Why educate? What is the proper balance? 1. Political Three Main Purposes of Schools Spring Chapter 1 Political, Social, and Economic To transmit and/or to reconstruct (highly contested) Problem in classrooms: Creating curriculum, policies, and practices to achieve these goals. 1. Political Prepare citizens (Passive or Active) Americanize-Patriotism (both Natives & Immigrants) 2. Social Teach mainstream behaviors and values (socialize, character) Address social problems Build a sense of community 3. Economic (examine in Federal policies Week 5) Invest in training the workforce Human capital theory—investment in education will improve the quality of workers and the wealth of the community Concern about global competition If labor market concerns dominate, business needs would shape the curriculum, business ideas influence. Why educate? What is the proper balance?

Spring Chapter 1 “Since there is a wide variation in what people believe, educational goals often generate debate.” (Spring, 3) 50 States, all have their own state learning standards “Educational goals are determined by federal, state, and local politicians, special interest groups, community organizations, and professional education organizations.” (Spring, 3) Contested by various groups

Spring Chapter 1 highlights: Take 1 minute and make a short list of the ways your school prepared you for a political role (directly and indirectly). How effective were these efforts? Was your citizen training for passive or active involvement? 1. Political Prepare citizens (Passive-vote or Active) Americanize-Love of country, belief in the political system (for both Natives & Immigrants) Spring Chapter 1 highlights: Jefferson’s concern for democratic leadership (selected on merit) and literate citizens Mann’s concern for common values formed by a common experience School’s role in encouraging patriotism and loyalty to country (songs, pledge, history) School’s role in encouraging responsibility to community (service learning)

Students enjoyed history Class visited the homeless In your view, is this teacher following the intended political purposes of teaching history? Yes or No? Students enjoyed history Class visited the homeless Discussed the environment Innovative teacher Speaker on Vietnam War Raise awareness of injustices Some parents complain that he is brainwashing students to his views Took students to antiwar rally

Liberal Democratic States avoid: Manipulation Indoctrination Propaganda Deception Threats Force What should it do?

4: the common people constituting the source of political authority Tozer, Chapter 1 POLITICAL GOAL “The major goal of teaching is to prepare citizens for life in a democratic society.” Merriam Webster definition of Democracy 1 a: government by the people ; especially : rule of the majority b: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections 4: the common people constituting the source of political authority 5: the absence of hereditary or arbitrary class distinctions or privileges

Strong or Deliberative Democracy “Voice rather than vote is the vehicle of citizen empowerment.” Free and open debate. Who is at the table?

Report on MSNBS on Texas School Board The study of History, Social Studies and more recently Economics is regarded as part of the school curriculum to promote citizenship. What questions can be raised about the process and curriculum changes made in 2010 by the Texas School Board Committee (elected board)? Report on MSNBS on Texas School Board http://www.youtube.com/watch?v=TG-aVBfd4C8 “Educational goals are determined by federal, state, and local politicians, special interest groups, community organizations, and professional education organizations.” (Spring, 3)

TOZER CHAPTER 1 CONTEXTUAL YOUR ANALYSIS ANALYTIC FRAMEWORK (Tozer, 9-11) PE and Ideology explains why, what, how What forces explain the rewriting of learning standards in Texas? IDEOLOGY Explain and Justify Shared beliefs Shared values Groups differ POLITICAL ECONOMY Institutions and practices Social (like family, religion) Economic Political Schools *Demographics SCHOOLS How would people in Illinois react if the Texas standards were passed in Illinois? Why?

If you were a teacher in Texas, would you generally agree or disagree with the changes? See NY Times Article on how the State Board of Education in Texas influences curriculum content in 2010. What questions are raised by the process to create history standards in Virginia? Frontline PBS –State of Virginia debates history standards, committee contains teachers, curriculum specialists, state board of education representatives. http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/video.html

SCHOOLS AND POLITICS Controlled by legislation SCHOOLS AND POLITICS Controlled by legislation. Embedded in party politics.

Spring Chapter 2 Key Ideas about equality of opportunity in a meritocratic society. Equality of opportunity means that all members of a society are given equal chances to pursue wealth and enter any occupation or social class. (Spring, 30) OPEN SOCIETY Equality does not mean that everyone will have equal incomes and equal status. COMPETITION within a HIERARCHY For Schools Equality of educational opportunity COULD mean students are given equal chances to achieve or it could mean equal chances to compete for advanced classes or entrance to best colleges and scholarships. Compare Neuqua Valley and Harper High School. Spring concludes that in our present school system, advantage is given to children and future workers by family income and cultural background. STRUCTUAL INEQUALITY

Evolution of Models of Schooling 3 Models (Spring, Ch. 2) Common School Model (19th Century, Mann) The whole community benefits, includes a common curriculum for all, tax supported, free to all students. Sorting Machine Model (20th Century) Students do not have same needs or capacities, based on merit, basic education and job training for some, advanced education for others. 1980s researches challenge the sorting model, charging that the tracking structure produces low achievement in students. Sorting Machine Model with Tests--High Stakes Testing Model (21st century), focus on test scores, positive and negative consequences. Each model reflects a distinct set of values and purposes, and a different kind of school experience for students and teachers.

