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

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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), Jeffersons
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 Jeffersons
  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.

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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)

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Chapter 2 Check Section Titles

• Political Economy in the Jeffersonian Era
• Ideology of the Jeffersonian Era
• Jeffersons Plan for Popular Education

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• 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 todays schools.

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TOZER CHAPTER 1 Carry over from
Tuesday.CONTEXTUALIZE YOUR ANALYSISANALYTIC
FRAMEWORK (Tozer, 9-11)PE and Ideology explains
why, what, how
What forces explain the rewriting of learning
standards in Texas?
IDEOLOGY Explain and Justify Shared
beliefs Shared values Groups differ
POLITICAL ECONOMY Institutions and
practices Social (like family,
religion) Economic Political Schools Demographic
s
SCHOOLS
How would people in Illinois react if the Texas
standards were passed in Illinois? Why?
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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)

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What forces explain the rewriting of learning
standards in Texas?

• POLITICAL ECONOMY
• Institutions 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.

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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.

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Common School 1830s (Spring, Chapter 2)Common
Curriculum, Learn Common Ideology, Equal
Treatment in School
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. 
Meet in School Receive a Common
Education Positive Climate For All Students

• Students
• High Income
• Middle Income
• Low Income
• Class-based and
• cultural differences
• prior to entering school.

Graduate Equal Opportunity to Compete for Jobs
High Income Middle Income Low Income
Social Starting Line
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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
Upon graduation Students have been prepared for
college or work
All students High-income Middle-income Low-inco
me
Tracking appears to respond to ability. Are we
structuring under- achievement?
Social Starting Line
Achievement in schools is highly correlated
along class lines gt Social Reproduction, lt
Social Mobility
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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?

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• MODEL
• Knowledge is
• reduced to
• test scores

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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
Upon graduation Tests are used for entrance to
higher education ACT,SAT
All students
1980s Accountability thru testing 2001 NCLB
Tests determine school success or failure.
Some Jobs Require Certification Tests
Social Starting Line
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Fairfax Virginia, Bailey Elementary Teacher of
the Year Science Resource Teacher
Teachers Grapple with Attaining Education Laws
Goal http//learningmatters.tv/blog/on-the-newsh
our/no-child-left-behind-part-3-teachers-take-on-n
clb/1349/ http//vsx.onstreammedia.com/vsx/newshou
r/search/NHPlayer?assetId82575ccstart1884901pt
0 http//www.pbs.org/newshour/bb/education/july-d
ec07/nclb_08-16.html 307 time, 6 minutes
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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

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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
competition Productivity
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Reauthorization of ESEA Pending Race to the
Top Economic PurposesPresident Obamas 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.

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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.

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Tozer, Chapter 1 DefinitionsSchools are not
just about academics.

• Social theoryinterpretation or explanation, make
  sense of social phenomena, answer the questions
  of how and why.
• Schoolingin 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.
• Educationlife and school--some training, reason,
  intellect, intuition, creativity, caring, wisdom,
  judgment
• Trainingpredictable behavior and skills,
  memorization.
• Ideologya 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.

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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

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• 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?

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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

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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.

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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?

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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?

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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 SCHOOLS
• 7. Value of honesty
• 8. Openness of the American socioeconomic
  structure
• upward mobility is possible EDUCATION AS A
  VEHICLE
• 9. Sociability

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For analysis of school policies using a social
foundations lens, apply the Tozers 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.

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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 Jeffersons ideas But of Classical
Liberals of this time periodlong list
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Lockes
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 capacity for reason and virtue. Needs
to be shaped in childhood through EXPERIENCES
and EDUCATION.