The influence of Open Enrollment on Scholastic Achievement

The influence of Open Enrollment on Scholastic Achievement

Among Public School Students in Los Angeles


Audrey Soman

3/28/2010

Miami Dade College

Abstract
There has been a move in schools outside the regular neighborhood and has caused a pattern to be formed. This information in this article will be used to help bring an understanding to open enrollment among public schools in Los Angeles. It will also examine the effect of mobility to open enrollment. The data used has showed that open enrollment has been a positive effort. This data will also look at the effect of wealth and poverty in comparison to open enrollment. Although this result does not give a precise meaning for the outcome, it does provide an insight. A positive influence has been seen in motivation, race, socioeconomic status and neighborhoods when it comes to open enrollment. The increased choices in schools still do not reflect attendance in the neighborhood schools. When all this information is comprised it only provides reason why more research is necessary before a conclusion can be finalized, (Suggestions taken from American Journal of Education).


















Parents have always tried to send their children to good schools. They have always tried to search and seek out the best. (Journal of Education chicago) Parents send their children to schools that can convey immediately their expectations. (www.frinstitute.org) There are benefits for students who graduate from high school. There are opportunities for better jobs and higher earnings (Cohn and Addison 1998). Those in favor of open enrollment state that there is a privilege in the quality of education that comes from open enrollment. Others state that school choice will make things difficult for those that are marginalized. Students that have taken advantage of this move have seen that there is more mobility in the educational system. There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003(National Center for education Statistics 2006). This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries (Zubrinsky and Bobo 1996).
Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Hoxby). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Hoxby). There is also another side to this dilemma those parents that are not in a position to choose good schools will be left out. Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Epple 2004). Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Coons and Sugarman 2009). Those in rural and suburban areas will also be able to choose.
The outcome of education is just as important as school choice. Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Capell, Stigletary). Students in Milwaukee on the other hand that attended magnet school academically performed better. Those in Chicago benefitted at first but did not in later years (Hoxby). Regardless of how close the school or school choice homework was an important element to measure motivation of students. The more effort put into academics also was a factor for success (Johnson, Mark, McDill, Natriello and Smerdon). When all data was studied based on Asians, Latinos, Whites, Blacks and Multi, Asians students outperformed all groups. They were more mobile when compared to their peers. Whites who attended schools outside their zones ranked even higher than the Asians. Here is a good example to look at socioeconomic status. Wealth was a determining factor when comparing above average schools (American Journal on education).
There also seems to be a significant achievement gap when comparing whites, blacks and Latinos who attend schools outside of their neighborhood zones. Asian and Latinos score high on scholastic achievements but no other significant difference when comparing the other groups. On the other hand Asian who attends schools outside their zones scored higher than those in the neighborhood schools. There is a hypothesis to this result that states Asians are more like to spend more time studying about three hours more and doing homework to ensure their educational success. Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Harris and Herington). Students in Title 1 Schools are shown to perform lower than any other group (American Journal on Education). When looking at the Asian students those attending schools outside their neighborhood and those within they still performed better (American Journal on Education).
When students are in smaller classes from K to 3 and a class size of 13 to 17 students, this has also turned out to be a factor in achievement. Students who are constantly kept in smaller classes perform better on test score. This may contribute to teacher identifying those students that require extra assistance (Konstantopoulos). School choice can also contribute to parents choosing segregated schools for their children. White students are still attending better schools regardless of wealth and minority students are influenced by wealth. As a result whites have an advantage in attendance patterns and scholastic achievement (American journal on Education). Although wealth may not be an issue those that can afford to live in better neighborhoods also have the schools that are better so geographic should be included in the context on achievement. Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools (Brown and Pollitt 2001). Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Yan der Klaauw 2008). This research only makes it clear that the pathway to education is complex and it takes everyone involved to ensure success (American Journal on Education).
















References
American Journal of Education (abstract), Wealth was a determining factor when comparing above average schools (Para 3 sent 7-11 pg 4) (Para 4 sent 1-4 pg 4) (Para 5 sent 10 pg 6). Brown and Pollitt Schools that can afford better nutrition for students also have better test score compared to Title 1 Schools ( Para 4 sent 7-8 pg 5).
Capell and Stigletary The outcome of education is just as important as school choice Studies on school choice found that there was no real advantage to this notion when compared to pretest scores and achievement (Para 3 sent 1-2 pg 4).
Cohn and Addison There are opportunities for better jobs and higher earnings (Para 1 sent 5 pg 3).
Coons and Sugarman 2009 Students that live in disadvantage neighborhood would also benefit from school choice because this will be an escape for them (Para 2 sent 5 pg 4).
Epple 2004 Parents that are in a higher socioeconomic status and whites are more in favor of school choice (Para 2 sent 4 pg 4). Harris and Herington Regardless of gender, socioeconomic status or ethnicity, homework greatly influences scholastic achievement (Para 4 sent 5 pg 5). Hoxby Those in favor believe that increased school choice will cause competition among the local schools and cause those schools to improve (Para 2 sent 1 pg 3). Due to the belief is that the private schools will cause the public schools to raise their education standards significantly (Para 2 sent 2 pg 3). Those in Chicago benefitted at first but did not in later years (Para 3 sent 3 pg 4).
Johnson, Mark, McDill, Natriello and Smerdon Regardless of how close the school or school choice homework was an important element to measure motivation of students (Para 3 pg 4 sent 5-6). The more effort put into academics also was a factor for success
(Journal of Education chicago) They have always tried to search and seek out the best (Para 1 sent 1 pg 3).
Konstantopoulos This may contribute to teacher identifying those students that require extra assistance (Para 5 sent 1-3 pg 5).
National Center for education Statistics 2006 There has been a decrease in neighborhood schools from 80 to 74 percent between the years of 1993 and 2003.
(1998Psacharopoulos) (Para 1 sent 6- 9 pg 3).
(www.frinstitute.org) Parents send their children to schools that can convey immediately their expectations (Para 1 sent 3 pg 3).
www.journal.uchicago.edu
Yan der Klaauw 2008 Although Title 1 has failed its original goal of closing the educational gap changes about poverty can only occur through school resource and allocations (Para 5 sent 9 pg 5).
Zubrinsky and Bobo 1996 This is why Los Angeles was chosen to conduct this study on because in 1993 California passed a bill requiring states funded schools to adopt a policy of open enrollment with their boundaries ( Para 1 sent 10 pg 3).

