1. Chapter 16
Education

2. POLITICAL INSTITUTION
I. Principle of Representative Government
A. campaign funding
B. interest group influence
C. pervasive presence of lawyers)
II. Voting (Amendment 26)
A. rising voter apathy
B. differential access
1) homeless (require proof of residency)
2) primary (requires declaring political affiliation)
III. Court System (6th, 7th & 8th Ammendments)
A. speedy trials
B. justice is blind principle? (affordability for legal representation)

3. II. ECONOMIC INSTITUTION
A. Principle of Life, Liberty & Pursuit of “Personal” Happiness
1) rising taxes and growing complexity, therein
2) failing social security/medicare programs (i.e., forced-choice
participation)
B. Principle of Free-Enterprise
1) increasing role of government in
directing private business activity (i.e. firing of GM
boss, penalizing ad hoc AIG bonus recipients)
2) government subsuming/subsidizing more services/businesses
that were once private endeavors (i.e., agriculture,
automotive, banking, MLB AND NFL)
3) government fostering unfettered legalistic environ
(i.e., increases in medical malpractice lawsuits)

4. Chapter Outline
• An Overview of Education
• Education in Historical-Global Perspective
• Sociological Perspectives on Education
• Inequality Among Elementary and
Secondary Schools

5. Chapter Outline
• Problems Within Elementary and Secondary
Schools
• School Safety and School Violence
• Opportunities and Challenges in Colleges and
Universities
• Future Issues and Trends in Education

6. Sharpening Your Focus
• How do educational goals differ in various nations?
• What are the key assumptions of functionalist,
conflict, and symbolic interactionist perspectives on
education?
• What major problems are being faced by U.S. schools
today?
• How are the issues in higher education linked to the
problems of the larger society?

7. An Overview Of Education
• Education is the social institution responsible for the
systematic transmission of knowledge, skills, and
cultural values within a formally organized structure.
• As a social institution, education imparts values,
beliefs, and knowledge considered essential to the
social reproduction of individual personalities and
entire cultures.

8. Informal Education in Preliterate
Societies
• Preliterate societies existed before the invention of
reading and writing.
• They have no written language, very basic
technology and a simple division of labor.
• People in these societies acquire knowledge and
skills through informal education—learning that
occurs in a spontaneous, unplanned way.

9. Postmodernist Perspectives
• Postmodern theories often highlight difference and
irregularity in society.
• From this perspective, education is a social
institution characterized by its permeability.
• Educators attempt to become substitute parents and
promulgators of self esteem; students and their
parents become consumers of education

10. Sociological Perspectives on
Education
• Functionalists suggest education helps
maintain society and provides opportunity for
upward social mobility.
• Conflict theorists argue that education
perpetuates social inequality.
• Symbolic interactionists focus on classroom
dynamics and the effect of self-concept on
grades and aspirations.

11. Manifest Functions of Education
• Socialization
• Transmission of culture
• Social control
• Social placement
• Change and innovation

12. Latent Functions of Education
• Restricting some
activities.
• Matchmaking and
production of social
networks.
• Creating a generation
gap.

13. Cultural Transmission
• The process by which children and recent
immigrants become acquainted with the
dominant cultural beliefs, values, norms, and
accumulated knowledge of a society.

14. Values and Education
• What values are
these schoolchildren
being taught?
• Is there a consensus
about what today’s
schools should
teach?
• Why or why not?

15. "I have indeed two great measures at heart, without which no
republic can maintain itself in strength: 1. That of general education,
to enable every man to judge for himself what will secure or endanger
his freedom. 2. To divide every county into hundreds, of such size that
all the children of each will be within reach of a central school in it." --
Thomas Jefferson to John Tyler, 1810. ME 12:393
"Of all the views of this law [for public education], none is more
important, none more legitimate, than that of rendering the people
the safe as they are the ultimate guardians of their own liberty." --
Thomas Jefferson: Notes on Virginia Q.XIV, 1782. ME 2:206
"Education not being a branch of municipal government, but, like
the other arts and sciences, an accident [i.e., attribute] only, I did not
place it with election as a fundamental member in the structure of
government." --Thomas Jefferson to John Taylor, 1816.

16. "The reading in the first stage, where [the people] will
receive their whole education, is proposed.. to be
chiefly historical. History by apprising them of the past
will enable them to judge of the future; it will avail
them of the experience of other times and other
nations; it will qualify them as judges of the actions and
designs of men; it will enable them to know ambition
under every disguise it may assume; and knowing it, to
defeat its views." --Thomas Jefferson: Notes on Virginia
Q.XIV, 1782. ME 2:106
"Such a degree of learning [should be] given to every
member of the society as will enable him to read, to
judge and to vote understandingly on what is passing."
--Thomas Jefferson to Littleton Waller Tazewell, 1805.

