Next Week: Tozer Chapter 2 Focus on 6 elements of Classical Liberalism, provides framework for a liberal democracy, Natural Aristocracy (Merit, leaders from the working class), Jefferson’s proposed school plan, and education for different groups.

1. TOZER, SENESE, VIOLAS Chapter 2 “Liberty and Literacy: The Jeffersonian Ideal” pages 22-53.

In Primary Source Reading by Benjamin Rush, he argues that religion is at the core of virtue needed for the Republic, and schools need to instill principles of Christianity and patriotism. Demonstrates importance of virtue to Classical liberals.

In Primary Source Reading, Benjamin Banneker, a free African American who challenges Jefferson’s views about maintaining slavery and the capacity of African American to be full citizens. Demonstrates the limits of Classical Liberalism-classifies which human beings have capacity for reason and virtue.

Next week…

2. E-RESERVES LEMANN, N. “A Natural Aristocracy” pages 42-52 in the Big Test: The Secret History of the American Meritocracy, 1999. Development of the SAT in the 1930s, identify talent from working and middle classes.

3. E- RESERVES FRIERE, P. Chapter 2 excerpts on Banking Education Pedagogy of the Oppressed (a critical view of education that does not promote critical thinking and preparation for active citizenship for everyone, particularly the poor and working class)

Chapter 2 Check Section Titles

Political Economy in the Jeffersonian Era

Ideology of the Jeffersonian Era

Jefferson’s Plan for Popular Education

Do you think that our society believes that schools should strive to provide equal educational opportunity for all students?

If so, then we need to critically examine policies and practices in today’s schools.

TOZER CHAPTER 1 Carry over from Tuesday.CONTEXTUALIZE YOUR ANALYSISANALYTIC FRAMEWORK (Tozer, 9-11)PE and Ideology explains why, what, how

SCHOOLS

IDEOLOGY Explain and Justify

Shared beliefsShared valuesGroups differ

POLITICAL ECONOMY

Institutions and practices

Social (like family, religion)EconomicPolitical Schools*Demographics

What forces explain the rewriting of learning standards in Texas?

How would people in Illinois react if the Texas standardswere passed in Illinois? Why?

What forces explain the rewriting of learning standards in Texas?

IDEOLOGY Explain and Justify ways of life and used for form social policies.

Shared beliefs Shared values Groups differ

Examine the rise of a stronger conservative movement in the US, and the increased connection between religion and politics since the 1980s. (Week 5, we will examine this ideology)

What forces explain the rewriting of learning standards in Texas?

POLITICAL ECONOMYInstitutions and practices

Social (like family, religion) Economic Political Schools Demographics

Social-Religious interests in questioning the separation of church and state (see Tozer Chapter 2, discussion of religion and Jefferson).

Political Structure-Laws in Texas give the elected board power to decide on curriculum.

Demographics, content about Mexican American history decreased despite a large state population.

Spring Chapter 23 Models of Schools

Common school, sorting, and high stakes testing models will be useful tools to evaluate the structure of public schools throughout the semester.

Common School 1830s (Spring, Chapter 2)Common Curriculum, Learn Common Ideology, “Equal” Treatment in School

Students High Income Middle Income Low Income

Class-based andcultural differencesprior to entering school.

Meet in SchoolReceive a Common Education

Positive ClimateFor All Students

Graduate

Equal Opportunity to

Compete for Jobs

High IncomeMiddle IncomeLow Income

Social Starting Line

Common Mission: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. 

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.

Technical, remedial, regular, honors, high honors, AP

Social Starting Line

Upon graduationStudents have

been prepared for college or

work

All students

High-income

Middle-income

Low-income

Achievement in schools is highly correlated alongclass lines— > Social Reproduction, < Social Mobility

Tracking appears torespond to ability. Arewe structuring under-achievement?

In the 21st century, we speak of the importance of some college education for all students.

What is taught at community colleges?

What conclusions can be drawn if 40% of community college students have to take remedial courses?

MODEL

Knowledge is reduced to test scores

High Stakes 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

Social Starting Line

Upon graduationTests are used for entrance to

higher education ACT,SAT

Some JobsRequire

Certification Tests

1980sAccountability thru testing

*2001 NCLB Tests determine school success or failure.

All students

“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=0http://www.pbs.org/newshour/bb/education/july-dec07/nclb_08-16.html3:07 time, 6 minutes

Fairfax Virginia, Bailey ElementaryTeacher of the YearScience Resource Teacher

What other ways can schools be evaluated? Why are multiple data points viewed as a sound way to achieve a successful school?

Attendance Rates Graduation Rates College Attendance Rates AP participation Special Education Rates Grades Test scores Teacher Mobility Parent satisfaction Student satisfaction Quality of the learning community -climate Discipline Rates

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 competitionProductivity

Reauthorization of ESEA Pending… “Race to the Top” Economic PurposesPresident Obama’s Opening LetterSee 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.