Quiz 11

Demographics of Service Learning Hours

Demographics of Service Learning Environment
I will be conducting my service learning hours experience at Amelia Earhart Elementary School in Hialeah. This school is located in a predominantly Hispanic community. This school is a Dade County Public School. The person I am assigned to observe for my experience is Mrs. Jobson. Mrs. Jobson is a first grade teacher at this school and has been for over eighteen years. Mrs. Jobson is a Black American teacher with a Caribbean background. Mrs. Jobson has been teaching for thirty eight years.
Mrs. Jobson first grade class has a good ratio of boys and girls and comprises a total of eighteen students. At the time of my service experience Mrs. Jobson had two more students added to her class. All of Mrs. Jobson first grade class is Hispanic. There is not another ethnic group represented in this classroom other than the teacher. Regardless of this fact the learning experience is not hindered in any fashion. All the students in this school are preparing and finalizing the work in order to take the F.C.A.T. and S.A.T. testing. Mrs. Jobson first grade class will take the S.A.T. and not the F.C.A.T.
Mrs. Jobson first grade class exhibits a cooperative approach to education. Students are grouped and arranged in this style and teaching and learning is also conducted using this approach. Mrs. Jobson teaches math, science, art, music, physical education, and social studies for this grade. This school uses a split teaching approach. For reading, and language arts are taught by another teacher. Therefore, the school schedule is split. The first half of the morning the students are with Mrs. Jobson and for the other half of the day with Ms. Bonnet. Then for thirty minutes in between the split a teacher comes in and teaches only Spanish to the students. Then for the last thirty minutes of the school day the students return back to Mrs. Jobson and the other students return back to their teacher. This school welcomes the community to be a part of the school. This school also provides workshop for the people in the community. During my service learning hours the other teachers and staff members I encountered treated me with dignity and respect.

Interview of a veteran teacher

Interview of a Veteran teacher
03-18-10

The person I conducted my interview with was Mrs. Jobson. Mrs. Jobson is the teacher that I was assigned to in order to complete and conduct my service learning hours with. Mrs. Jobson is a Black American teacher with all Hispanic classrooms of first grade students. In this classroom setting multicultural experiences is a plus and multicultural does not inhibit the students or the teacher. The major focus is all about education. First question to Mrs. Jobson was how long she has been a teacher. Mrs. Jobson informed me that she has been a teacher for thirty eight years. She has been at Amelia Earhart Elementary School for a little over eighteen years.
Next question I asked her was why she chose to become a teacher. Mrs. Jobson told me that she came from a family of educators. She knew she would be an educator but when it was time to attend college she decided to become a nurse, and try something different. Actually when the final decision had to be made she chose education or one may say that education chose her. So off she went to the University and obtained her degree as an educator. My next question to her was why she chose early childhood education and not upper level or advanced level or education. She told me that to her all students are like a blank slate. The earlier one can make an impression on that slate the better. She stated that upper and advanced level of education the slate has already been made. At the early childhood education stage as a teacher she gets the opportunity to be the molder of that slate.
Mrs. Jobson said she views each student the first day of school and sees what lasting impression she can make in their lives. To her to be a teacher means to touch a life. My next question to her was this, your main reason you decided to remain a first grade teacher. Yes she stated. She continued to tell me that when she was growing up about her childhood educational experience. She said that there were many teachers that affected her life and some that was damaging. She said at that moment she was determined to become a teacher to change the ills that occurs early in education. She said she believes that she could always make a difference in the life of a student for the better.
I asked her what she thought was her most rewarding educational experience. She said on the first day of school she gets a new set of students to work with. Many from all walks of life with work to be done. Her most rewarding experience is when she takes a child under her wings that may have difficulties and at the end of the school year look back and see the accomplishment that was made in that individual’s life. To her this is the most rewarding part of her job.
I asked her how she incorporates cooperative learning in the classroom. She stated that the entire desk are arranged in such a way that students may work independently or as a group. Most cooperative learning is done during Science and Social Studies where students can work together as a group. I also wanted to know her standards for behavior. Unacceptable behavior is addressed immediately with a verbal warning. If that does not modify the behavior then a time out is given. The next step is to remove points. The teacher has a point system set up where students are all given high points at the beginning of each day. As the behavior requires adjustment so does the points with color codes and before the day is concluded based on the color code a reward is given as simple as a sticker, happy face or a treat. The others are told that tomorrow starts a new day to work towards receiving and keeping the points. If the behavior truly needs to be addressed then the student is sent to the office where the parents are called. Sending students to the office is truly the last attempt to modify the behavior, usually by the time points are taken away adjustments are made to correct the behavior. These approaches are also used for disruption during class time.
I noticed that Mrs. Jobson’s class is filled with colorful decorations. She told me that not only does the decoration add color but each chart, sign, symbol or anything used in the classroom it also has an educational meaning behind it. I looked closer and it did. Charts had days of the week, months or the year, achievements, rules, time and the list goes on and on. Next question was how you deal with different learners that are in your classroom. She proceeded to tell me again the seating in the classroom also serves that function. Each group has a number and according to the group she has identified the different learners in her classroom. The students that require the most attention was placed up front and as one encircled the room the seating arrangement was more clarified. Later when I went back I noticed that the arrangement had changed again as she told me that she had to make some adjustments once again. So the seating arrangements work best to determine the different classes of learners.
I also wanted to know how she stays informed with the parents as to what is going on in the classroom. In her class most of the parents are there to pick up the students at the end of the day or they drop them off in the morning. Here she is given the opportunity to do a one on one with the parents and need be the students. I also wanted to know how technology was integrated in the classroom. There are three computers in the classroom that the students may use. During the lesson time she is able to determine who goes on the computers and the time frame they are allowed to stay. I saw her used a time clocked and when the interval was over the next student who turn it was to use the computer went on the computer. She tells then who will use what computer and what the lesson to be used is logged on in the morning usually after attendance is taken.

My final question to her was what she considered to be the most challenging part of her job. She told me discipline. She has noticed that there seems to be more discipline issues that has to be constantly addressed compared to years prior. The other issue was helping students stay on task and remained focus. Most students today are more distracted for whatever the reason may be but as a teacher learning requires attention and focus and a teacher has to grasp that focus and hold on to it. I then thanked Mrs. Jobson for the opportunity of working with her. This concluded my interview with a veteran teacher name Mrs. Jobson.