17. How Much Do You Know About
U.S. Education?
True or False
• Equality of opportunity is a vital belief in
the U.S. educational system.

18. True
• Despite the fact that equality of educational
opportunity has not been achieved, many
people still subscribe to the belief that this
country’s educational system provides
equality of opportunity to the masses, who
can make of it what they will.

19. Publicly Supported Education
Jefferson developed an elaborate plan for making
education available to every citizen, and for
providing a complete education through university
for talented youths who were unable to afford it. He
considered his most important accomplishment, after
Author of the Declaration of Independence and the
Statute for Religious Freedom, to have been the
Father of the University of Virginia.
"Promote in every order of men the degree of instruction
proportioned to their condition and to their views in life." --
Thomas Jefferson to Joseph Cabell, 1820. ME 15:292
Thomas Jefferson on Politics & Government
http://etext.lib.virginia.edu/jefferson/quotations/jeff1370.htm

20. Unequal School Funding
• “Rich” schools and “poor” schools are
identifiable by their buildings and equipment.
• What are the long-term social consequences of
unequal funding for schools?

21. Per-Capita Public Elementary and
Secondary Spending by State

22. Compulsory Schooling
"Is it a right or a duty in society to take care of their infant members in
opposition to the will of the parent? How far does this right and duty
extend? --to guard the life of the infant, his property, his instruction,
his morals? The Roman father was supreme in all these: we draw a
line, but where? --public sentiment does not seem to have traced it
precisely... It is better to tolerate the rare instance of a parent refusing
to let his child be educated, than to shock the common feelings and
ideas by the forcible asportation and education of the infant against
the will of the father... What is proposed... is to remove the objection
of expense, by offering education gratis, and to strengthen parental
excitement by the disfranchisement of his child while uneducated.
Society has certainly a right to disavow him whom they offer, and are
permitted to qualify for the duties of a citizen. If we do not force
instruction, let us at least strengthen the motives to receive it when
offered." --Thomas Jefferson: Note to Elementary School Act, 1817. ME
17:423

23. Three Main Divisions
"I... [proposed] three distinct grades of education,
reaching all classes. 1. Elementary schools for all children
generally, rich and poor. 2. Colleges for a middle degree of
instruction, calculated for the common purposes of life
and such as should be desirable for all who were in easy
circumstances (I.E., VOCATIONAL INSTRUCTION) . And 3d.
an ultimate grade for teaching the sciences generally and
in their highest degree... The expenses of [the
elementary] schools should be borne by the inhabitants
of the county, every one in proportion to his general tax-
rate. This would throw on wealth the education of the
poor." --Thomas Jefferson: Autobiography, 1821. ME 1:70

24. A Bill for Educating the Masses
"The general objects [of a bill to diffuse knowledge more generally
through the mass of the people] are to provide an education adapted
to the years, to the capacity, and the condition of every one, and
directed to their freedom and happiness." --Thomas Jefferson: Notes
on Virginia Q.XIV, 1782. ME 2:204
"A bill for the more general diffusion of learning... proposed to divide
every county into wards of five or six miles square;... to establish in
each ward a free school for reading, writing and common arithmetic;
to provide for the annual selection of the best subjects from these
schools, who might receive at the public expense a higher degree of
education at a district school; and from these district schools to select
a certain number of the most promising subjects, to be completed at
an University where all the useful sciences should be taught. Worth
and genius would thus have been sought out from every condition of
life, and completely prepared by education for defeating the
competition of wealth and birth for public trusts." --Thomas Jefferson
to John Adams, 1813. ME 13:399

25. Education in Japan
• Schools in Japan emphasize conformity at an
early age. Many Japanese believe high-quality
education is crucial to economic success.

26. Tracking
• Tracking is the practice of assigning students
to specific groups based on their test scores,
previous grades, or other criteria.
• Conflict theorists believe tracking affects
educational performance and overall
academic accomplishments.

27. •WALL STREET JOURNAL; FEBRUARY 26, 2009
Experts Wonder How Education Goals Will Be Met
•
By ROBERT TOMSHO, JOHN HECHINGER and LAURA MECKLER
President Barack Obama laid out new national goals Tuesday aimed
at boosting high school and college graduation rates, but left
education experts wondering on how he intends to reach his targets,
and how much he is prepared to spend on them.
In his address to Congress, the president signaled a shift in federal
education policy toward improving the skills of adults and work-force
entrants, following an intense focus on boosting younger students'
reading and mathematics attainment under the No Child Left Behind
law, the centerpiece of the Bush administration's schools agenda.
Some observers had believed that education would stay on the back
burner early in the Obama administration while the president
grappled with the economic crisis. But the subject made it to the top
tier of the address to Congress partly because Mr. Obama believes
he must send Americans a message about the importance of
education.

