1. CHAPTERCHAPTER Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHERS, SCHOOLS, AND SOCIETY NINTH EDITION DAVID MILLER SADKER KAREN R. ZITTLEMAN Reforming America’s Schools 5

2. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. THE PURPOSE OF SCHOOL Examples Purpose 1: To transmit society’s knowledge and values Purpose 2: To reconstruct society Which purpose most characterizes the schools you attended? Student Generated Responses 5.1

3. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. GOALS OF SCHOOLS Figure 5.1 5.2

4. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. HISTORY OF REFORM Committee of Ten (1892) Cardinal Principles of Secondary Education (1918) A Nation at Risk (1983) 5.3

5. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. PUBLIC ATTITUDES: REFORMING OR REPLACING PUBLIC SCHOOLS 5.4 Source: The 2007 Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools. Figure 5.2

6. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. CHARTER SCHOOLS Most charter schools: Allow for the creation of a new or the conversion of an existing public school Prohibit admission tests Are nonsectarian Require a demonstrable improvement in performance Can be closed if expectations are not met Do not need to conform to most state rules and regulations Receive funding based on the number of students enrolled 5.5

7. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. PRINCIPLES OF KIPP CHARTER SCHOOLS (Knowledge is Power Program) 1.More Time. KIPP schools have longer school days and a longer school year. 2.High Expectations. Students, parents, teachers, and staff work to create a culture of achievement and support. 3.Choice & Commitment. Everyone in a KIPP school chooses to be there, and to put in time and effort required to succeed. 4.Power to Lead. The principals of KIPP schools have control over their school budget and personnel are held accountable for learning. There is no central bureaucracy. 5.Focus on Results. Students are expected to achieve a level of academic performance that will enable them to graduate and go on to the nation’s best high schools and colleges. 5.6

8. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. PUBLIC FUNDS, PRIVATE SCHOOLS, AND VOUCHERS The Lemon test (1973) 1.Secular purpose, 2.Must not primarily advance or prohibit religion, and 3.Must not result in excessive government entanglement with religion. But in Zelman v. Simmons-Harris (2002), a narrow 5-4 Supreme Court ruling allowed publicly funded vouchers to send children to Cleveland’s private religious schools. Chief Justice William Rehnquist: Vouchers permit a “genuine choice among options public and private, secular and religious.” Justice John Paul Stevens: “Whenever we remove a brick from the wall that was designed to separate religion and government, we increase the risk of religious strife and weaken the foundation of our democracy.” 5.7

9. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. PRIVATE SCHOOLS AT PUBLIC EXPENSE 5.8 Source: The 2008 Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools. Figure 5.3

10. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. WHO ARE HOME SCHOOLERS? 5.9 Source: National Center for Education Statistics, “Homeschooled Students,” The Condition of Education, Indicator 6 (May, 2009). Figure 5.4

11. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. FACTORS SUPPORTING EFFECTIVE SCHOOLS Strong leadership Clear school mission Safe and orderly climate Monitor student progress High expectations 5.10

12. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. SCHOOL RELATED VIOLENCE Figure 5.5 Source: National Center for Education Statistics, Indicators of School Crime and Safety, 2007 (Issued April 21, 2009). 5.11

13. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. FACTORS RESPONSIBLE FOR SCHOOL SAFETY 1.Staff works together 2.Shared authority and decision making 3.Sense of ownership by students 4.Rules/procedures encourage self-discipline 5.Curriculum is interesting and challenging 6.Staff assists students with personal problems 7.Strong school-home cooperation 8.School structure (physical/organizational) supports these factors 9.Other factors? 5.12

14. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. STUDENT OBSERVATIONS OF EFFECTIVE SCHOOL PRACTICES Effective School Practices Ineffective School Practices Principal Climate Safety Student Progress Teacher Expectations 5.13

15. Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. BEYOND THE FIVE FACTORS Start early Focus on reading and math Make schools smaller Make classes smaller Increase learning time Involve parents Train teachers Trust 5.14