MOVEMENT
1. PLESSY V. FERGUSON - 1896A. LAW OF SEPARATE BUT EQUAL
B. REMAINED A GUIDING PRINCIPLE OF LAW UP THROUGH THE 1950’S
C. NAACP BEGAN TO FIGHT FOR INTEGRATION IN THE 1930’S
2. BROWN V. TOPEKA
3. OTHER CASES
4. DE FACTO V. DE JURE
Do These Inputs Matter?
Books in the Library Teacher salary Books in the library Number of computer stations Class Size Racial mix
Which hypothesis is correct?
There is a strong positive relationship between school quality and student achievement
Or There is a very weak relationship between
school characteristics and student outcomes» Sadovnik
Equality Of Educational Opportunity The Coleman Report 1966 SES mattered most Peer group associations matter Other inputs were weak
Top New Jersey High Schools 2008: By Rank http://njmonthly.com/articles/towns_and_sc
hools/highschoolrankings/top-new-jersey-high-schools-by-rank.html
http://njmonthly.com/downloads/1527/download/tophighschools08.pdf
NJ Monthly -All High Schools.84
Scattergram
0
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3
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9
0 50 100 150 200 250 300 350
High School Rank
DFG
NJ Monthly -Minus Magnets.89
Scattergram
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High School Rank
DFG
DO SCHOOLS MATTER?
1. EDMUNDS (1979)
A. EFFECTIVE SCHOOLS RESEARCH
B. CORRELATES
2. LAZOTTE
EFFECTIVE SCHOOLS RESEARCH
� SAFE ORDERLY ENVIRONMENT
� A CLEAR SCHOOL MISSION
� STRONG PRINCIPAL – INSTRUCTIONAL LEADERSHIP
� CLIMATE OF HIGH EXPECTATIONS
� A CONCENTRATION ON INSTRUCTIONAL TASKS
� MONITORING OF STUDENT PROGRESS
� POSITIVE HOME SCHOOL RELATIONS
National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform.(1983)
“… THE EDUCATIONAL FOUNDATIONS OF OUR SOCIETY ARE PRESENTLY BEING ERODED BY A RISING TIDE OF MEDIOCRITY THAT THREATENS OUR VERY FUTURE AS A NATION AND A PEOPLE. WHAT WAS UNIMAGINABLE A GENERATION AGO HAS BEGUN TO HAPPEN – OTHERS ARE MATCHING AND SURPASSING OUR EDUCATIONAL ATTAINMENTS.
IF AN UNFRIENDLY POWER HAD ATTEMPTED TO IMPOSE ON AMERICA THE MEDIOCRE EDUCATIONAL PERFORMANCE THAT EXISTS TODAY, WE MIGHT WELL HAVE VIEWED IT AS AN ACT OF WAR. AS IT STANDS, WE HAVE ALLOWED THIS TO HAPPEN TO OURSELVES.”
First Wave of Reform (mid 1980’s) Top Down from states
– Raised graduation requirements– Increased teacher certification requirements– Increased length of school day and year– Competency testing (NJ)
• 1978-82 MBS - grades 3,6,9
• 1983- HSPT9 - Graduation requirement 1985-6
Second Wave of Reform (late 1980’s) School Based
– Capacity building through staff development– Change in governance - school management
teams– NJ Test
• 8th grade EWT (1988)
• HSPT9 becomes the HSPT11 (1991)
Third Wave of Reform (early1990’s) Establishment and monitoring of standards May 1996, the NJBOE adopted the Core
Curriculum Content Standards (CCCS) which enumerated what all New Jersey students should know and be able to do by the end of the fourth and eighth grades, and upon completion of a New Jersey public school education– ESPA– GEPA– HSPA
56
No Child Left Behind
The reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA).
Signed by President George W. Bush on January 8, 2002.
Signified a clear shift in federal role toward policy maker and reformer.
57
NCLB (continued)
Three goals of NCLB:– Closing the achievement gap for disadvantaged students.– Improving the preparation of teachers and increasing their
compensation so as to have every classroom in America staffed by a “highly qualified” teacher by the end of the 2005–2006 school year.
– Instituting closely monitored systems of accountability for students, teachers, and schools.
NCLB mentions research 116 times, giving rise to controversy over the operational definition of scientifically-based research.
Current testing– NJ ASK grades 3-8– HSPA 11– Biology test?
Plans for high school assessment call for a transition from the HSPA to a range of end of course competency assessments in language arts literacy, biology, algebra, geometry, chemistry, physics, and environmental science.
NJBOE Link on history of testing
What will be the next Wave
Shift Happens