28. The Obama administration is likely to handle
education differently from health care and energy, the
other two domestic policy issues he singled out for
attention in his speech. Health care and energy
reforms both depend on major congressional action,
and the president called on the Congress to push
forward on both fronts. His budget, to be released
Thursday, will detail the need to act in both.
The administration may be reasoning that education
doesn't require a major legislative push. The Obama
budget will include money for preschool and higher
education, which the president noted on Tuesday. But
it doesn't call for a major new set of reforms.

29. "Of the many issues, this is one where he feels the bully
pulpit needs to be used," a White House official said
Wednesday.
In his speech Tuesday night, Mr. Obama said "dropping
out of high school is no longer an option" and set a goal
of the U.S. having the highest proportion of college
graduates in the world by 2020.
anking.

30. While the No-Child law focused on bringing the poorest-performing
students up to a basic level of proficiency, Mr. Obama signaled that
he aims for all students to have the high-level skills they need to
make it through high school and succeed in college. "That is raising
the bar," said Jack Jennings, president of the Center on Education
Policy, a Washington-based research group that tracks NCLB
issues. "I just hope this is backed by real action and real resources."
During his presidential campaign, Mr. Obama said he would try to
boost college readiness by increasing the number of students taking
advanced-placement and college-level courses in high school and
provide grants for high-school students seeking college-level credit
at community colleges.
He also pledged to increase college-going rates by providing a
$4,000 tax credit to students who completed 100 hours of community
service. The administration also plans to use funds from the stimulus
bill to encourage states to acquire improved data-gathering systems
that provide teachers with better information about the learning
problems of individual students.

31. The Bush administration in its second term had begun
increasing its focus on the high-school-dropout issue, and
last year enacted a new regulation that requires all states
to use the same formula to come up with their tally. As it
stands, only three-quarters of high-school freshman will
graduate after four years, according to the Education
Department.
Jay P. Greene, head of the Department of Education
Reform at the University of Arkansas, says the graduation
rate has hovered at that level for decades, making it
difficult for Mr. Obama to achieve his goal of producing a
work force with 21st century skills.

32. Segregation
• Although people believe
the U.S. is racially
integrated, a look at
schools throughout the
country reveals that
many remain segregated
or have become largely
resegregated in recent
decades.

33. Public Vs. Private Schools
• Enrollment in U.S. elementary and secondary
education is at 53 million, this is projected to
increase to 55 million by 2020.
• 90% of students are educated in public schools.
• 9.5% of students are educated in low-tuition private
schools, primarily Catholic schools.
• 1.5% of all students attend private schools with
tuition of more than $5,000 a year.

34. Dropping Out
• About 11% of people between the ages of
sixteen and nineteen leave school before
earning a high school diploma.
• Ethnic and class differences are significant
in dropout rates:
– Latinos/as - 21.1%
– African Americans - 11.7%
– Non-Hispanic whites - 6.9%

35. Costs of Higher Education
• Soaring costs of both
public and private
institutions of higher
education are a problem
for today’s college
students and their
parents.
• What factors contribute
to the higher costs of
obtaining a degree?

36. Educational Achievement
of Persons 25 and Over

37. How Much Do You Know About
U.S. Education?
True or False
• The federal government has limited control
over how funds are spent by individual
school districts because most of the
money comes from the state and local
levels.

38. True
• Most funding for public education comes from
state and local property taxes, and similar
sources of revenue.

39. •Wall Street Journal
•CAPITAL JOURNAL
•MARCH 17, 2009
In Education, a Chance for Change
•By GERALD F. SEIB

40. Treasury Secretary Timothy Geithner may be the Obama
cabinet member facing the biggest crisis -- the economic
one -- but Education Secretary Arne Duncan may be the one
holding the biggest opportunity.
It is this: He inherits the best chance in a generation to really
shake up an American education system that is uneven and
underperforming. And he knows it.
"I see this as an extraordinary opportunity," Mr. Duncan said
in an interview. "We have a couple of things going in our
direction that create what I call the perfect storm for reform.“
If the economy ever heals, and if
Afghanistan doesn't blow up, this
quest to change the way
Americans educate their kids may
emerge as one of the biggest
dramas of the Obama term.

