Being Black and Poor in the Inner City essay Type a 1-2 page, double spaced reflection on one or two ideas or quotes from the assigned reading (with an ast

Being Black and Poor in the Inner City essay Type a 1-2 page, double spaced reflection on one or two ideas or quotes from the assigned reading (with an asterisk next to it) that you want to expand on. You can use “I” statements. You do not have to summarize the reading.*More Than Just Race: Being Black and Poor in the Inner City (Wilson) Chapter 6 from American Education (Spring) AMERICAN
EDUCATION
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Featuring current information and challenging perspectives on the latest issues and forces
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in critical thinking about education. Students come away informed on the latest topics,
issues, and data and with a strong knowledge of the forces shaping the American educational
system.
Thoroughly updated throughout, the 18th edition of this clear, authoritative text remains
fresh and up to date, reflecting the many changes in education that have occurred since
the publication of the previous edition. Topics and issues addressed and analyzed include:
•
•
•
•
•
•
The decline of the Common Core State Standards, particularly as result of a
Republican-controlled administration currently in place
Increasing emphasis on for-profit education, vouchers, charter schools and free-market
competition between schools, expected to surge with the appointment of the new
U.S. Secretary of Education Betsy DeVos
Current debates about immigration and “Dreamers”—new statistics on immigrant
education, discussion of education proposals to accommodate the languages, cultures,
and religions of newly arrived immigrants
New education statistics on school enrollments, dropouts, education and income,
school segregation, charter schools, and home languages
The purposes of education as presented in the 2016 platforms of the Republican,
Democratic, Green, and Libertarian parties
Discussions around transgender students.
Joel Spring is Professor at Queens College/City University of New York and the Graduate
Center of the City University of New York, USA.
Sociocultural, Political, and Historical Studies in Education
Joel Spring, Editor
A full list of titles in this series is available at: www.routledge.com/
series/LEASPHSES. Recently published titles:
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the Crossroads
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Parental Involvement in Schooling
Peshkin • Permissible Advantage?: The Moral Consequences of Elite
Schooling
Spring • The Universal Right to Education: Justification, Definition,
and Guidelines
Nieto, Ed. • Puerto Rican Students in U.S. Schools
Glander • Origins of Mass Communications Research During the
American Cold War: Educational Effects and Contemporary
Implications
Pugach • On the Border of Opportunity: Education, Community, and
Language at the U.S.–Mexico Line
Spring • Education and the Rise of the Global Economy
Benham/Heck • Culture and Educational Policy in Hawai’i: The
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Lipka/Mohatt/The Ciulistet Group • Transforming the Culture of
Schools: Yu’pik Eskimo Examples
Weinberg • Asian-American Education: Historical Background and
Current Realities
Nespor • Tangled Up in School: Politics, Space, Bodies, and Signs in
the Educational Process
Peshkin • Places of Memory: Whiteman’s Schools and Native
American Communities
Spring • The Cultural Transformation of a Native American Family
and Its Tribe 1763–1995
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AMERICAN
EDUCATION
18th Edition
Joel Spring
First published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Joel Spring to be identified as author of this work has been
asserted by him in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification
and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-08723-1 (hbk)
ISBN: 978-1-138-08725-5 (pbk)
ISBN: 978-1-315-11060-8 (ebk)
Typeset in Sabon
by Florence Production Ltd, Stoodleigh, Devon, UK
BRIEF CONTENTS
Preface
xiii
PART ONE:
SCHOOL AND SOCIETY
1
CHAPTER 1
The History and Political Goals of Public
Schooling
3
CHAPTER 2
The Social Goals of Schooling
35
CHAPTER 3
Education and Equality of Opportunity
69
CHAPTER 4
The Economic Goals of Schooling: Human
Capital, Global Economy, and Preschool
93
CHAPTER 5
Equality of Educational Opportunity:
Race, Gender, and Special Needs
122
CHAPTER 6
Student Diversity
148
CHAPTER 7
Multicultural and Multilingual Education
179
PART TWO:
POWER AND CONTROL IN AMERICAN
EDUCATION
217
Local Control, Choice, Charter Schools,
and Home Schooling
219
Power and Control at State and National
Levels
250
CHAPTER 8
CHAPTER 9
v
CHAPTER 10 The Profession of Teaching
272
CHAPTER 11 Globalization of Education
304
Index
vi
BRIEF CONTENTS
323
CONTENTS
Preface
xiii
PART ONE:
SCHOOL AND SOCIETY
1
CHAPTER 1
The History and Political Goals of Public
Schooling
3
CHAPTER 2
Education Goals Are Controversial
Historical Goals of Schooling
U.S. Secretary of Education Betsy DeVos: Political
Goals and School Organization
Protected or Prepared Childhood?