Day Five Service Learning Hours

03-18-10
Today is Thursday day five of my service learning hours with Mrs. Jobson and her first grade class. Today was the first day after taking the S.A.T. test and also picture day. All the students came dressed up and prepared to be photographed. Much attention was on the clothing what each person wore for this day. Reason being this is a uniformed required school so each student is accustomed to seeing their fellow classmates in uniforms just like them, but it was different today.
Regardless of this event to take place the emphasis was still on focusing on school and getting the materials covered and the work done. Mrs. Jobson continued to give test for the morning segment because the grading period for this nine weeks is about to conclude. Now the big moment arrived and Mrs. Jobson’s class was scheduled to take their pictures. All the students became overtly excited so much that one of the students decided to conduct playtime. Noticing that the behavior was getting out of control Mrs. Jobson stepped over and addressed the student that was causing a major disruption. The student decided she wanted to continue and not respond to the teacher’s request to settle down.
That student went as far as falling on the floor and rolling over. Mrs. Jobson addressed her again and she continued. By this time this student have caught the attention of the others and continued. Mrs. Jobson pressed upon her to stop and when her request was not taken the school security was alerted. The security came over and when the student saw her she decided to pick herself off the floor. Then the security personnel spoke to her in a firm manner and advised her of her actions and the consequences that will follow if the behavior did not cease.
Needless to say the action came to an abrupt end. All the other students eagerly watched and waited to see what was happening and also waiting patiently for their turn to be photographed. After this all student went back to the class to practice for an event they were going to perform in. I got the opportunity to see that as well. I also got the opportunity to see protocol at work in the event of a student that fails to comply with rules and regulations. I got the opportunity to discuss the situation with Mrs. Jobson and realized why the security had to be called. That was done to prevent that student from harming herself and perhaps endangering others around her.

HE.K.B.3.3: Recognize the consequences of not following rules/practices when making healthy and safe decisions.
Depth of Knowledge: N/A Date Adopted or Revised: 12/08
HE.K.B.2.3: Identify the appropriate responses to unwanted and threatening situations.
Depth of Knowledge: N/A Date Adopted or Revised: 12/08 Standard: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Quiz 10

Day Four of Service Learning Hours

03-10-10
My fourth day of service learning hours with Mrs. Jobson and her first grade class was to observe students in test taking strategies today is Wednesday. Mrs. Jobson had rearranged the entire classroom before the students arrived. All seating was done as individual or independent and all students were facing the chalkboard. All of her learning and teaching visual aides were covered. Students were told that they were preparing for the S.A.T. testing. Students were instructed when the school day begun about the procedures and the expectation of each while taking a test. Mrs. Jobson decided to give practice tests to help her students become familiarize with test taking strategies.
All materials were made inaccessible to the students and talking was strictly prohibited. All students were allowed to drink water and use the rest room before the mock test was given. Mrs. Jobson passed out the mock test and students were instructed not to do anything until told. The test taking got started to simulate an atmosphere of a real test. Mrs. Jobson read the test and waited with ample time to move from question to question. All questions were read out loud and clearly to avoid confusion or miscommunication. At the end of the test taking all the students that followed the instructions were rewarded with treats. All the other students that were distracted were then corrected for their conduct.
Again the serious nature of test taking was emphasized. I was told that each day a sample test would be given to ensure that the students are familiarized and are aware of the procedures that are followed when the S.A. T. testing is conducted. I thought this was an excellent example for the teacher to use. It was not a necessary device for the students but a vital lesson for the teacher. The teacher is then able to see if there are seating arrangements that needs to be conducted to avoid possible distraction. Also the teacher is able to monitor and correct any hidden issues that need to be addressed. Also the teacher is able to review materials and subject areas that the students are having difficulties with. Beside some minor offsets the mock testing went fairly well. By preparing the students in advance, on testing day the class could be more focused. I forgot to mention during the morning announcements that are given by the school, the topic was F.C.A.T., S.A.T. and testing, and everyone is trying to ensure the students know about the testing and what are required of them.

» MA.912.S.1.1: Formulate an appropriate research question to be answered by collecting data or performing an experiment.
Depth of Knowledge: High Date Adopted or Revised: 09/07 Standard: Formulating Questions

Day Three Service Learning Hours

03-02-10
On my third service learning experience I observed classroom management today is Tuesday. Mrs. Jobson’s first grade class was settled on this day. The day started off as usual with the teacher giving instructions for the lesson to be done. The students were very attentive I noticed that the students that need additional instructions and one on one help were even able to maintain the flow of the class and the assignments. For a reward Mrs. Jobson decided to hand out stickers to the students that were exceptional when it came to conduct. All students were eager to receive their rewards even the students that may have gotten restless were eager to hear if their names were going to be called.
For this example I would say that truly the teacher is a gatekeeper. The teacher is monitoring conduct, conducting a lesson, determining the flow of the classroom, attention of the students and determining who speaks and the length of time it will be conducted. Determining that the class needed a shift Mrs. Jobson wrapped up that lesson and moved on to science. The students were going to conduct an experiment to determine objects that float and those that sink. This would be a group project items used were erasers, pencils, rulers, crayons and so forth. The students were extremely excited to conduct an investigation. I saw natural curiosity exhibited.
I also noticed the way time out was given. Two male students decided to engage in horse play which was inappropriate because it was not recess. Mrs. Jobson gave both of them time out and the student that initiated the disruption was made aware of his actions immediately without causing further disruption to the classroom. Both students were not allowed to participate when it was time to go outside, they were watching the other students engage in play time and P.E. For me, I would say time out and teaching students the consequences for their actions seemed to be an effective method to incorporate on this day.
Classroom management is vital to obtain and maintain order in the classroom. A teacher has to be aware of the flow and the strategies that need to be performed in order to keep students alert and prepared to learn at all times. Vital to success on this day was good classroom management and the ability to help the students learn without losing their attention. Overall this day went fairly well.

