Epilogue

2020 ◽  
pp. 181-184
Author(s):  
Mark Boonshoft
Keyword(s):  
United States ◽  
Charter Schools ◽  
Private Schools ◽  
Educational Inequality ◽  
The United States ◽  
Education For All

The epilogue briefly charts how Americans forgot about academies, but also how their legacy continues to shape educational inequality in the United States. In particular, it looks at how private schools and charter schools allow the elite to continue to educate their children at the expense of education for all.

scholarly journals Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UK

2017 ◽  
Vol 674 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Margot I. Jackson ◽  
Kathleen Kiernan ◽  
Sara McLanahan
Keyword(s):  
United States ◽  
Early Childhood ◽  
Cognitive Development ◽  
Maternal Education ◽  
Latent Class ◽  
Educational Inequality ◽  
Good Deal ◽  
Well Being ◽  
The United States ◽  
National Analysis

Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

Charter Schools in the United States: The Question of Autonomy

1995 ◽  
Vol 9 (4) ◽  
pp. 331-358 ◽  
Author(s):  
Priscilla Wohlstetter ◽  
Richard Wenning ◽  
Kerri L. Briggs
Keyword(s):  
United States ◽  
Charter Schools ◽  
The United States

Providing for Able Students at the Local School Level

1981 ◽  
Vol 28 (6) ◽  
pp. 44-46
Author(s):  
Gwen Shufelt
Keyword(s):  
United States ◽  
History Of Education ◽  
The United States ◽  
Early History ◽  
School Level ◽  
Rural Culture ◽  
Education For All ◽  
Local School ◽  
Universal Education ◽  
History Of

In the early history of education in the United States it was only the capable student who remained in school. At that time mathematics was considered a subject appropriate for the intellectually elite and the needs of a predominantly rural culture did not include extensive education for the majority. However, with the spread of the Jeffersonian ideal of democracy based on universal education, by the middle of the twentieth century, education for all was becoming a reality.

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