Impact of Educational Goals: Common Core
State Standards and Literacy
Political Goals of Schooling
Should Schools Teach Political Values and Patriotism?
Censorship and American Political Values
Courts and Political Values
The Fruits of Political Education
Conclusion
Suggested Readings and Works Cited in Chapter
4
5
11
11
14
18
21
24
28
30
The Social Goals of Schooling
35
The 2016 Republican Platform: Religion and Family
The Problem of Determining Moral Values: Religion
and Secularism
Moral Values and Sex Education
School Values: LGBTQ (Lesbian, Gay, Bisexual,
Transgender, and Questioning Sexual Orientation)
Character Education
Do Public Schools Reduce Crime?
School Crime: Student Violence
37
7
10
38
41
47
48
50
53
vii
School Crime: Bullying and Cyberbullying
Promoting National Health: Nutrition
Promoting National Health: Drug and Alcohol
Abuse
Building Community through Extracurricular
Activities
Conclusion
Suggested Readings and Works Cited in Chapter
CHAPTER 3
CHAPTER 4
CONTENTS
59
61
62
63
Education and Equality of Opportunity
69
Schools and Equality of Opportunity
School Models for Equality of Opportunity
Testing and Skills as Predictors of Economic
Conditions
Education and Income
Labor Market Bias: White Privilege: Gender,
Race, Educational Attainment, and Income
Are Schools Contributing to the Rich Getting Richer
and the Poor Getting Poorer?
Rich and Poor School Districts
Social Class and At-Risk Students
The End of the American Dream: School Dropouts
Tracking and Ability Grouping
Social Reproduction
The 2016 Democratic Platform and Equality
of Opportunity
Conclusion
Suggested Readings and Works Cited in Chapter
70
71
88
89
90
The Economic Goals of Schooling: Human
Capital, Global Economy, and Preschool
93
Human Capital Theory
Schooling and the Global Knowledge Economy
The Human Capital Education Paradigm and
Lifelong Learning
Can Investment in Schools Grow the Economy?
Preschool, Human Capital Theory, and Soft Skills
The Perry Preschool Study
Child-Rearing and Social and Cultural Capital
Family Learning and School Success
Human Capital: 2016 Republican and Democratic
Platforms
Conclusion
Suggested Readings and Works Cited in Chapter
viii
55
56
77
77
79
80
82
84
85
86
87
94
97
99
100
102
105
108
111
116
118
119
CHAPTER 5
CHAPTER 6
Equality of Educational Opportunity:
Race, Gender, and Special Needs
122
The Legal Problem in Defining Race
Defining Race after the 1965 Immigration Act
The Census and Race
The Fourteenth Amendment and Equality of
Educational Opportunity
Desegregating Schools
School Segregation Today
Equal Education for Women
Students with Disabilities
Public Law 94–142: Education For All
Handicapped Children Act
Disability Categories
Writing an IEP
Inclusion
UNESCO and Inclusion
Charter Schools and Public Law 94–142
Conclusion
Suggested Readings and Works Cited in Chapter
122
124
127
136
137
139
140
141
142
143
143
Student Diversity
148
129
131
132
133
135
Trump and Republican Administration Policies
and Dreamers
Global Migration and the Immigration Acts of
1965 and 1990
Mexican American Students and U.S. Schools
Native American Students and U.S. Schools
Asian American Students and U.S. Schools
Educational Attainment of Immigrants
Languages and Schools
Languages of School-Age Children
Are U.S. Teachers Prepared for Language Diversity?