41. Here are the elements Mr. Duncan describes:
There's virtually a national consensus -- one that includes business
leaders panting for a better-prepared work force -- that America's
ossified education system needs a big shake-up.
Moreover, a bipartisan trail toward real change was blazed by the
Bush administration (which gets too little credit for doing so).
Mr. Duncan himself is an outside-Washington character with a track
record of challenging the status quo in Chicago. He also works for a
president who is his friend and who at least appears willing to break
some china in this area.
And it may be that only a Democratic president has the credibility to
gore the ox of some traditional Democratic constituencies -- teachers'
unions and big-city education bureaucracies -- that have stood in the
way in the past.
But none of those factors is Mr. Duncan's real ace in the hole. "What's
different," he says, "is, guess what? We have a little money to play
with."

42. According to the Paris-based Organization for Economic
Cooperation and Development, which tracks college-going
among its 30 member countries, the U.S., at 30%, is tied for
sixth place in college graduation among those 25 to 34 years of
age, 2006 data show, behind such countries as Norway, South
Korea and the Netherlands. OECD data suggest that the U.S.
was No. 1 until around 2000, but has lost its edge as other
countries have stepped up their efforts to promote higher
education.
Kevin Carey, policy director of the Education Sector, a nonprofit
Washington, D.C., think tank, said the U.S. hasn't been slipping
but other countries have been improving. Regaining our former
top position represents "a pretty reasonable goal," he says. "It's
not moon-shot level."
In a broader OECD measure of adults 25 to 64, the U.S. stands
second, also at 30%, just behind Norway -- but with time, the
higher attainments among younger adults in other countries
could erode the U.S.

43. Illiteracy
• The National Literacy Act of 1991 defines
literacy as “an individual’s ability to read,
write, and speak English and compute and
solve problems at levels of proficiency
necessary to function on the job and in
society, to achieve one’s goals, an to develop
one’s knowledge and potential”.

44. Illiteracy
• The U.S. Department of Education concluded that
nearly half the adult U.S. population was illiterate
when it comes to tasks such as understanding a bus
schedule or filling out a deposit slip.
• Other social analysts note the report didn’t consider
that English is not the native language of many
respondents or that some respondents were visually
impaired or had physical or mental disabilities.

45. Functional Illiteracy
• The inability to read and/or write at the skill level
necessary for carrying out everyday tasks.
• It is estimated that 56% of adult Latinas/os are
functionally illiterate in English, compared with
44% of adult African Americans and 16% of adult
(non-Latino/a) whites.
• 15 to 20% of people who graduated from high
school cannot read at the
sixth-grade level.

46. Trends In International Math and
Science Study
Country Math Science
Singapore 605 578
Korea, Republic of 589 558
Hong Kong SAR 586 556
Chinese Taipei 585 571
Japan 570 552
Netherlands 536 536
Hungary 529 543
Russian Federation 508 514

47. Trends In International Math and
Science Study
Country Math Science
Slovak Republic 508 517
Latvia 508 512
Australia 505 527
United States 504 527
Sweden 496 524
Israel 466 488
Jordan 424 488
Chile 387 413
South Africa 264 244

48. Specific Subjects
"I hope the necessity will, at length, be seen of establishing
institutions here, as in Europe, where every branch of science,
useful at this day, may be taught in its highest degree." --Thomas
Jefferson to John Adams, 1814. ME 14:151
"What are the objects of an useful American [college] education?
Classical knowledge, modern languages and chiefly French, Spanish,
and Italian; Mathematics, Natural philosophy, Natural history, Civil
history, and Ethics. In Natural philosophy, I mean to include
Chemistry and Agriculture, and in Natural history, to include Botany,
as well as the other branches of those departments." --Thomas
Jefferson to J. Bannister, Jr., 1785. ME 5:186, Papers 8:636
"It would be time lost... to attend professors of ethics, metaphysics,
logic, etc. The first of these may be as well acquired in the closet as
from living lecturers; and supposing the two last to mean the
science of mind, the simple reading of Locke, Tracy, and Stewart will
give him as much in that branch as is real science." --Thomas
Jefferson to Thomas Cooper, 1820. ME 15:2 65

49. Actually, Mr. Duncan has a lot of money to play with, and his voice
virtually trembles with excitement when he talks about it. The
economic-stimulus bill contains roughly $100 billion for education.
"It is unprecedented resources," he says. "It virtually doubles our
budget.“
Put it all together and it's just possible that the stars may align for
real "education reform," a shopworn phrase that invites as much
cynicism as excite ment.
But getting from words to real improvements will involve more than just
spending money, as Mr. Duncan well knows. Above all, it will involve coaxing,
cajoling and sometimes confronting state governments, which really have far
more to do with how education is done on the front lines than does the federal
government.
That's where the emerging experiment gets intriguing. President Barack
Obama gave a speech last week laying out his administration's plans, and it
was sweeping and ambitious. He called for merit pay for good teachers, and
he urged states and cities to lift the caps many have placed on the number of
charter schools they would allow. He explicitly endorsed a tough
standardized-testing system used in Massachusetts that is popular with
conservatives, and he called for setting up statewide data banks that track
how students are doing and, by extension, how well their teachers are
performing.