Common School (Spring, Chapter 2) Common Curriculum, Learn Common Ideology, “Equal” Treatment in School The Illinois public schools will enable all students to succeed in post-secondary education and career opportunities, to be effective life-long learners, and to participate actively in our democracy.  Meet in School Receive a Common Education Positive Climate Students High Income Middle Income Low Income Class-based and cultural differences prior to entering school. Graduate Equal Opportunity to Compete for Jobs High Income Middle Income Low Income Social Starting Line

What are the key words of this promise? Article X Illinois Constitution SECTION 1. GOAL - FREE SCHOOLS A fundamental goal of the People of the State is the educational development of all persons to the limits of their capacities. The State shall provide for an efficient system of high quality public educational institutions and services. Education in public schools through the secondary level shall be free. There may be such other free education as the General Assembly provides by law. The State has the primary responsibility for financing the system of public education. (Source: Illinois Constitution.)

Students sorted by teachers, counselors, standardized Sorting Model (by 1910) Vocational, general, and college preparation tracks. Establishes a hierarchy-high status and low status knowledge. Students sorted by teachers, counselors, standardized tests into tracks and ability groups. Upon graduation Students have been prepared for college or work All students High-income Middle-income Low-income Social Starting Line Achievement in schools is highly correlated along class lines—Social Reproduction not Social Mobility

MODEL Knowledge is reduced to test scores

High Stake Testing Model (1990s) is the Sorting Model with Tests Schools, at all levels, use TESTS to make decisions about students, teachers, and schools. For promotion, to exit high school, ability grouping, regular, honors, AP programs Upon graduation Tests are used for entrance to higher education ACT,SAT All students 1980s Accountability thru testing *2001 NCLB Tests determine school success or failure. Some Jobs Require Certification Tests Social Starting Line

“Teachers Grapple with Attaining Education Law’s Goal” http://learningmatters.tv/blog/on-the-newshour/no-child-left-behind-part-3-teachers-take-on-nclb/1349/ http://vsx.onstreammedia.com/vsx/newshour/search/NHPlayer?assetId=82575&ccstart=1884901&pt=0 http://www.pbs.org/newshour/bb/education/july-dec07/nclb_08-16.html 3:07 time, 6 minutes

Federal Policy since 1983 has moved toward higher standards and greater accountability with high stakes testing (See notes on Federal policies on the first day handout) Rise in importance of: Economic Purposes Global competition Productivity

Reauthorization of ESEA “Race to the Top” Economic Purposes President Obama’s Opening Letter See policies on your first day handout. …And the countries that out-educate us today will out-compete us tomorrow. By 2020, the United States will once again lead the world in college completion. We must ensure that every student graduates from high school well prepared for college and a career.

Are schools generally more competitive or cooperative? What do students compete for?

The most talented students If you were a principal, to what classes would you assign your best teachers? The most talented students Honors, AP, gifted The most disenfranchised students Low achieving or dropout prevention programs Why?

IDEOLOGY OF MERIT *Those who are the most talented and work hard deserve rewards. Meritocracy is a system of a government or another organization wherein appointments are made and responsibilities are given based on demonstrated talent and ability (merit), AND NOT BY rather than by wealth (plutocracy), family connections (nepotism), class privilege (oligarchy), friends (cronyism), seniority (gerontocracy), popularity (as in democracy) or other historical determinants of social position and political power. In a meritocracy, society rewards (by wealth, position, and social status) those who demonstrated talent and competence, demonstrated through past actions or by competition.

http://www. pbs. org/newshour/bb/education/jan-june05/dropouts_4-26 http://www.pbs.org/newshour/bb/education/jan-june05/dropouts_4-26.html Breaking the Pattern We do know how to make schools more successful with lower achieving students.

Tozer, Chapter 1 Social theory—interpretation or explanation, make sense of social phenomena, answer the questions of how and why. Schooling—in school--curricular, extra-curricular, “hidden curriculum” (socializing through architecture, organization, time management, authority structures) Education—life and school--some training, reason, intellect, intuition, creativity, caring, wisdom, judgment Training—predictable behavior and skills, memorization.