Conclusion
Suggested Readings and Works Cited in Chapter
CHAPTER 7
149
150
152
157
163
168
171
172
174
175
175
Multicultural and Multilingual Education
179
Global Migration of the World’s Peoples
Cultural Differences in Knowing and Seeing the World
Biculturalism: Collectivist and Individualist
Societies
The Differences among Dominant, Dominated,
and Immigrant Cultures
Dominated Cultures: John Ogbu
179
181
183
186
187
CONTENTS
ix
Empowerment through Multicultural Education:
James Banks, Sonia Nieto, and Critical Pedagogy
Empowerment through Multicultural Education:
Racism
Teaching an Anti-Bias and Tolerance Curriculum
Empowerment through Multicultural Education:
Sexism
Educating for Economic Power: Lisa Delpit
Ethnocentric Education
Bilingual Education and English Language
Acquisition: No Child Left Behind
The End of Bilingual and Multicultural Education:
English Language Acquisition Act of 2001
and the Common Core State Standards
Globalization: Language and Cultural Rights
Global Responses to Education of Linguistic
and Cultural Minorities
2016 Republican Party and America First
Conclusion
Suggested Readings and Works Cited in Chapter
PART TWO:
CHAPTER 8
x
CONTENTS
191
193
195
198
199
201
202
205
207
211
211
212
POWER AND CONTROL IN AMERICAN
EDUCATION
217
Local Control, Choice, Charter Schools,
and Home Schooling
219
The Education Chair
School Boards
School Choice
School Choice and Religion
National Public School Choice Plan: No Child
Left Behind Act of 2001
Charter Schools
For-Profit Global Education Corporations
Home Schooling
Online and Distance Learning
The 2016 Republican Support of School Choice
and Vouchers
Conclusion
Suggested Readings and Works Cited in Chapter
CHAPTER 9
189
220
221
223
225
227
229
235
237
240
242
243
243
Power and Control at State and
National Levels
250
Federal Influence over Local School Policies
Categorical Federal Aid
250
252
No Child Left Behind
Race to the Top
Student Privacy and Big Data
Common Core State Standards
Federal and State Control through High-Stakes
Tests and Academic Standards
Federal and State Mandated Tests and Equality
of Opportunity
Does Federally Mandated High-Stakes Testing Work?
Is There a Lack of Longitudinal Research?
Does Federal Testing Policy Promote Unethical
Behavior? Is Test Cheating Increasing?
The 2016 Republican and Democratic Platforms:
Rejection of Common Core and High-Stakes
Testing
Conclusion
Suggested Readings and Works Cited in Chapter
CHAPTER 10 The Profession of Teaching
The Changing Roles of American Teachers
No Child Left Behind and Race to the Top:
Highly Qualified Teachers
The Rewards of Teaching
Teacher Turnover
Teachers’ Unions and Teacher Politics
A Brief History of the National Education
Association (NEA)
A Brief History of the American Federation
of Teachers (AFT)
Performance-Based Pay
Assault on Teachers’ Unions’ CollectiveBargaining Rights
Should Teachers Strike?
Teachers’ Rights
Teachers’ Liability
Teachers’ Private Lives
Conclusion
Conclusion: The 2016 National Election:
Teacher Unions
Suggested Readings and Works Cited in Chapter
CHAPTER 11 Globalization of Education
Dominant Global Educational Ideology:
Human Capital and Consumerism
Skills: The New Global Currency
253
253
254
256
257
260
261
263
265
267
267
272
273
276
277
278
279
281
284
287
287
288
290
295
297
298
299
300
304
305
307
CONTENTS
xi
The OECD and Human Capital Theory
The World Bank and Human Capital Education Theory
Global Education Business
Global Business and Global Testing Services:
Standardization of Subjects and Global
Intercultural English
Shadow Education Industry and Cram Schools
Franchising the Shadow Education System
Conclusion: Long Life and Happiness
Suggested Readings and Works Cited in Chapter
Index
xii
CONTENTS
308
310
312
313
317
318
319
320
323
PREFACE
The 2016 tumultuous national election of President Donald Trump and the
appointment of U.S. Secretary of Education Betsy DeVos dramatically
changed national discussions about education. Each of the chapters has
been updated in the context of this election. The following changes were
made to each chapter. Also, tables used throughout the book were updated.
Chapter 1 Added is a discussion of the political and religious goals of
the 2016 national election and the education ideology of U.S. Secretary
of Education Betsy DeVos.
Chapter 2 Added is a discussion of the traditional family, religious
goals, and sexual education proposals contained in the 2016 Republican
Platform.
