1. Women were always known as the helpmate to the male. The male was known as the provider. Women didn't have rights nor had no need for education. However, Emma Willard, opened the Troy Female Seminary in New York. The curriculum involved math, history, science, and geography, The school wanted to deliver the same education to females that males got. Education for African-Americans was limited as well. Teaching of reading and writing was not allowed for African-Americans.
1.1. Horace Mann fought for common school, also known as free education. However, not everyone likes the idea of common school. It wasn't until 1860 that public support for elementary schools became prevalent throughout the U.S. In 1862, the use of public money to establish public land grant universities was authorized. This led to having large state universities.
2. Equality of Opportunity
2.1. Class impacts educational outcome based on financial income. Depending on how much money you have will depend on how well of an education you can get. Studies show that the number of books in a family's home is related to the academic achievement of its children.
2.1.1. Project specifications
2.1.2. End User requirements
2.1.3. Action points sign-off
2.2. Race impacts how much education he or she is likely to achieve. 89% of white students are able to read at the intermediate level, which includes the ability to search for specific information. 66% of African-American students have reached that level of reading proficiency. 70% of Hispanic-American students are reading at that same level.
2.2.1. One response to The Coleman Study of 1982 was to compute the yearly average achievement gain by public and Catholic students. The difference between public and Catholic schools are statistically significant. The second response to The Coleman Study of 1982 was to evaluate educational data. They discovered that where an individual goes to school is often related to her race and socioeconomic background. The racial and socioeconomic composition of a school has a greater effect on student achievement than an individual's race and class.
2.3. Gender is directly related to his or her educational attainment. Today, females are less likely to drop out of school than males and are likely to have a higher level of reading proficiency. However, studies show that males outperform females in mathematics.
3. Philosophy of Education
3.1. Pragmatism is a philosophy that encourages people to find processes that work in order to achieve their desired goals. Pragmatists are action oriented.
3.1.1. Generic Notions: Teachers should start with the needs/interests of the children in the classroom and employ group learning. Children are active and changing, which requires a course of study that would reflect that. Goal of Education: School should be a place where ideas can be implemented, challenged, and reconstructed. Dewey believed that school should function as preparation for life in a democratic society. Role of Teacher: Teacher should encourage, offer suggestions, and implement courses of study. Teacher should also have a command of disciplines to implement curriculum. Methods of Instruction: Dewey believed that children learn individually and in groups. He also believed that children should use the problem-solving method, which is what we use today. It is important for students to be able to converse with one another. Curriculum: Dewey thought that integrated curriculum provided the most effective means. A particular subject matter under investigation by students that need to be solved by math, science, reading, which are all academic disciplines in an interconnected way.
4. Educational Reform
4.1. In 1994, the School-to-Work Opportunities Act was signed by Bill Clinton. This law provided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systems. The system was to prepare youth for the high-wage, high-skill careers of today's global economy. System had 3 core elements: 1) school-based learning 2) work-based learning 3) connecting activities.
4.2. Development of teacher education as an educational problem was a response to the initial debates concerning the failure of the schools.
4.3. Research conducted over a 20-year period demonstrates that a combination of school, community, and societal level reforms are necessary to reduce the achievement gap. The research argues that successful school reform must be based on a number of essential supports including: leadership as the driver for change, parent-community ties, professional capacities, student-centered learning climate and instructional guidance.
4.4. School finance equity and adequacy advocates litigated at the state level. Citing discrimination in funding for some school districts, which was believed to be creating disparities in urban students' education by failing to provide all students with a "thorough and efficient" education, as guaranteed under the New Jersey State Constitution.
5. Sociological Perspectives
5.1. Functionalists stress the interdependence of the social system. This means they believe that school and society should articulate with one another to make society work.
5.1.1. Dependencies
5.1.2. Milestones
5.2. Conflict sociologists do not see the relation between school and society as straightforward and unproblematic. They look at school as a social battlefield, where students struggle against teachers and teachers against administration. Interactional sociologists look at things that are taken for granted, such as behavior and interaction between students and teachers and students and students.
5.2.1. Schedule
5.2.2. Budget
5.3. 1) Teacher behavior has a huge impact on student learning and behavior. When teachers demand more from their students and praise them, students learn more and felt better about themselves. 2) Student cultures play an important role in shaping students' educational experiences. In school, nobody wants to be known as a "nerd", but people idealize athletic ability. 3) Inequality is a big topic in education. Depending on whether you fall into the upper, middle, or lower class is how kids are treated at school. Class position creates selective perception and those oppressed by the class system may resist or revolt. 4) Gender discrimination also has an effect on students. By the end of high school, girls have lower self-esteem and lower aspirations than boys do. Girls feels as if they are not living up to their potential. However, schools aren't to blame for this, society is to blame. 5) Inadequate schools is another problem. The way children are educated today will not prepare them for the future. Depending on what school you attend will determine how well your education will be.
5.3.1. Teacher behavior has a huge impact on student learning and behavior. When teachers demand more from their students and praise them, students learn more and felt better about themselves. Student cultures play an important role in shaping students' educational experiences.
6. Educational Inequality
6.1. Cultural deprivation suggests that working-class and nonwhite families often lack the cultural resources, such as books and other educational stimuli, and thus arrive at school at a significant disadvantage. Deprivation results in educationally disadvantaged students who achieve poorly because they have not been raised to acquire the skills required for satisfactory academic achievement.
6.1.1. Public schools are financed through a combination of revenues from local, state, and federal sources. The majority of funds come from state and local taxes. Property taxes are based on the value of the property in local communities. More affluent communities are able to provide more per-pupil spending than poorer districts versus poorer communities. Effective school research is key. If student differences are more important than school differences, then teachers cannot be blamed for lower academic performance of nonwhite students. Studies show that schools in working-class neighborhoods are more likely to have authoritarian pedagogic practices. Schools in middle-class communities are likely to have less authoritarian are more student-centered pedagogic practices. The fact that different groups of students in the same schools perform differently suggests that there may be school characteristics affecting these outcomes.