SC.1.N.1.3: Keep records as appropriate - such as pictorial and written records - of investigations conducted.
Depth of Knowledge: Moderate Date Adopted or Revised: 02/08 Big Idea: The Practice of Science

SC.1.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.
Depth of Knowledge: Moderate Date Adopted or Revised: 02/08 Big Idea: Properties of Matter

Day two Service Learning Hours

02-22-10
My second service learning hours with Mrs. Jobson and her first grade class. On this observation I went into the classroom setting with an open mind about observing the students in their learning environment. On this service learning hours the day is Tuesday. Unlike the first time I went into the classroom all the students were eager to be there. Everyone was happy and it showed. Mrs. Jobson informed the students that they were going to be tested on the lessons they conducted in class and how important the test was going to be. She also told them to take the test seriously, take their time to make sure they understand what they are reading and do their best. The testing to be conducted is the SAT.
Immediately after doing that the morning lesson was well on its way. I forgot to mention Ms. Jobson teaches the students math, science, art, music, and P.E. at 11:30am the students switch classes to another teacher that teaches them all the other subjects. The morning started off with a problem of the day in math, actually several problems that the students had to complete. While the students were doing this Ms. Jobson was collecting the homework assignments. The day was off to a smooth start when immediately a student became ill. The student begun to vomit and Ms. Jobson realizing the situation attended to the student without the other students not seating in the immediate area noticing what was going on.
The student was given the required attention, the area was cleaned up, the student was escorted to the office and the lesson continued with the least amount of distraction or interruption. I learned a teacher has to be alert and prepared to handle any situation that arises while the students are in her care. Math was corrected, graded and reviewed and additional problems were assigned. I forgot to mention during the morning announcements a student from Mrs. Jobson’s classroom was selected to read a passage about Mr. Carver in awareness and observation of Black History Month at the school. He was one of her top readers. All the students in Ms. Jobson classroom can read there are a few that struggles but overall they can read. The classroom was very alert this time around. There were minimum amount of review needed for the lesson.


» HE.2.B.3.1: Differentiate between situations when a health-related decision can be made individually or when assistance is needed.
Depth of Knowledge: N/A Date Adopted or Revised : 12/08

HE.2.P.1.2: Show behaviors that avoid or reduce health risks.
Depth of Knowledge: N/A Date Adopted or Revised : 12/08

Day One Service Learning Hours

02-04-10
On my first service learning experience, I decided I would just watch the general flow of all that would happen in the classroom setting. I was assigned to Mrs. Jobson first grade teacher. The school I am conducting my service learning at is Amelia Earhart Elementary in Hialeah. This class has a good ratio of boys and girls with a total combination of about eighteen students, all of which are Hispanic. Mrs. Jobson has been a teacher at this school for over eighteen years. At this school there are morning announcements that are conducted by the students and principal via television. This session takes up about or close to ten minutes of the first segment of the morning.
Mrs. Jobson has her students grouped by six with three groups. The style of the classroom is mainly constructivism. There is lots of student teacher interaction on this day and some group assignments given. Students were required to discuss the assignments as a group, the teacher questioned the students to see if prior information was retained and observe the areas where review were going to occur. This flow went quite well.
The day I went was on a Monday and all the students seemed to be restless for the first day of school and at the beginning of their school day. The subjects that were taught for the morning session were math new concepts and review and science. The concept for math was adding and subtracting with a number missing. Mrs. Jobson immediately realized what was happening in the classroom and had the students to perform a stretching of the hands exercise to help the students regroup and stay focus. There was one student that was excessively tired and that student was called upon frequently to answer questions. He was also given an additional stretching exercise to help him focus.
The teacher after explaining the lesson and reviewing the students were assigned individual or independent work to ensure comprehension. The students that were having difficulty were given one on one attention and the students that were advanced in this area were assigned additional work. As the time progressed the teacher realized that some of the students were becoming restless again from lack of rest from the night before, so she instructed them all to clap if they could hear her and this occurred three times. After wrapping up the math session a quick review of science was done then the students were dismissed to lunch. It was amazing to see how quickly the time went. Also how busy a teacher has to be to ensure the entire classroom is attentive and ready to learn at all times.



MA.1.A.6.1: Use mathematical reasoning and beginning understanding of tens and ones, including the use of invented strategies, to solve two-digit addition and subtraction problems.
Depth of Knowledge: High Date Adopted or Revised: 09/07

» MA.1.A.6.2: Solve routine and non-routine problems by acting them out, using manipulatives, and drawing diagrams.
Depth of Knowledge: High Date Adopted or Revised: 09/07

» SC.1.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
Depth of Knowledge: High Date Adopted or Revised: 02/08

Educational Philosophy Essay

EDUCATIONAL PHILOSOPHY
AUDREY SOMAN
MIAMI DADE COLLEGE


Abstract


This essay will describe my personal educational philosophy that I believe in. This information I used will be based on the survey I took in Professor Mcnair EDF 1005 class. It was an outline survey that contained 0ver one hundred questions. All questions relates to school and teaching. Subjects were to be indicated by agreement or disagreement on the questions. The questions range from five to one. A number five indicates I strongly agree. A four indicates I agree. A three indicates I neither agree nor disagree. A number two indicates I disagree and a number one indicates I strongly disagree. The responses are then interpreted and finally tallied. Each column contains an educational philosophy. There are five educational philosophies that corresponded to the survey. They are Essentialism, Perennialism, Progressivism, Social Reconstructivism and Existentialism. By using this survey it will be a guide. This survey help individuals have a better understanding on educational philosophy (Teachers, School, and Society).