50. By traditional Democratic standards, those are fairly radical thoughts.
Look closely and you can see one common denominator: Almost
none are things the federal government can snap its fingers and do.
Almost all require state governments.
Here's where the money comes into play. Some may doubt the
Obama administration's belief in market forces in other areas, but Mr.
Duncan clearly believes those forces can work to his benefit in
pushing change in education. He is taking $5 billion of that stimulus
money and establishing a Race to the Top Fund that will go to states
that show they have both a record and a plan to push the kinds of
changes the Obama administration seeks.
But only a "limited number" of states will get funding, Mr. Duncan
says, and they will have to compete to win grants. "We're going to
work hard with states, but they're going to have to work with us on
reform," he says. "The federal government has never had $5 billion to
fund excellence....This isn't rhetoric. This is billions of dollars that are
at stake."

51. Politicians Running Education? No! No! No!
Posted By Brennan on April 2, 2009
Today we have a Guest Post, by my favorite husband, the author of “Set Our Teachers FREE! A Plan To Save Public Education”:
“NO! To More Political Interference In Education”
I’ve been watching and waiting to see what direction Arne Duncan, the new Secretary of Education would take with the $100
BILLION education stimulus dollars he now has at his disposal.
Tuesday, Duncan announced that he wants more mayors involved in running their local school districts - just like Mayor Daley is
in charge of Chicago.
Mayoral control of our schools . . . and that’s worked so well in Chicago???
Holy Cow! No! No! No!
Mr. Duncan, who was appointed to his Chicago post by Mayor Daley, had no real previous background in education prior to his
appointment. He may have done a good job of straightening out the finances of the district, but education stayed on it’s nose
dive.
The dropout rates in the Chicago districts are horrendous and worsening. Parents have staged multiple protests about the quality
of education. Numerous episodes of graft and corruption have been reported.
It’s not that I believe Mr. Duncan was responsible for the corruption, but balancing a budget is NOT the same thing as
straightening out education.
Now, with the new stimulus monies, we may get some bigger and better buildings but what about students’ learning?
With Mayors running the schools, it’s too easy for emphasis to go on construction, rather than learning. There’s more money in a
building boom.
PLUS, while I don’t believe Mayors are necessarily corrupt, they are politicians who want to be re-elected, or promoted.
How many owe favors? Hmmm?

52. Mr. Duncan says that he will feel he
has “failed at his job” if more
mayors are not in charge of their
school districts by the time he
leaves his position. WOW!!!
Unless he was misquoted, and I
don’t think he was, I am extremely
nervous about the direction he
plans to take education.
How many mayors do you think are
knowledgeable about improving
education?

53. Are we to be impressed with what
has happened in Chicago where,
once again, Mayor Daley appointed
a NON-educationally-based croney
to take Duncan’s place?
Straightening out education needs
to be in the hands of people who
UNDERSTAND education and how
to HELP STUDENTS LEARN!
Political interference in our schools
(from the ACLU to others) has been
part of the PROBLEM!
Sorry, Mr. Duncan, your mayors
MAY give us better-looking school
buildings - and probably better
football teams - to stimulate the
local economy . . .

54. What about straightening out EDUCATION?
Big beautiful science labs and school campuses
may look good, but what use are they when
our students are falling to the bottom of the
heap in global education results?
Let’s get “the horse before the cart” and start
concentrating on STUDENT LEARNING - then
we can afford to have some politicos
interfering!
C’mon, Dear Reader! What do you think?
Don Kingsland, author
“Set Our Teachers FREE! A Plan To Save Public
Education
http://setourteachersfree.com/education_new
s/politicians-running-education-no-no-no/

55. School Violence
• Virginia Tech
students, faculty, and
administrators have
risen up with hope
and courage to
overcome recent
violence at their
campus and to move
forward.

56. Bullying, Teasing, and Sexual
Harassment
• According to a recent study of 2,064 public
school students in grades 8-11:
– 83% of girls and 79% of boys report having
experienced harassment.
– Girls are more likely to report being negatively
affected by harassment such as feeling “self
conscious,” “embarrassed,” or “less confident.”

