1. Vocational Skills
1.1. State of New York sided with vocational skills, felt that they had completed their jobs by 8th grade
1.1.1. Dominant Policy Paradigm - Focused mainly on vocational purposes.
1.1.1.1. Vocational upgrades during the Cold War
1.1.1.1.1. Claudia Goldin and Larry Katz’s important book on The Race between Education and Technology (2008)
1.1.1.1.2. EV: "Historical experience suggests that the principal mechanism for convergence [of incomes and wealth] at the international as well as the domestic level is the diffusion of knowledge. In other words, the poor catch up with the rich to the extent that they achieve the same level of technological know-how, skill, and education."
1.1.1.1.3. Believes that the high-end schools that cater to the rich shouldn't be so niche. Argues that there should be more thourough training done within the schooling system.
1.1.1.2. EV: "The response was the National Defense Education Act, signed into law in 1958, which increased funding for science and math education, as well as vocational training" This reponse was prompted by Russia's "sputnick", the first satalite
1.1.1.3. When looking through the historical lenses we see advancements made in vocational elements like math and science. In the days of the Cold War, Russia launched the first satellite, “Sputnick”, putting the American government on its toes. This forced the government to make advances in vocational aspects to make the country look more prosperous. INCREASED FUNDING IN MATH AND SCIENCE
1.1.2. EV: "the goal is to ensure that young people, and society generally, can compete in a global economy." Closely focuses on STEM
1.1.3. Dominant Policy Paradigm supports the expansion of math and science resources for vocational purposes. The DPP also heavily supports efforts within the STEM field rather than those of societal benefit. While participatory readiness prepares students for global fluency within communities, the DPP aims to enable students to flourish in the global economy.
1.2. EV: "The state, in the position of defendant, did not disagree with the need for civic education. But it argued that once students had completed eighth grade, the public schools had met their responsibility to enable children "to eventually function productively as civic participants.” Not coincidentally, the state argued that this education level was adequate preparation for minimum-wage labor."
1.3. The State argued that students should be equipped with all the necessary knowledge to obtain a job. Upon further review, this idea was proven to be flawed, and the State of New York was forced to upgrade school facilities as well as overall funding. On the opposition, the CFE (Campaign for Fiscal Equity) argued that to obtain a job higher than a minimum wage level, required a 12th grade education.
2. Civic Participation
2.1. CFE sides with Civic Participation, fighting for more than just minimum wage
2.1.1. KEYTERM: "Participatory Readiness"
2.1.1.1. KEYTERM: Hyper meritocracy
2.1.1.1.1. Economic fairness through civic and political participation
2.1.1.1.2. EV: "As Acemoglu and Robinson argue, the expansion of political participation drove egalitarian economic reforms in Britain in the 19th century and the United States in the early 20th"
2.1.1.1.3. Giving students a more worldly education rather than just a vocational one will lead to economic fairness
2.1.1.1.4. By carrying out civic duties, the chances for things such as inclusive decision making, social capital built through connections, as well as policy influence. Having a say in local and state policies can allow for equality due to people being given representative voices.
2.1.1.2. EV: The idea that to succeed not only skill is required. Rather that social and political awareness are on the same plane. Meritocracy follows the idea that a person of power would be chosen souly based on talent instead of class, race, etc.
2.1.1.3. Preparing students for political and economic readniess. This includes voting, community outreach, as well as overall impact on society.
2.1.1.4. EV: 3 Forms of Hypermeritocracy: through indoctrination, through the cultivation of skills that facilitate participation (reading and writing and "soft skills" of collaboration and interaction), and through the increased material benefits of participation.
2.1.2. EV: "Fair economic outcomes are aided by a robust democratic process and, therefore, by genuine political equality."
2.1.3. Civic Agency - The collection of people working to create common goals, solve problems, and participate in meaningful events
2.1.3.1. SERVE COMMUNITY, Through acts of service as well as fulfilling civic duties
2.1.4. 3 Kinds of Civic Agency