Educational philosophy is methods that are used in conjunction with how things will be carried out, in this case education. Philosophy of education covers how children learn, the role education plays in the lives of children and the method of information being imparted to the children. Education philosophy also covers helping children develop the skills needed to think for themselves and teaching children to learn about morals and values. The concept of education is tied together with educational philosophy. It describe who will be the authority figure and the research used in education (Britannica Concise Encyclopedia Philosophy of Education Online).
I got to take the Educational Philosophy Survey. I score highest in Essentialism and Progressivism. What I believe is that school is important and vital as Essentialism. On the other hand Essentialism believes that subjects should be taught with dynamics and with a method to teaching (http://oregonstate.edu/instruct/ed416/PP3.html). Subjects should be core and include areas such as mathematics, reading and writing (http://www.helium.com/items/424989-the-five-key-educational-philosophies). The teacher’s role is to instill respect for authority (Teachers, School, and Society).
The teacher’s role is to teach subjects that will involve training, knowledge and understanding. Teachers and administrator determine the curriculum in Essentialism and most of the emphasis is placed on the teacher. In Essentialism testing is very important; they believe that when students leave school they would know how to master real life situations. Reason being is that a student should not advance to another level until they first master that level. Essentialism believes that children should be taught how to be loyal to their country. It also believes that developing of character is important. (http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm). This type of Philosophy is teacher centered and not much focus is placed on elective subjects (Teachers, Schools and Society).
I also believe in Progressivism. I believe the needs of the student are important and each person is an individual and unique and as a teacher one should focus on that uniqueness. On the other hand Progressivism believes that education should be based on principals. They believe that students learn best when placed in real life situations and interaction is important (http://www.helium.com/items/424989-the-five-key-educational-philosophies?page=3). They believe that children love to explorer. They believe that this exploration similar to a scientist is what produces learning for the real world. Teachers conduct reading drills that focuses on the needs of the individual student (Teacher, School and Society).
They believe children learn by hands on experiences. On the other hand Progressivism believes that teachers help students create meaningful ideas to questions and create strategies to answer those questions. The only way to find out if that answer is correct is to conduct a test (http://oregonstate.edu/instruct/ed416/PP3.html). If the answer can be used in the real world then it is worthy. In this philosophy children work in small group type settings. Freedom to move and talk is permitted in progressivism. The teacher is actively involved in this classroom by walking around and offering assistance. Other students are engaged in conversation and interaction with the teacher. In Progressivism testing is not a priority. Student’s intellectual abilities are challenged in Progressivism. This is a child centered philosophy. Improving youths for society is vital in Progressivism.
Teacher and students work together to create a curriculum that will work best (Teacher, School and Society) and (http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm).
These are my educational philosophies that I believe in. On one hand in Essentialism the teacher is the focus of the learning process and determining how to deliver that knowledge. On the other hand in Progressivism the student is the focus and what the student determines is important and vital.












References
Britannica Concise Encyclopedia Philosophy of Education Online Educational philosophy is methods that are used in conjunction with how things will be carried out, in this case education (Para 1 sent 1-5 pg 1).
http://www.helium.com/items/424989-the-five-key-educational-philosophies Subjects should be core and include areas such as mathematics, reading and writing (Para 2 sent 4 pg 3). They believe that students learn best when placed in real life situations and interaction is important (Para 4 sent 4 pg 4).

http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm The teacher’s role is to teach subjects that will involve training, knowledge and understanding (Para 3 sent 1-5 pg 3-4). Teacher and students work together to create a curriculum that will work best (Para5 sent 4-10 pg 5-6). http://oregonstate.edu/instruct/ed416/PP3.html On the other hand Essentialism believes that subjects should be taught with dynamics and with a method to teaching (Para 2 sent 3 pg 3). The only way to find out if that answer is correct is to conduct a test (Para 5 sent 3 pg 4).
Teachers, Schools and Society This survey help individuals have a better understanding on educational philosophy most of the entire essay and the abstract is based on this reference. This type of Philosophy is teacher centered and not much focus is placed on elective subjects (Para 3 sent 6 pg 4). The teacher is actively involved in this classroom by walking around and offering assistance (Para 5 sent 4-9 pg 4-5).








Your Educational Philosophy
adapted by J. McNair (2004)
Each of us as teachers has a set of beliefs about how people learn and should be taught. What you teach, how you teach it, and the expectations you have for students will be influenced by this philosophy.

Instructions: Read each of the following statements about the nature of education. As you read each statement, determine if it truly reflects your own beliefs about teaching and learning. Decide the extent to which you agree or disagree with the statement. Use the following scale to indicate your response.
Strongly Agree Agree Neutral Disagree Strongly Disagree
5 4 3 2 1
1.