57. Rules
• Signs in this classroom
list the rules, rewards,
and consequences of
behavior.
• According to conflict
theorists, schools
impose so students will
learn to be good
employees.

58. •APRIL 14, 2009
The Safety Lessons of Columbine, Re-Examined
Ten Years After the High School Shooting, Funding for Campus
Security Fades, but Simpler, Low-Cost Measures Gain Favor
By STEPHANIE SIMON
The carnage at Columbine High on April 20, 1999, prompted a
swift and aggressive response around the U.S.
Hundreds of millions of dollars flooded into schools after two
seniors stalked the halls of Columbine in trench coats, killing 12
students and a teacher before committing suicide in the school
library.
The money -- federal, state and local -- bought metal detectors,
security cameras and elaborate emergency-response plans. It put
6,300 police officers on campuses and trained students to handle
bullying and manage anger.

59. •APRIL 14, 2009; Wall Street Journal
The Safety Lessons of Columbine, Re-Examined
Ten Years After the High School Shooting, Funding for Campus
Security Fades, but Simpler, Low-Cost Measures Gain Favor
By STEPHANIE SIMON
The carnage at Columbine High on April 20, 1999, prompted a
swift and aggressive response around the U.S.
Hundreds of millions of dollars flooded into schools after two
seniors stalked the halls of Columbine in trench coats, killing 12
students and a teacher before committing suicide in the school
library.
The money -- federal, state and local -- bought metal detectors,
security cameras and elaborate emergency-response plans. It
put 6,300 police officers on campuses and trained students to
handle bullying and manage anger.

60. ACLU Demands Roane
County Abandon Illegal
Random Drug Testing of
Students (9/10/2008)
FOR IMMEDIATE RELEASE
CONTACT:
aclutn@aclu-tn.org
.

61. ACLU of Ohio Tells School Officials to Stop Forcing Students to
Turn Over Cell Phones (11/27/2007)
MASON, OH – In a letter today to Dr. David Allen,
principal at William Mason High School, the American
Civil Liberties Union of Ohio warned school officials that
their current practice of seizing student cell phones and
reading personal text messages was poor policy and
unconstitutional. Recently, the ACLU of Ohio received
complaints from students and parents at the school
because several administrators began confiscating
phones and reading private text messages to determine if
the students attended private parties off school grounds
during the weekend.
The ACLU letter is available online at
: www.aclu-tn.org/release091008.htm

62. Constitutional violations are far too
common in public schools across the
country. Articles about controversial
subjects written for student newspapers are
censored. Lockers and backpacks are
searched without reasonable suspicion.
Minority students are disproportionately shunted
in lower track programs. Majoritarian religious
practices are officially sanctioned by teachers and
school administrators. Female students are
excluded from certain extracurricular activities,
and gay students are intimidated into silence.

63. Check out StandUp for the latest
civil liberties info for youth and
students.
WWW.ACLU.ORG/STANDUP

64. STUDENT RIGHTS
Teachers and administrators have a
responsibility to provide a safe environment for
the students that is conducive to learning. They
also have a responsibility to respect each
student's individual rights. Simply put, students
have rights too.

65. KINGSTON, TN – The American Civil Liberties
Union of Tennessee (ACLU-TN) today sent a letter
to the Roane County school district demanding a
stop to the random drug testing of student athletes
which is in clear violation of state law. In addition
to being illegal, random drug testing of students is
proven to be ineffective in deterring drug use and
is opposed by leading experts in adolescent
health, including the American Academy of
Pediatrics, the National Education Association, the
Association of Addiction Professionals and the
National Association of Social Workers.

66. "Random drug testing is not only
patently illegal under state law, but
demonstrably ineffective and
frequently counterproductive," said
Hedy Weinberg, Executive Director
of the ACLU of Tennessee.
"These unsubstantiated searches
make a mockery of the civics
lessons taught in our classrooms,
and should be roundly and readily
rejected by parents and school
officials alike."

67. "It is very unsettling to me as a parent that school officials
would subject our children to such embarrassing and
degrading practices by forcing them to create urine samples
in order to participate in the sports program," said Higgins,
who spoke with school board members last month to no
avail. "I just hope that school officials come to their senses
and do what is right by both Tennessee law and common
decency.“
While the U.S. Supreme Court has ruled that random drug
testing of students involved in extracurricular activities does
not violate the Constitution, many states, including
Tennessee, provide stronger privacy protections,
disallowing such testing schemes.

