Table of Contents
A Guide with Chapter References to Discussions of no Child Left Behind Act of 2001 xiii
Preface xv
Part 1 School and Society
1 The History and Goals of Public Schooling 3
Historical Goals of Schooling 5
The Political Goals of Schooling 6
The Social Goals of Schooling 12
The Economic Goals of Schooling 19
Human Capital and the Role of Business in American Education 25
Conclusion 25
Suggested Readings and Works Cited in Chapter 26
2 Education and Equality of Opportunity 30
The Relationship Between Schools and Equality of Opportunity 31
School Models for Equality of Opportunity 32
The Common-School Model 32
The Sorting-Machine Model 34
The High-Stakes Testing Model 36
Education and Income 38
The Bias of Labor Market Conditions on Educational Attainment, Income, and Gender 39
White Privilege: Race, Educational Attainment, and Income 41
The Asian Advantage: Race, Household Income, and Education 42
Social and Cultural Capital: Child-Rearing and Equality of Opportunity 44
Social and Cultural Capital: Preschool and Equality of Opportunity 47
Schooling: Why Are the Rich Getting Richer and the Poor Getting Poorer? 50
Rich and Poor School Districts 52
Social Class and At-Risk Students 54
Poverty Among School-Aged Children 55
The End of the American Dream: School Dropouts 56
Tracking and Ability Grouping 56
Social Reproduction 57
Conclusion 59
Suggested Readings and Works Cited in Chapter 59
3 Equality of Educational Opportunity: Race, Gender, and Special Needs 61
How Courts and the U.S. Census Bureau Have Defined Race 61
Equality of Educational Opportunity: Race, Courts, and Legislation 64
SchoolSegregation Today 66
Second-Generation Segregation 69
The Struggle for Equal Education for Women 70
Students with Disabilities 72
Public Law 94-142: Education for All Handicapped Children Act 73
Writing an IEP 73
Which Children Have Disabilities? 74
Inclusion 75
Inclusion and No Child Left Behind 77
An Inclusion Success Story 78
The Inclusion Debate 78
Commission on Excellence in Special Education 81
Conclusion 82
Suggested Readings and Works Cited in Chapter 82
4 Student Diversity 86
Global Migration and the Immigration Act of 1965 86
Mexican American Students and U.S. Schools 88
Asian American Students and U.S. Schools 93
Native American Students and U.S. Schools 97
Foreign-Born Population of the United States 102
The Changing Population of U.S. Schools 103
Educational Experiences of Immigrants to the United States 105
Languages of School-Age Children 107
Are U.S. Teachers Prepared for Language Diversity? 109
Immigration and the Social Construction of Racial Identity 110
Conclusion 115
Suggested Readings and Works Cited in Chapter 115
5 Multicultural and Multilingual Education 118
Cultural Differences in Knowing and Seeing the World 118
Biculturalism: Collectivist and Individualist Societies 120
The Difference Between Dominant, Dominated, and Immigrant Cultures 122
Dominated Cultures: John Ogbu 123
Empowerment Through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogy 125
Empowerment Through Multicultural Education: Racism 127
Teaching About Racism 129
Empowerment Through Multicultural Education: Sexism 130
Educating for Economic Power: Lisa Delpit 135
Ethnocentric Education 136
Bilingual Education and English-Language Acquisition: No Child Left Behind 138
English Language Acquisition Act of 2001 141
Globalization: Language and Cultural Rights 142
Conclusion 144
Suggested Readings and Works Cited in Chapter 145
Part 2 Power and Control in American Education
6 Local Control, Choice, Charter Schools, and Home Schooling 151
The Education Chair 152
School Boards 152
School Choice 153
National Public School Choice Plan: No Child Left Behind Act of 2001 158
Charter Schools 159
Are Charter Schools Failing? 162
For-Profit Companies and Charters 165
Charter Schools and For-Profit Global Education Corporations 167
Home Schooling 170
Conclusion 172
Suggested Readings and Works Cited in Chapter 172
7 Power and Control at State and National Levels: Political Party Platforms, High-Stakes Testing, and School Violence 177
Source of Federal Influence over Local School Policies 177
No Child Left Behind as Categorical Federal Aid 178
Increasing State Involvement in Schools 179
Federal and State Control Through High-Stakes Tests and Academic Standards 180
Consequences of Federal and State Control Through High-Stakes Testing 181
Federal and State Mandated Tests and Equality of Opportunity 183
Problems in Federal Control: Testing Students with Disabilities and English-Language Learners 184
Does Federally Mandated High-Stakes Testing Work? 186
Does Federal Testing Policy Promote Unethical Behavior 187
The Federal Government Decides the Reading War: No Child Left Behind 189
A Case Study: Student Violence and Federal Action 191
What Should Be the Federal Role in Education? Republican and Democratic Platforms 2008 193
Conclusion 195
Suggested Readings and Works Cited in Chapter 196
8 The Profession of Teaching 200
The Changing Roles of American Teachers 200
No Child Left Behind: Highly Qualified Teachers 203
The Rewards of Teaching 204
Working Conditions 206
Teacher Turnover 209
Teachers' Unions and Teacher Politics 210
Differences Between the Two Unions 211
A Brief History of the National Education Association (NEA) 212
A Brief History of the American Federation of Teachers (AFT) 216
Should Teachers Strike? 219
Conclusion 220
Suggested Readings and Works Cited in Chapter 220
9 Textbooks, Curriculum, E-Learning, Cyber Bullying, and Global Models of Curriculum and Instruction 224
Censorship Issues 224
Textbooks 229
Curricular Standards and the Political Nature of Knowledge 232
Censorship of the Internet and E-Learning 235
Cyber Bullying 237
Conflicting Curriculum Goals 239
The Global Models of Curriculum and Instruction 242
Conclusion 244
Suggested Readings and Works Cited in Chapter 245
10 The Courts and the Schools 249
Drug Testing of Students 250
Students' Free Speech Rights 252
Gays, Boy Scouts, and the No Child Left Behind Act of 2001 254
Sexual Harassment and Discrimination 255
Students' Access to Books 255
Student Suspensions 256
Do School Authorities Have the Right to Paddle Children? 258
Compulsion and Religion 259
Vouchers and Religious Schools 260
Child-Benefit Theory 261
Can States Regulate Private Schools? 262
Religion and State School Requirements 263
School Prayer, Bible Reading, and Meditation 266
Student Prayers 267
School Prayer and the No Child Left Behind Act of 2001 269
Secular Humanism and the Religion of Public Schools 269
Evolution and Creationism 271
Parents' Rights 272
Teachers' Rights 273
Teachers' Liability 278
Teachers' Private Lives 279
The Language of the Schools 280
School Finances 282
Conclusion 283
Suggested Readings and Works Cited in Chapter 284
Credits 287
Index 289