I believe in the” traditional" or "Back to the Basics" approach to education
2.
I believe that the school is a microcosm of society.
3.
I believe that there is no universal reality, only what individual perceives it to be
4.
I believe that a general, liberal humanities education is essential in order to shape the rational mind.
5.
I believe that schools should take the lead to reconstruct society.
6.
I believe that human beings are shaped entirely by their external environment.
7.
I believe concept development and deep understanding are the goals of learning rather than behaviors and skills.
8.
I believe that the mind is the central element of reality.
9.
I believe that students should be provided with a real-world curriculum with an emphasis on problem-solving.
10.
I believe that education is aimed at development of the whole person.
11.
I believe that the purpose of education is to prepare the student for adult life.
12.
I believe that students should be taught ways to deal with major crises.
13.
I believe that behavior modification can be used to shape learning.
14.
I believe the knowledge is not acquired; it is constructed i.e. built up by trial and error on prior learning and discoveries.
15.
I believe that knowing requires the ability to observe and measure the physical world accurately.
16.
I believe that classrooms should be designed for experiential learning (e.g., labs, art rooms, woodshops, and kitchens).
17.
I believe subject matter is less important than developing a positive self-concept, self-knowledge, self responsibility.
18.
I believe that learning the "three Rs" (e.g., reading, writing, and math) should be a primary goal of education.
19.
I believe that man's purpose is to transform his world and the school should be the place where s/he learns to do this.
20.
I believe that learning consists of assimilating the objective reality of the physical world.
21.
I believe that teachers are coordinators, facilitators, resource advisors, tutors or coaches.
22.
I believe education should instill in students the "essentials" of academic knowledge and character development.
23.
I believe that students learn from each other, so schools should emphasize cooperative group learning experiences.
24.
I believe that students should have great latitude in choosing subject matter.
25.
I believe that a teacher-centered curriculum is the best curriculum.
26.
I believe that through dialogue with others, people can gradually perceive personal and social reality as well as the contradictions in it.
27.
I believe that teachers are responsible for engineering the instructional setting, providing reinforcement, and individualizing the teaching-learning process as needed.
28.
I believe that the teacher’s role is to introduce new ideas or cultural tools where necessary and to provide the support and guidance for students to make sense of these for themselves.
29.
I believe that that there is a core body of knowledge, including both classical and contemporary disciplines that all people need to have in order to function productively in society.
30.
I believe that schools should constantly broaden their curricula, making education more relevant to the needs and interests of students.
31.
I believe the student must find out who they are before they can work with others.
32.
I believe that the great ideas of the western world as found in its great literature are a repository of knowledge and wisdom, a tradition of culture which must initiate each generation.
33.
I believe that the breakdown of traditional distinctions between knowledge disciplines, as well as between high and popular culture, is an important step in educating people.
34.
I believe that if you alter a person's environment, you will alter his or her thoughts, feelings, and behavior.
35.
I believe that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
36.
I believe that schools should not try to radically reshape society.
37.
I believe that students should be taught that the physical universe as real and fundamental.
38.
I believe that teachers should allow students to ask their own questions, do their own investigations, and come to their own conclusions.
39.
I believe that most of the great ideas that have lasted over centuries are as relevant today as when they were first conceived.
40.
I believe the schools should be seen as a resource for the larger community.
41.
I believe that learning is a measurable change in behavior.
42.
I believe learning requires self-regulation and the building of conceptual structures through reflection and abstraction.
43.
I believe that schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens
44.
I believe that learners are problem solvers who naturally develop by exploring questions of interest to them.
45.
I believe that we possess free will to shape our innermost nature.
46.
I believe that the development of the intellect is the sole purpose of education.
47.
I believe that teachers and members of the community become co-owners of the school and in doing so collectively determine what is taught, how the school is organized, and what role the school might play in the affairs of the community and neighborhood agencies.
48.
I believe that there is no such thing as free will.
49.
I believe knowledge construction is a process of solving problems.
50.
I believe that teachers should instill in students such traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality.
51.
I believe that students should be taught that that the one constant truth about the universe is the existence of change.
52.
I believe that individuals are responsible for determining for themselves what is "true" or "false," "right" or "wrong," "beautiful" or "ugly."
53.
I believe that that the best way to develop one’s intellect is through rigorously studying the enduring truths of humankind contained in the classics of Western culture.
54.
I believe that the school can be used as a strategic site for addressing social problems and helping students understand what it means to exercise rights and responsibilities.
55.
I believe that positive, not negative reinforcement is the preferred approach to modifying behavior.
56.
I believe that the learner's beliefs, attitudes, and mental model are crucial factors in learning.
57.
I believe that instruction in natural science is more important than non-scientific disciplines such as philosophy or comparative religion.
58.
I believe that students should be taught that as we alter our relationship with our environment, we ourselves are made different by the experience.
59.
I believe there exists no universal form of human nature; each of us has the free will to develop as we see fit.
60.
I believe that education should strive to develop our capacity to reason.
61.
I believe that schools should foster public values and not merely advance excessive individuals, competitiveness, and intellectual consumerism."
62.
I believe that if you use positive reinforcement whenever students perform a desired behavior, they will learn to perform the behavior on their own.
63.
I believe that authentic experience helps the learner construct new knowledge and understanding.
64.
I believe that basic academic skills and knowledge be taught to all students.
65.
I believe that students should be taught the principles of democracy and freedom espoused in America.
66.
I believe that subject matter takes second place to helping the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.
67.
I believe that students' interests or experiences should not dictate what teachers teach.
68.
I believe that the existing systems of schooling must give teachers more power to control their own work conditions and to implement educational decisions and strategies.
69.
I believe that the only reality is the physical world that we discern through careful, scientific observation.
70.
I believe that the context in which learning takes place is important.
71.
I believe that the worth of any knowledge is measured by how much an individual needs that knowledge to become a productive member of society.
72.
I believe that no knowledge is privileged over another and that the knowledge of the most value is the knowledge that the learner wants to know own preferred way.
73.
I believe that the teacher's role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way.
74.
I believe that good teaching consists of whatever tried and true methods believed to be most conducive to disciplining the students' minds.
75.
I believe that school buildings should be limited in size to permit teachers and others to provide a sense of democratic community for themselves and their students.
76.
I believe that people and other animals act only in response to internally or externally generated physical stimuli.
77.
I believe that dialogue and other cooperative activities promote learning.
78.
I believe that such traditional disciplines as math, natural science, history, foreign language, and literature form the foundation of a good curriculum
79.
I believe that book learning is no substitute for actually doing things.
80.
I believe that since feeling is not divorced from reason in decision making, we must insist on the education of the whole person, not just the mind.
81.
I believe that since all human beings possess the same essential nature -- We are all rational animals -- there should be a universal curriculum rooted in the great ideas of the western world.
82.
I believe that schools should provide teachers an opportunity to exercise power over the conditions of their work.
83.
I believe human nature is neither good nor bad, but merely the product of one's environment.
84.
I believe that the learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.
85.
I believe that vocational, life-adjustment, or other courses with "watered down" academic content. Are unnecessary “frills” and should not have a place in a good curriculum.
86.
I believe that knowledge is acquired and expanded as we apply our previous experiences to solving new, meaningful problems.
87.
I believe students should be afforded great latitude in their choice of subject matter.
88.
I believe that all human beings possess the same essential nature: We are all rational animals.
89.
I believe that teachers should not lose their connection to the neighborhoods they are intended to serve.
90.
I believe that it is not human nature but defective environments that are responsible for harmful things that people do to themselves and others.
91.
I believe that cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given.
92.
I believe that primary school students should receive instruction in skills such as writing, reading, measurement, and computers.
93.
I believe that education is a reconstruction of experience, an opportunity to apply previous experiences in new ways.
94.
I believe a good curriculum offers students a wide variety of options from which to choose.
95.
I believe that allowing students to take vocational or life-adjustment courses denies them the opportunity to fully develop their rational powers.
96.
I believe that teachers should construct curricula that draw upon the cultural resources that students bring with them to the school.
97.
I believe that all school time and energy should be focused on the desired learning.
98.
I believe that the task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding.
99.
I believe that even while learning art and music, students must be required to master a body of information and basic techniques, gradually moving from less to more complex skills and detailed knowledge.
100.
I believe that people learn best from what they consider most relevant to their lives. As such a school’s curriculum should place at its center the experiences, interests, and abilities of students.
101.
I believe that the humanities should be given tremendous emphasis in the curriculum.
102.
I believe that universal spiritual forms--such as those posited by Plato or by theological philosophers--are as real as the material world we interact with each day.
103.
I believe that teachers must be able to critically analyze the ideologies, values, and interests that inform their role as teachers and the cultural politics they promote in the classroom.
104.
I believe the role of teachers is to interpret meaning and events for the student.
105.
I believe instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
106.
I believe that only by mastering the required material for their grade level should students be promoted to the next higher grade.
107.
I believe that in addition to reading textbooks, the students must learn by doing.
108.
I believe that students can learn from vicarious experiences that will help unleash their own creativity and self-expression.
109.
I believe that the study of philosophy is a crucial part of the curriculum.
110.
I believe that all teacher actions and behaviors presuppose some notion of what it means to be a citizen and a future society and to the degree that schools are actively engaged in the production of discourses that provide others with a sense of identity, community, and possibility; they must be responsible and reflective about their actions.
111.
I believe that moral standards ought to be derived from the scientific observation of human behavior.
112.
I believe that the teacher should try and encourage students to discover principles by themselves.
113.
I believe that teachers and administrators should decide what is most important for students to learn.
114.
I believe that students should be encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different points of view.
115.
I believe that focusing upon the actions of historical individuals, each of whom provides possible models for the students' own behavior and character.
116.
I believe that students should be taught about the processes by which scientific truths have been discovered.
117.
I believe that teachers and students must be able to analyze their relationship with the larger society in order to critically apprehend themselves as social agents capable of recognizing how they might be complicit with forms of oppression and human suffering.
118.
I believe that learners can gain the same understanding from teacher directed instruction.
119.
I believe learning must start with the issues around which students are actively trying to construct meaning.
120.
I believe that achievement test scores are valid and necessary means for evaluating progress.
121.
I believe that teachers should expose students to many new scientific, technological, and social developments because progress and change are fundamental.
122.
I believe vocational education is useful as a means of teaching students about themselves and their potential than of earning a livelihood.
123.
I believe that students should not be taught information that may soon be obsolete or found to be incorrect because of future scientific and technological findings.
124.
I believe that teachers and students must have a language of possibility, one that allows them to think in terms of the not yet, to speak the unrepresentable, and to imagine social relations outside of the existing configuration of power.
125.
I believe that teachers should be specific about what students are expected to learn, and they communicate these expectations clearly to their pupils.
126.
I believe learning is a search for meaning.
127.
I believe that students should be taught to be "culturally literate," that is, to possess a working knowledge about the people, events, ideas, and institutions that have shaped American society.
128.
I believe students be exposed to a more democratic curriculum that recognizes accomplishments of women and minorities as well as white males.
129.
I believe that individual creativity and imagination should be encouraged rather than mimicking and imitating established models.
130.
I believe that schools should spend more time teaching about concepts and explaining how these concepts are meaningful to students.
131.
I believe the student must be able to understand how power works productively through the poetics of imagination, that is, they must be able to distinguish between reality as a fact and existences a possibility.
132.
I believe that student success should be rewarded; failure should not be accepted.
133.
I believe meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
134.
I believe that when students leave school, they should possess not only basic skills and an extensive body of knowledge, but also disciplined, practical minds, capable of applying schoolhouse.
135.
I believe that student should attempt to solve in the classroom problems that are similar to those they will encounter outside of the schoolhouse.
136.
I believe that learning happens best when it is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.
137.
I believe that rather than relying on textbooks and lectures to communicate ideas, greater emphasis should be placed on teacher-guided seminars, where students and teachers engage in Socratic dialogues, or mutual inquiry sessions, to develop an enhanced understanding of history's most timeless concepts.
138.
I believe that we must educate teachers and students to think critically, locate themselves in their own histories, and exercise moral and public responsibility in their role as engaged critics and transformative intellectuals.
139.
I believe that the teacher is the authority in the classroom.
140.
I believe the purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.