68. In addition to exposing schools to costly litigation, studies
have found that random drug testing is ineffective in
deterring student drug use.
The first large-scale national study on student drug
testing in 2003 found no difference in rates of student
drug use between schools that have drug testing
programs and those that do not. In addition, the results of
a two-year trial published last November in the Journal of
Adolescent Health concluded random drug testing
targeting student athletes did not reliably reduce past
month drug use and,
in fact, produced attitudinal changes among students that
indicate new risk factors for future substance use.

69. Standing In The School House Door
By INVESTOR'S BUSINESS DAILY |
Posted Wednesday, March 04, 2009
4:20 PM PT
Education: In their rush to spend,
the Democratic Congress and White
House are funding everything from
mice to miscreants. Yet they refuse
to fund the futures of
underprivileged kids in the capital
.

71. Those who believe student achievement isn't negatively
affected by the teachers unions can take up their argument
with University of Chicago economist Sam Peltzman. After
looking at scores on a state-by-state basis, he found that
increased teacher unionization is strongly linked to the fall in
SAT scores.
Education is supposedly one of Obama's top three priorities.
Yet he's also said he's beholden to unions. He can't focus both
on improving education and repaying unions. To achieve one
of those goals he has to ignore the other.
If it's education that Obama is really interested in, he has to
tell Congress he won't sign any bill that would end funding of
the D.C. voucher program — and then tell the teachers unions
that the kids' needs take priority.

72. Trouble is, Democrats, despite their rhetoric, are rarely interested in saving taxpayers
money. Indeed, the $789 billion stimulus bill and the $410 billion spending package
now in Congress are evidence they rather like spending other people's money.
They also enjoy spending campaign cash handed out by the teachers unions, which
spent more than $5 million on the 2008 election cycle on Democrats, but just
$263,000 on Republicans.
Teachers are not the enemy of public schooling. But teachers unions, rarely if ever
found in private schools, are.
Parents — as well as the public, which has a strong interest in a well-educated nation
— want teachers to be skilled professionals who put out a consistent effort. But
unions don't want their members to be held accountable. They protect poor, lazy
and incompetent teachers, and oppose the reforms and innovations that improve
education. The unions are hostile to choice (vouchers), charter schools and merit pay
for top-performing teachers.
There are union teachers, many of them, who are capable educators that put
students first. There's no arguing, though, that as the influence of teachers unions
has increased, the quality of public education has fallen. When membership in the
teachers unions began to explode in the early 1960s, student achievement fell into a
decline and has not fully recovered. Composite SAT scores, to cite one example,
slipped nearly 10% from 1963 to 1981.

73. Is this a political payoff to the teachers unions, the groups most
threatened by vouchers? How else can the Democrats justify shutting
off funds to the only federal school voucher program?
For five years, the D.C. Opportunity Scholarship program has helped
low-income students attend the schools of their choice rather than the
poorly run, low-performing public schools in the District of Columbia.
The program expires in June and will be defunded after the 2009-10
school year if the $410 billion spending package already passed by the
House is approved by the Senate and signed by President Obama.
It's too soon to declare the program an academic success, as it has
been in effect for only a short time and no more than 1,900 students
have received vouchers in any given school year.
But parents who have used the vouchers — their average income:
roughly $22,000 a year — have said they're happy with it. And
taxpayers should be, as well. Somehow the same students that the
district school system has been spending more than $24,000 a year on
each to educate can get along on vouchers of no more than $7,500

74. •Wall Street Journal By KEVIN FERRIS
•APRIL 10, 2009, 11:06 P.M. ET
Charter Schools Always Face a
Financial Struggle
These public schools don't get public
money for their facilities
Students at the First Philadelphia
Charter School for Literacy.

75. With 1.4 million students in 4,600 schools nationwide,
charters have proven themselves to be safe, academically
sound alternatives to their troubled public-school
counterparts. Substantial waiting lists at many charters
attest to the demand for more. And with a little help getting
started, charters can thrive.
Speeches from Mr. Obama may lend rhetorical support for
new charters, but financing these start-up public schools
takes money, and that depends on healthy credit markets
and willing lenders. First Philadelphia was able to renew its
charter in 2007 and, with a credit history it earned over its
first five years with an unconventional loan, it has secured
regular bank financing. The next First Philadelphia will need
similar help.

76. Question
• Education is an influential force for which of
the following reasons?
A. To impart values
B. To influence beliefs
C. To impart essential knowledge
D. All of these choices

77. Answer: D
• Education is an influential force for the
following reasons: to impart values, to
influence beliefs and to impart essential
knowledge.

78. Formal Education
• Learning that takes place within an academic
setting which has a planned instructional
process and teachers who convey specific
knowledge, skills, and thinking processes to
students.
• Mass education refers to providing free,
public schooling for a nation’s population.

