1. Intro. pg. 211
1.1. Examines the relationship between federal and state control of schools.
1.1.1. EDUC not on US Constitution, so it is STATE'S responsibility to create and regulate schools.
1.1.2. But, FEDS have recently have started to have dramatic control over schools
1.1.2.1. ex. NCLB
1.1.2.2. Consequences:
1.1.2.2.1. Candidates for FED offices include education issues in their campaigns.
1.1.2.2.2. FED involvement ranges from SEX ED to Testing of students.
2. NCLB AS categorical FED aid. pg. 213
2.1. Theoretically: NCLB balances FED & STATE power by allowing STATES to determine their own academic standards and testing programs BUT CATEGORICAL AID allows FEDS to implement a range of activities including: pg 213
2.1.1. 1. Creating Academic Standards and Testing Programs:
2.1.2. 2. Req pub. report of test scores
2.1.3. 3. ID & Improve schools failing AYP
2.1.4. 4. Specific READING PROGRAMS
2.1.5. 5. Offering CHOICE PROGRAMS
2.1.6. 6. Variety of others
2.2. History of FED control thru Requirements
2.2.1. 1950's DEBATE over who controls USE of FUNDS: STATE OR FEDS
2.2.2. NDEA (Nat Def. Edu. Act)
2.2.2.1. Targeted funds for specific purposes. (i.e.. Policy Objectives)
2.2.2.2. Math, Science, Foreign Lang. Instruct.
2.2.2.2.1. SPUTNIK
2.2.3. Title VI of 1964 CIVIL RIGHTS ACT
2.2.3.1. No funds if practice racial, religious, or ethnic discrimination.
2.2.3.2. No person denied benefits of any prog at gets FED $.
2.2.4. 1965: ESEA (Ele. & Sec. Edu. Act)
2.2.4.1. "War on Poverty" (Johnson)
2.2.5. Title V of 1972 amendment to Higher EDUC. Act
2.2.5.1. No Sex Discrimination
2.3. Therefore: FEDS have much INDIRECT INFLUENCE over Education by:
2.3.1. Categorical Aid
2.3.2. Attaching FED REGS to FED Programs
2.3.3. Civil Rights compliance to get $
2.3.4. Funding EDUC. Research
3. DEM and REP national party platforms: On the FED role in EDUC.
4. SOURCE of FED INFLUENCE over local school policies. pg. 211
4.1. Primarily thru CATEGORICAL AID
4.1.1. Money provided to support specific FED Programs and Legislation
4.1.1.1. ex. NCLB
4.1.1.2. IF $ accepted, Reg & Req must be accepted too.
4.1.2. Most STATES accept, BUT it is Very Small % of $ States spend on students pg. 212
4.2. Total FUNDS since 1989
4.2.1. Local sources declined
4.2.2. FED sources increased
4.2.3. STATE sources stayed about the same.
4.2.4. Reflects growing role of FED in local schools
5. Increasing STATE involvement in schools.
5.1. HISTORY
5.1.1. Early 1800's
5.1.1.1. Small STATE DOE's
5.1.1.2. Collecting edu stats, promoting good schools and teacher training, & inspecting local schools.
5.1.2. Employee
5.1.3. Late 1800's & Early 1900's
5.1.3.1. Expanded STATE Role:
5.1.3.1.1. Compulsory EDUC Laws
5.1.3.1.2. Curriculum content req's.
5.1.3.1.3. Teach Cert. Req's, increased and got complex
5.1.3.1.4. Bureaucracy grew to enforce req's.
5.1.4. 1960's
5.1.4.1. FED involve. Increased
5.1.4.1.1. FED $ funneled thru STATE to LOCAL
5.1.5. 1980's & 1990's
5.1.5.1. AS GOVERNORS: Clinton & Bush's Campaign focused on EDUC.
5.1.5.1.1. RESULT WAS: STATE-INITIATED SCHOOL REFORM movement that called for STATE-WIDE testing of public school students.
5.1.6. TODAY: Most STATES exercise the following major functions regarding education:
5.1.6.1. Establishing academic standards and curriculum guidelines for local school districts
5.1.6.2. Testing students for achievement of academic standards
5.1.6.3. Testing teachers as part of the licensing procedure
5.1.6.4. Licensing teachers
5.1.6.5. Enacting laws that affect the CONTENT OF INSTRUCTION.
5.1.6.5.1. Vary by State: Teaching Patriotism, Free Enterprise, Driver's Ed., & Other Ed. Topics
5.1.6.6. Providing FUNDS to local school districts