Your Results

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Constructivism 82
Essentialism 84
Progressivism 86
Existentialism 81
Perennialism 66
Reconstruction/Critical Theory 77
Behaviorism/Objectivism 61

Public High Schools in Nineteenth Century to Europe

Public high school in the mid nineteenth century was first founded in Boston in 1821. During this time mainly boys attended these public schools. Other areas later opened their own schools and there were separate schools for boys and girls. Education during this time was only available for the wealthy and the poor were denied the better schooling. Even during this time there were reformers that believed that education should be made public and available for all. Education during this time was mainly based on religious preferences.
Democracy in education is based on the ideas and values of a free society. In this society public education is accountable to the people and American culture is taught as part of the curriculum. Democracy believes that in order for people to comply with the orders, rules and regulation in a voluntary fashion the individuals in that society must become educated. Therefore there are rights established to ensure that everyone in that society regardless of race, religion, political preference, financial status age, gender and so on should receive a free public education. Therefore, public schools were established to meet these demands. Public high schools in the mid nineteenth century served as secondary higher education that prepared their students for college.
Public high schools today are to educate, and equip individuals to survive in society. The Public high schools in the USA differ from Europe in many ways, although they are very similar. USA education was established on European concepts. In the USA educational system, students and parents have a great influence on how education is conducted and education is more carefree, unlike Europe. In the USA students choose their course of subjects; in Europe the subjects are compulsory. In Europe students are required to choose up to four additional languages to study and they are given more subjects especially additional science all required. In the USA students are educated to survive in their society. In Europe individuals are educated to choose careers, and be productive citizens.
Regardless of all the reforms USA still fall short in terms of Europe in democratic principles. Minorities are still finding it hard to believe that the USA Public education is democracy for all. Education is still bias based on testing. In Europe the high schools consist of four levels and the curriculum is more difficult, and regardless of race, color, status and so forth all individuals are able to attend even before reforms were established. Unlike the USA that needed court cases to keep religion out of schools in Europe this was not allowed not even in the nineteenth century. The USA is falling behind in education in comparison with Europe and other countries. In Europe the school system has not forgotten the reason it was established and that was to educate the individuals unlike the USA.