79. Mass Education
• Some early forms of
mass education took
place in one-room
schoolhouses, where
children in various
grades were all taught by
the same teacher.
• How do changes in the
larger society bring about
changes in education?

80. Question
• ______________ societies existed before
the invention of reading and writing.
A. preliterate
B. uneducated
C. illiterate
D. agrarian

81. Answer: A
• Preliterate societies existed before the
invention of reading and writing.

82. The Hidden Curriculum
• A study of five elementary schools in different
communities found:
– Schools for working-class students emphasize
procedures and rote memorization.
– Schools for middle-class students stress the
processes involved in getting the right answer.

83. Conflict Perspective
• Education reproduces existing class
relationships.
• Unequal funding is a source of inequality in
education.
• Access to colleges and universities is
determined not only by academic record but
also by the ability to pay.

84. Cultural Capital
• Children who are visit museums, libraries, and musical events
may gain cultural capital that other children do not possess.
Why is cultural capital important?

85. Cultural Capital and Class
Reproduction
• According to sociologist Pierre Bourdieu,
students come to school with different
amounts of cultural capital.
• The educational system teaches and reinforces
values that sustain the elite’s position in
society.

86. The Hidden Curriculum
• Schools for affluent students focus on
activities in which students express their own
ideas.
• Schools for students from elite families work
to develop critical thinking skills, applying
abstract principles to problem solving.

87. Credentialism
• A process of social selection in which class
advantage and social status are linked to the
possession of academic qualifications.
• Credentialism is closely related to
meritocracy, a social system in which status is
assumed to be acquired through individual
ability and effort.

88. Symbolic Interactionist Perspective
• Self-Fulfilling Prophecy- students perform
according to expectations of teachers.
– Girls learn to attribute success to effort.
– Boys learn to attribute success to intelligence.

89. Question
• _____ functions are hidden, unstated, and
sometimes unintended consequences of
activities within an organization or
institution.
A. Manifest
B. Dormant
C. Latent
D. Covert

90. Answer: A
• Manifest functions are hidden, unstated, and
sometimes unintended consequences of
activities within an organization or institution.

91. Question
• According to the _____ perspective, the hidden
curriculum affects working class and poverty level
students more than it does students from middle
and upper income families.
A. functionalist
B. conflict
C. symbolic-interactionist
D. feminist

92. Answer: B
• According to the conflict perspective, the
hidden curriculum affects working class and
poverty level students more than it does
students from middle and upper income
families.

93. Student Facilities
• Many colleges and
universities now offer
students a wide array
of new amenities and
recreational facilities,
such as this 52-foot
climbing wall located
in the student life
building at Baylor
University.

94. Academic Rank and Tenure Status by
Race/Ethnicity and Sex

95. Affirmative Action
• Policies to promote equal opportunity for people
deemed to have been excluded from equality on the
basis of race or ethnicity.
• Critics assert that this amounts to reverse
discrimination, a situation in which a person who is
better qualified is denied opportunity a result of a
person receiving preferential treatment due to
affirmative action.

96. Adult Education
• Obtaining a quality
education is a problem
across all age
categories.
• Many adults are
enrolled in classes that
will help them learn to
read, write, and speak
English.

97. Students with Disabilities
• Computers make it
possible for students with
a disability to gain
educational
opportunities.
• Without a special reading
screen, this student with
a severe vision problem
couldn’t read, write, or
complete his homework.

98. Home Schooling
• Home schooling has
grown in popularity in
recent decades as
parents seek more
control over their
children’s education.
• Although some home-
school settings may
resemble a classroom,
other children learn in
more informal settings.

99. Quick Quiz

100. 1. According to the cultural capital model:
A. going to school a student will be taught by
teachers one's own culture.
B. children with less cultural capital coming into
school will have fewer opportunities for
succeeding.
C. children with less cultural capital coming into
school will catch up with the rest of the nation.
D. going to school provides one with the
necessities of one's culture.

101. Answer: B
• According to the cultural capital model
children with less cultural capital coming
into school will have fewer opportunities
for succeeding.

102. 2. The assignment of students to specific
courses and educational programs based on
their test scores, previous grades, or both is
called:
A. positioning
B. assessment
C. placement
D. tracking

103. Answer: D
• The assignment of students to specific
courses and educational programs based on
their test scores, previous grades, or both is
called tracking

104. 3. Learning that occurs in a spontaneous and
unplanned way is:
A. vicarious learning
B. latent learning
C. informal education
D. hidden curriculum

105. Answer: C
• Learning that occurs in a spontaneous and
unplanned way is informal education.