Education

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Education over the years has evolved into a magnificent display of America’s pride and joy. Citizens of America pride themselves in knowing children are educated for free from elementary through high school. As formal education developed, the outlook of teaching has been altered through technology and other programs. Enrollment in adult programs and other non-school activities have rapidly increased as the federal and state governments have become more involved to improve areas of schooling.

“Nowadays, formal education serves a greater percentage of the U.S. population than at any time in history and has also assumed many of the responsibilities formerly reserved for family, religion, and social organizations” (Powell). “Most Americans expect schools to provide children with skills, values, and behaviors that will help them become responsible citizens, contribute to social stability in the country and increase American economic productivity” (Benedick). Federal government also requires schools to correct social inequality among students of different racial, ethnic, social, or economic backgrounds.

Although the objectives assumed by formal education increased dramatically during the twentieth century, the format and techniques of American schooling have remained, for the most part, quite stable and resistant to change (Oglesby). Despite occasional experiments such as the introduction of moveable rather than fixed desks, team teacher, and upgraded courses, the practice of teaching and the process of learning in the 100s closely resembled that of today. Students took courses; classes consisted of groups of twenty to thirty students with a teacher at the front of the classroom; instruction proceed by lecture, demonstration, discussion, or silent work at a desk; and teachers often assigned homework for the students to complete after class.

However, some aspects of teaching have changed. “The influence of modern psychology and of education reformers such as John Dewey caused schools to become less formal, more relaxed, and somewhat more centered on the individiual child rather than on the institution or the society” (Powell). School facilities improved for most students, except perhaps in the inner cities. More money is spent on education; resulting in both a general upgrading of teacher salaries and improvements in programs that focus on specifies kinds of students, such as special education. “Expenditures on students in public elementary and secondary schools increased from $61 per pupil in 140 (inflation adjusted) to $556 per pupil in 10” (Ravitch).




Many technological innovations of the twentieth century have promised breakthroughs in the methods and effectiveness of teaching. Some of the most promising innovations included filmstrips and motion pictures, teaching machines, and programmed instruction. Yet the promise generated by much of this new technology proved misleading, and most changes in teaching methods became nothing more than short-lived fads.

Two very different technologies; however, may have far greater effects on educational practice than their predecessors. Development in computer and communications technology holds out hope that all students will connect with more information and more people than ever before, and that the learning might become more individualized. Another promising technological advance is in biochemistry and genetic engineering (Ravitch). Innovations in these fields suggest that certain barriers to learning, such as short attention spans or faulty memories, might one day be reduced by means other than the traditional reliance on sheer effort alone. For example, medical researchers conduct studies on the brain and central nervous system in hopes of discovering ways to enhance memory and intelligence.

United States institutions through education are increasingly offering more schooling opportunities to people both much younger and much older than the traditional school-age population. For example, “the percentage of three-year-olds and four-year-olds enrolled in preschools increased from fifteen percent in 171 to thirty-four percent in 18; a rise such as this among early schooling parallels depends on single-parent households and households in which both parents have careers” (Powell). Programs specializing in adult programs has also had increased enrollment, which are usually defined as part time study not directed toward a degree. Adult education programs vary substantially. Millions of adults enroll in such programs for job-related reasons, often because companies provide incentives for employees to upgrade skills through training. “Numerous adults also attend school to pursue personal interests and hobbies” (Benedick). Growing numbers of older and relatively affluent people has created a new market for travel, reading, and other kinds of self-development.

“Many institutions of higher education have developed part-time, evening, and summer programs to tap the non-traditional adult market more aggressively” (Powell).

Education occurs not only in schools and colleges but also in many other settings, directly and indirectly, intentionally and unintentionally. “Since the 180s, education policymakers and reformers have given greater attention and funding to improve the quality of education in non-school settings” (Oglesby). For example, educations view the family as perhaps the most powerful educational force, and schools have increased education programs designed specifically for parents. Museums have also given greater attention to their instructional role, and many museums with an educational purpose have been created specifically for children. During the 160s, the pioneering work of the Children’s Television Workshop, which created “Sesame Street”, was an early demonstration of how television could advance rather than retard educational values. “The proportion of government funds spent on education in non-school setting is likely to continue to increase as the years go by” (Oglesby).

Over the years, federal government has increasingly become more involved in American education. Although educational authority resides ultimately with the states, the federal government has long encouraged and assisted specific educational activities that it considers to be in the national interest. Federal government activities in the field of education have further centralized American schooling. “The Smith-Hughes Act of 117, for example, helped create vocational programs in high schools, and the GI Bill of 144 was the first important federal effort to provide financial aid for military veterans to attend college” (Oglesby). In addition, federal civil rights laws require all schools and college to conform to national standards of educational equality.

“Commitments that the federal governments have pursued to improve and finance are public schools that expanded enormously when Congress passed the National Defense Education Act of 158 and the Elementary and Secondary Education Act of 164” (Oglesby). In these two landmark statutes, Congress addressed for the first time such broad problems as expanding educational opportunity for poor children and improving instruction in neglected subjects, such as science, mathematics, and foreign languages. Equally important, these laws strengthened many large universities by providing federal funds for research; they also supported students attending private colleges by providing federal support for financial aid. “Since this assistance came from federal sources rather than from state or local governments, it increased centralized control of American education” (Oglesby).

Federal involvement in schools since the 180s has been expressed less by legislation providing money for new programs than by government reports and proclamations that schools were performing insufficiently. “A Nation at Risk and many subsequent federal reports and studies on the condition of schooling sparked a vigorous school reform effort at local and state levels” (Ravitch). However, aside from espousing ambitious national education goals, the federal government has been far less active in shaping education legislation during the 180s and the 10s than it had been in the 160s and 170s.

While federal government has steadily become more involved with education, states still assumed a more active regulatory role. The states consolidated school districts into larger units with common procedures. In 140, there were over one-hundred and seventeen thousand school districts in the United States, but by 10, the number had decreased to just over fifteen thousand. “States also became much more responsible for financing education as they helped fund the rapid expansion of state postsecondary institutions after World War II” (Powell). Occasionally states also supported efforts to equalize local school district expenditures by using state fund and state laws to ensure more equitable per pupil expenditures regardless of the wealth or poverty of the individual districts. Racial factors also came into play as inter-racial school became more common. However, “recently the Supreme Court has debated whether or not minorities should receive favor to be accepted into universities” (The Associated Press). Ethnical issues have been a confusion among America’s government for quite some, but until the Supreme Court settles the battle, it will always be an isssue.

During the 180s and 10s, virtually all states have given exceptional attention to their role in raising education standards. A great deal of the initiative for greater state involvement in education came from the publication of a report by a federal commission in 18 that indicated low academic achievement in American schools. Many parents, educations, and government officials believed that only a concerted, centralized reform effort could overcome these apparent shortcomings of American education.

In summary, America’s treasure continues to change as each day passes. Federal and state governments will always have their input on what will and will not be taught in education. As modernization of technology and customs are continuously being updated, requirements and standards are modernized as well. Still, will one’s values be compromised for the government’s opinion?

Works Cited

Powell, Arthur G. Public Education in the United States. MSN Learning & Research. 5 November 00. http//encarta.msn.com/encnet/refpages/RefArtTextOnly .aspx?refid=76157144&print=1

Ravitch, Diane. “The New, Improved History Standards.” Wall Street Journal. 4 March 16.

The Associated Press. “Court takes affirmative action case.” The Gillette News Record

December 00 1.

Oglesby, Christy. The All-Purpose School. 5 November 00. Cable News Network. http//www.cnn.com/SPECIALS/001/schools/

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