Tracing Education in the US from Colonial to Public high school

Education in the U.S.A. started with the first settlers coming here from England seeking to escape persecution and settled in what is known today as James Town. In 1635 these settlers started what is known as the First Latin Grammar School in Boston. Colonial education consisted of grammar, Latin and reading the bible. Parents were the ones who chose where to send their children and for how long. During this time a free school was open in Virginia and in 1636 Harvard open their doors are the higher institution for learning. In 1642 the first public school was developed in New Haven the Connecticut colony was more advanced than the other colonies. During this time the Dame school was open and was more private type of schooling conducted in women houses. This school allowed for the first time for women to be educated. These types of schools were not considered important it was more like a child care.
During the Colonial era women were not considered as a class of individuals needed to be education. As a result education was limited to males. Females were taught skills of house duties. So when the Dame schools opened this was an opportunity for women to be educated as well. They taught the children prayers, numbers and the ABC.
In 1751 Benjamin Franklin opened the first English Academy in Philadelphia. In 1752 the first Lutheran school in New York opened. 1766 the Moravians open the first school for girls in Salem. In 1783-85 Noah Webster developed the first English textbooks. 1787 the first Academy for girls was opened. Then in 1821 the first public high school was opened in Boston. These schools were mainly for boys. Other areas of the country decided to open separate schools for boys and girls. The reason for this was that many still believed that women should not receive an education and not a higher form of education.
Unlike the schools in Colonial days the present day high schools serve many functions. Schooling in Colonial times was not mandatory but schooling is mandatory today. High school today is considered a secondary school that includes grades nine through twelve. There were also no set time limit or frame for early colonial schools. Today’s schools have a time frame.

A Tribute to Queen Mothers

A celebration to women for women’s week and a tribute to Queen Mothers was the event I got to attend. After concluding the event of black history how fitting it was to honor women. I got the opportunity to see prominent black women in our community honored and celebrated for their excellence in various community organizations. Not only was this a learning experience it was cultural awareness for me. I got to see and hear tributes of women that have made a difference in the lives of many here in USA and abroad.
The night started off with background information to set the event off and a dedication in an African language. Followed by a personal tribute to each woman. There were a panel of four women and a reserved place left for one of the nominee that was deceased totaling five. Each woman including the departed had a story to share; her part was given off to a proxy. Each woman shared her biography and after reviewing the accomplishments I now know the reason for them being nominated for such a prestigious accomplishment. Also through each woman’s story I got the opportunity to learn about an African culture that each was affiliated with.
All of the women spoke about how changing their names were not an easy experience. Reason being, them all had African names now that they are known by. As they say their names are more than that, it is the fulfilling of a part of their lives that they are more connected with. Most had travelled to Africa and were mothers over tribal communities. They have the better of two worlds because they have their birth family and the families they were all adopted into. After giving their speeches these women were then blessed by the Africans. There were priests that came and blessed them all done in a foreign tongue of different African cultures.
Then there were blessings of beads given to the women. The beads are protection for each. Then each woman was given a plaque to commemorate the event. It was a pleasure to have seen these women who are from different backgrounds joined together by a common root of Africa. Women finally connected with their true cultural identity. Women on a quest to make a difference in the lives of so many; these women are Adora Obi Nweze, Delma Jackson-Rodriguez Oshun- Mini, Iya Orite Olasowo Adefunmi, Constance Tallaha Ekon, and Chief Sandrell Rivers.

Quiz 9

Quiz 8

Quiz 7

Quiz 6

Quiz 5

Quiz 4

Quiz 3

Quiz 2

Quiz 1

Education as a vehicle for society at large

Education has always been regarded as a vehicle to improve the society in which we live and I agree with this statement. Education opens doors of opportunities for many individuals that otherwise would be off limit. Take for instant the role of women in society all can be contributed to education. Education made it possible for a woman to attend school, be trained and then advance to higher levels of education in order to compete for positions in society. Without education these would be off limit for a woman and the role of women would still consist of being a domesticated helper.
Or the changing of laws that made it possible for a slave to move from slave statues to being a free man all done through education. When an individual of different origin, nationality or color can stand shoulder to shoulder and compete for positions or status in this society without being frowned upon as anything less than the credentials they hold that prove they are capable to compete. Or the ability to obtain the knowledge to produce wealth can all be contributed to education. Education makes it possible for individuals to coexist in this society. Without education and being educated how would so many individuals from all aspect of this globe can exist and function in this society if it had not been for education. Education teaches an individual the morals and code of ethics that society deem important. Education enlightens our understanding of this society and the roles we play in it.
As one can see education is a vital and important vehicle for improving this society at large. Education gives an individual all the basic tools necessary to prepare an individual for the role they will contribute to society. Education makes it possible for an individual to understand oneself. Education teaches an individual about their history so it would not repeat itself in a negative way. It also teaches an individual about his/her own identity. Through education individuals can advance and gain knowledge to fulfill advance levels of opportunities in society. Such fields as health, finance, legal and professionals would not be possible without education. Society benefits overall from all the advancement that is contributed from knowledgeable individuals.
Education made it possible to place a person on the moon. Education makes it possible for technology to enhance our everyday lives. I could go on and on about how education is the vehicle that makes it possible for improving society at large. Without education all the possible could not be possible and it was education that took an active role in producing the very society we exist and reside in.

Contrast of Colonial and Present Day Education

Education in the present day U. S. has under gone many changes. Dating back to Colonial times there were many immigrants that came to this country. When those immigrants came they brought along with them their practices and beliefs. They left their homeland but the homeland was still a part of their everyday life. During the Colonial period education was taken seriously and religion was a part of their activities. There were many form of discrimination in the way they conducted education, the manner in which they treated women and non whites.
Education was given to the upper class students who learned reading, math, writing, poems and prayers. They used these three books the Hornbook, the Primer and the Bible. Boys were taught more of academic skills and the girls were taught house skills and duties. Only whites were given the opportunity to be educated. The not so wealthy children were taught at home. School was from 7am until about 5pm with many breaks in between. The wealthier colonials sent their children to England to be taught. Girls were given just the basic skills needed to read the Bible. Poorer families taught their children apprenticeship to survive. School attendance was not mandatory and no set time frame for when education would begin or end. Teachers were not given any formal education.
Unlike today standards that are placed on education. Education is for all and there are public schools to education individuals from any nationality or religious background. There are so many laws in effect that it is almost impossible to discriminate anyone from a basic education in this country. Religion is kept out of the school system also due to laws and bylaws. Training for teachers is kept to a high standard. Teachers are required to obtain required training before entering a classroom setting. School attendance is mandated according to the age groups of the individual. Also the hours a student attends is also regulated all due to funding. Once an individual finishes the basic requirements of standard education an individual may attend any higher schooling for any length of time.
One can see that the emphases placed on education today are very different from the education that was first started in this country by the Colonials. Many requirements and stipulation regulate the way things are done and the manner in which they are executed. Therefore, due to so many regulations things that were tolerated during the Colonial Era compared to today’s standards will not be tolerated. Education in the U. S. has truly undergone many significant changes.