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