Chapter 3 Added is a discussion of the equality of opportunity goals
contained in the 2016 Democratic Platform. Statistical tables were
updated.
Chapter 4 Added is a discussion of the 2016 Republican and Democratic Platform responses to human capital theory. Also, added is a
discussion of the Economic Policy Institute’s “Inequalities at the Starting
Gate: Cognitive and Noncognitive Skills Gaps between 2010–2011
Kindergarten Classmates.”
Chapter 5 Added is the Republican interpretation of Title IX and its
relationship to school treatment of transgender students. Also discussed
are guidelines for protecting the rights of students with disabilities in
charter schools.
Chapter 6 Added is a discussion of President Trump’s administration
Policies on Immigration and Dreamers. Also added are protections for
undocumented students under the 1982 U.S. Supreme Court ruling Plyler
vs. Doe. Tables in the chapter were updated.
Chapter 7 Added are the Republican promotion of America First,
American exceptionalism and nationalism.
Chapter 8 Added is a discussion of President Trump’s support of
school choice and vouchers. Also, statistical tables were updated.
xiii
Chapter 9 Added is a discussion of the 2016 Republican and Democratic Platform’s rejection of Common Core and High-Stakes Testing.
Chapter 10 Added is a discussion of the 2016 Democratic Platform’s
response to the national teacher shortage. Also, the table on national
teachers’ salaries was updated.
xiv
PREFACE
PART ONE
SCHOOL AND SOCIETY
1
CHAPTER 1
The History and Political Goals
of Public Schooling
Imagine public school principals greeting each parent at the beginning
of the school year with the question: “What do you want your child to
learn and how do you want it to be taught?” Of course, this doesn’t
happen. What is to be taught and how are usually decided by the time
children begin the school year. Learning goals and instructional methods
are determined by a political process involving local, state, and federal
officials and, in some cases, the courts. Politically determined goals of
public education guide what is taught and how it is taught. When students
enter a public school they are submitting to the will of the public as
determined by local, state, and federal governments. The goals of
American schools are politically determined.
This political determination of school goals is exemplified by 2014
student protests in Jefferson County Colorado over a proposal by the
members of the elected school board to change the Advanced Placement
U.S. history curriculum by downplaying the role of civil disobedience
in bringing about change in U.S. society and promoting patriotism.
Students marched with signs reading “Civil disobedience is patriotism”
and “Education without limitation.” However, the elected county school
board represents the viewpoints of voters. It is through school boards
that the public is supposed to influence school curricula. So who is right:
students as political activists or the school board as elected officials?
To distinguish between educational goals I have divided them into
political, social, and economic. In this chapter I focus on the issues
surrounding the political goals of education. In Chapter 2, I discuss the
social goals of schooling. In Chapter 3, I consider one of the most important and complex goals of education, which is equality of opportunity.
Chapter 4 continues the discussion of equality of opportunity in the
context of economic goals.
3
This chapter introduces readers to:
•
•
•
•
the goals and history of U.S. public schools;
the debates about the political goals of public schools;
a discussion about whether these goals have been achieved;
questions designed to help readers formulate their own opinions
about what should be the purposes of American education.
EDUCATION GOALS ARE CONTROVERSIAL
What type of goals spark public controversy? Consider the goal of
educating patriotic citizens. Should teaching patriotism consist of saluting
the flag and reciting the Pledge of Allegiance, which contains a reference
to God? Some religious groups criticize flag salutes as worshiping false
gods, while others complain about the reference to God in the Pledge.
Also, social goals can stimulate debates such as those related to instruction
in abstinence or birth control as a means of reducing teenage pregnancy.
An important traditional goal of schooling is reducing crime through
instruction in moral and social values. But whose social values or morality
should form the basis of instruction in public schools? Today, the economic goals of schooling primarily center on educating workers to help
the U.S. economy compete in the global economy. But will this goal
increase or decrease economic inequalities in society?
The previous questions do not have right or wrong answers. They
are questions that reflect real debates about the role of U.S. public schools.
The questions also provide insight into the historical evolution of
American education. For instance, what are your answers to the following
questions?
•
•
•
Do you think there are public benefits from education that should
override the objections of parents and other citizens regarding the
teaching of particular subjects, attitudes, or values?
Should elected representatives determine the subject matter, attitudes,
and values taught in public schools?
…
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