Evolution of Models of Schooling 3 Models (Spring, Ch. 2)Summary

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 (begain in 1990s continues in 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.

Tozer, Chapter 1 DefinitionsSchools are not just about academics.

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” (architecture, organization, time management, authority structures, socialization). Schools affirm, reflect, and transmit the dominant ideology of the society. Schools are more successful for students who are part of mainstream life.

Education—life and school--some training, reason, intellect, intuition, creativity, caring, wisdom, judgment

Training—predictable behavior and skills, memorization. Ideology—a system of ideas, beliefs, values and ways of understanding

formed by social groups that explain and justify social arrangements and guide policy formation. Ideologies are embedded in all societies. You can judge the morality of an ideology. Generally, those who benefit the most from the dominant ideology, are more satisfied with the way society works than those who benefit less from current social arrangements.

Write for 2 minutes. If you were a principal, to what classes would you most likely assign your best teachers? Provide 2 options using priorities of merit and one of the purposes (economic, political, social) justifying your decisions.

1 Based on the priority of merit I would assign best teachers to __________ group because…..

2 Based on the priority of _____________ purposes I would assign best teachers to __________ group because…..

The most talented students Honors, AP, gifted

Or,The most disenfranchised students

Low achieving or dropout prevention programs

ESPERANZA ZENDEJAS (School Superintendent):

“You can't assign your best teachers to teach your best students. You have to start changing the thought, and your best teachers have to work with your most disenfranchised kids.”

What are the strongest arguments for this view? What stakeholders would oppose this idea and

why? Students, parents, teachers?

Spring Chapter 2Key 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 in K-12 (social starting line begins at graduation) 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

MERIT *Those who are the most talented and work hard deserve rewards. How does it operate in schools?

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 demonstrate talent and competence, demonstrated through past actions or by competition.

Meritocracy* According to the ideology of the American Dream, America is the land

of limitless opportunity in which individuals can go as far as their own merit takes them. According to this ideology, you get out of the system what you put into it. Getting ahead is ostensibly based on individual merit, which is generally viewed as a combination of factors including innate abilities, working hard, having the right attitude, and having high moral character and integrity. Americans not only tend to think that is how the system should work, but most Americans also think that is how the system does work (Huber and Form 1973, Kluegel and Smith 1986, Ladd 1994). 

Are there BARRIERS created for some students by society? Created by schools? What should be done if students start school less ready to learn than

other students? AT A DIFFERENT STARTING LINE?

What are some of our slogans linked to our core values? Write a list of values and any slogans that come to mind.

What values define our culture?

What are some of the key beliefs and values in American society that influence the structure and curriculum of schools? Cultural sociologist Spindler reported in 1963 & in 1990 about core American values. These are part of our dominant ideology.

1. Puritan morality (respectability, thrift, duty)2. Work-success ethic (hard work defines our worth,

rewards for merit)3. Individualism (leads to self-reliance, free to act, and originality)4. Achievement orientation (set higher and higher goals)5. Future-time orientation (sacrifice today for the future)

Added 4 more in 1990 **6. Equality of opportunity (everyone gets a fair chance to participate) GOAL FOR PUBLIC SCHOOLS7. Value of honesty 8. Openness of the American socioeconomic structure — “upward mobility is possible” EDUCATION AS A VEHICLE9. Sociability

For analysis of school policies using a social foundations lens, apply the Tozer’s analytic framework to tell a more comprehensive story, to explain what and why. Use history of school policy to show the influence of traditions and how conditions brought about change.

In some exam questions, you will be asked to address these questions:

Which social forces influence school policies the most? Does the policy depart from tradition? If so, how?What are the effects of these policies on different groups of

students and teachers in the classroom?

Assume that the goal is: The best possible education for all students.

British political philosopher JOHN LOCKE PROVIDES THE IDEOLOGY FOR CLASSICAL LIBERALISM --more open societyTozer, Chapter 2, 29-34

John Locke (1632-1704) “Two Treatises on Government” Outlines a liberal state (1690)

Representative Government

Inalienable Rights “no one ought to harm another in his life, health, liberty or possession”

“No man's knowledge can go beyond his experience.”

Reasonable people would follow the laws of civil society, not everyone is as reasonable as needed, so the state is allowed some control over citizens.

Not simply Jefferson’s ideasBut of Classical Liberals of this time period—long list

Locke’s most famous concept about human nature and learningBlank slate (destiny in your own hands, not predestiny) (Tozer, 31)

Man is not born ready for self-governance, but man has capacityfor reason and virtue.

Needs to be shaped in childhood throughEXPERIENCES andEDUCATION.