American Education Act 1986 Analysis

“The NCLB law­—which grew out of concern that the American education system was no longer internationally competitive­­—significantly increased the federal role in holding schools responsible for the academic progress of all students. And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English-language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.” (Klein). In 1965, ESEA (Elementary and Secondary Education Act) was introduced by President Lyndon B. Johnson’s Great Society Program to create a clear understanding of the Federal Government in K-12 school policy, which provided more that $1 billion

Education Act 1996 places a legal duty on the parent or guardian of a child aged five to sixteen years (known as compulsory school age), to ensure that their children or child attends and receives full-time education, either in a traditional school or any other means that is appropriate for their age, ability, and aptitude, taking into account any special needs they may have. The Act makes it a criminal offense for a parent or guardian to take their child out of school without authorisation from the school, and an offense for parents who are aware that their child is failing to attend school to not take reasonable action to ensure that the child attends. The offense of failing to ensure regular attendance at school is punishable by up to three months’ imprisonment and/or fine up to one thousand pounds.

The Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. ESEA was intended to mitigate disparities in access to quality academic services and learning outcomes endured by underprivileged and minority students by federally funding schools serving their communities. ESEA, later revised as No Child Left Behind, was to be one element in a larger reform agenda focused on urban redevelopment, vocational training and “EDUCATION AND HEALTH” (Thomas & Brady, 2005). In his 1965 State of the Union, Johnson proclaimed, “No longer will we tolerate widespread involuntary idleness, unnecessary human hardship and misery, the impoverishment of whole areas… ” Nevertheless, this intractable problem remains, as illustrated by recent National Assessment of Educational Progress findings:

The 1902 Education Act was put in place by the Conservative party to put more money into schools by abolishing school attendance committees and the school boards and handing over their responsibilities to local councils as Local Education Authorities (LEA’s), who

Wisconsin Education Act 31 states the legislative requirement that all school districts teach the culture, tribal power and history of the twelve American Indian tribes and nations in the state (Why Act 31). Wisconsin Education Act 31 is important because it gives the students an understanding and appreciation for cultures and diverse value orders. Furthermore, it gives students an opportunity to support and accept human relatives in regards to American Indians (State Statutes for Wisconsin American Indian Studies). The classroom teacher needs to have post-secondary education training in the study of minority group relations, such as Wisconsin Indian history, tribal power and culture (Act 31 and Related Statutes). Also, as part as the social studies curriculum in elementary school and high school, the classroom teacher needs to teach the history, culture, and tribal power need to be included using the appropriate teaching material that display the cultural diversity and multicultural aspect of American society; e.g. texts and resources (State Statutes for Wisconsin American Indian Studies).

The overarching difference between No Child Left Behind and the Every Student Succeeds Act is the shift of control to the states (Edutopia, 2016). While many of the accountability provisions may appear somewhat similar in regards to essential standards, proficiency assessments and improvements for failing schools, the autonomy has been granted to the states to determine exactly how those provisions should be carried out. Each state is responsible to create the best educational climate based on the demographics of their population and is responsible to hold their schools accountable for student performance. In other words, although there continues to be a federal framework, the states have

The education system is deeply flawed. It does not fight social injustice, but rather exacerbates the issue. The majority of people in the U.S are blind to the fact that there are still inequities within the education system, much less everyday life. A system based on standardized test scores inadvertently oppresses poor people. The Governments ' decision to judge a schools ' success by its test scores evidently created a faucet of running water for systematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists.

This meant that the schools were all built in the townships near all the people, because the schools were all built so closely to the townships it meant that they could make a policy stating children in the space of 2 miles of the school must go. The reason it was 2 miles was the boundary was because it was safety mechanism, as any further than 2 miles was therefore a safety hazard for many reasons such as weather etc. In the Codd, J., & Openshaw, R. (2005), Bowen (1877) presented a Bill where he believed that making schools free and compulsory kids would have more opportunities and it meant that families were then not taking there kids out of school because they couldn’t afford it, schools could support family finances. So this is why in this section of the act there is an age limit is because schools those days were just primary, so from the ages 7-13 and primary school was free which is why they were able to make primary schooling compulsory because therefore parents were able to afford for their children to go to school. Bowen (1877) states an exemption that was brought up that if you failed a year you had to repeat, this was because there were no truancy officers. Universal education actually only meant Primary Education as secondary schools back then weren’t compulsory, because the fees were so

The Education Amendment Act is for the people of Ontario, and their goverment. All student's deserve a strong education system that prepares them for a successful future. Its providing a set of standards for the student's.

In Arizona, the decision of the court regarding modification of a parenting plan as pertaining to school choice requires that certain factors be considered: parent/s wishes regarding school placement, child’s wishes regarding school placement, the child’s adjustment to the current school placement, and the interaction and interrelationship of the child with persons at the school who could have a significant impact on the child’s best interests. The question in this case is whether the issue, and therefore, the factors to be considered change when the school in question is out of state.

The short term significance of the 1870 Education Act can be seen in the political impact and the changes to equality within areas of politics, by introducing School Boards. School boards started or took over 3000 schools across the UK, which not only took control away from the Church in deciding what is learnt by children, it also allowed women to have a

The Compulsory Education Act was instituted, which required Oregon children between 8 and 16 years of age to attend public school

The 1870 Education Act, universally recognized as Foster’s Education Act, set the structure of schooling for all children aged between 5 and 13 years old (Politics, 2014). Gillard (2011) mentioned that the 1870 Education Act which ‘established school boards to oversee and complete the network of schools and bring them all under some form of provision’ was drafted by Liberal MP, William Forster, and it was introduced on 9 August 1870. 1870 Education Act is the start of obligatory state education (Shaw, 2011).

1) as he believes removing such laws will somehow keep away children who aren't "committed" to get an education. Firstly, Sipher uses the term "children" profusely throughout his essay. Even if the writer intends to refer to all students in general, the reader is misdirected and thinks that the topic is associated with young people exclusively. When this is the case, the reader can question why Sipher would assume these "children" are ready to make any "commitments" in the first place? Children are young and naïve and aren't ready to take their lives seriously.

The Act established a system of 'school boards' to build and control schools in areas where they were needed. Children were taught a standardised curriculum of reading, writing and arithmetic. A Durkheimian would consider the Education Act to be a standardised way of passing down the same information to all of the children in the country. Durkheim believed that ‘for each society, education is the means by which it secures, in the children, the essential conditions of its own existence'. (UNESCO, 2001). Some would say this statement means that education is considered a key mechanism of passing on and preserving society’s culture. The new generation acquires and develops the central values of their society.