Compare And Contrast The Elementary And Secondary Education Act Of 1965

The Civil Rights era of the 1950’s and 1960’s ushered in copious federal spending directed towards the desegregation of American Society. Moreover, the ultimate goal was the creation of a leveled playing field that would allow minorities opportunities to gain access and reap benefits that had not been traditionally extended to them, thereby resulting in large disparities in wealth, resource, and education between races and cultures. In a courageous attempt to amend these woes, Congress passed a series of legislation designed to achieve these ends. One of the most notable pieces of legislation passed during this era was the Elementary and Secondary Education Act of 1965. Created with all-deliberate intention of desegregating schools

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).

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 Elementary and Secondary Education Act (ESEA) of 1965 was a part of the Great Society program which sent funding to primary and secondary schools, this act was enacted to hold schools responsible and to improve equality in education on a national level. This act targeted low-income families, specifically migrant and English limited families. Part of the ESEA was an attempt to close the gap which had been furthered by race and poverty, in order to improve the education of these students and their families. In recent years this has been reauthorized under the No Child Left Behind Act (NCLBA) of 2001. (Crawford, 2011)

TRIO would later evolve into a total of eight programs, yet keep the title of “TRIO.” Upward Bound (often referred to as Classic or Regular Upward Bound) would be joined by Upward Bound Math-Science, a program with a format similar to Upward Bound, but stressing and providing assistance in Math and Science, while encouraging students to pursue careers in these fields of study. Veterans Upward Bound was initiated in the 1970s to provide military veterans with the skills and support necessary to pursue a postsecondary degree (U.S. Department of Education, 2016).

Elementary and Secondary Education Act of 1965 provided federal aid for public schools. The legislation was

In 1965, Congress passed the Elementary and Secondary Education Act, which provided federal aid to numerous school

Continuing his war on poverty, Johnson passed numerous education bills and acts. The Higher Education Act of 1965 has had great impact on the American education system. In addition to helping low income students, this program created scholarships, which created more opportunities for students living in poverty. The Bilingual Education act of 1968 created a pathway for equal education for students who could speak little to no English. While it didn't do much, the amendments added to this act later on helped give children equal opportunities in

The Ordinances of 1785 and 1787 provide land grants to states for the maintenance of public schools. The Elementary and Secondary Education Act of 1965, supply funds for compensatory education programs for economically disadvantaged students attending public and non-profit private schools. The No Child Left Behind Act, requires states to implement accountability systems with higher performance standards in reading, mathematics, and science. Title IX of the Education Amendments of 1972 barred sex discrimination against participants in education

An educated society has always been thought of as an essential need for the people of the Americas. The Land Ordinance of 1785 and the Northwest Ordinance of 1787 were enacted in the colonies pre declaration of independence from England. These were the first ordinances or acts passed that stated responsibilities of the nation for an education system. Article 1, Section 8 of the Constitution allowed Congress the power collect taxes to provide for the general welfare of the United States. It is under this "general welfare" clause that the federal government has assumed the power to start educational activity in its own right and to participate together with states, and people in educational activities.

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 1965, it was the first government initiative toward a practical solution in attempting to contain this uprising income achievement gap as they issued the Elementary and Secondary Education Act (ESEA). Unsurprisingly, this act gained lots of popularity among education reformers at that time as its objective was to provide equal education opportunities to all students nationwide whether they are rich or poor. Nonetheless, the ESEA was just a quick, ready solution to provide funds to schools at that time but not one that was extensively studied to ensure true equality in distributing those funds. Title I of the Act, which is still implement in the new version of the ESEA that’s now called the No Child Left Behind Act of 2002, was the most important part which contained the initiative of providing funds to eligible schools and the way they would be distributed. According to Phyllis McClure, a civil rights activist who also served in the U.S. Office of Education’s Title I Task Force, this Title I in particular contained a “loophole” that allowed for poor schools to still not get their equal share of the funds (McClure). The problem lied in what was called the "comparability provision" law of Title I which allowed Title I schools, that uses a traditional budgeting system based on their average teacher salary, to show a comparable expenditure of their teachers’

During this time period, public education and the idea of tax-supported elementary schools and high

Currently the education system in the United States is funded mostly on a state and local level, who always borne over 90% of the public elementary and secondary education finances (need cite). The original Department of Education was developed in 1867 to collect information on schools and teaching that would help the States establish effective school systems (need cite). Fast forward over one hundred years to 1980, when Congress established the Department of Education as a Cabinet level agency, and note that education standards and improvement continue to be of great importance to the government. It is important to note that the state and federal government play separate roles in the education of students, whereas the federal government has the means to

With time, the federal government began establishing more roles, to supplement the states responsibilities, to create programs beneficial to learning. Prominence programs the federal government wanted to focus on were providing education for students with exceptional needs and disabilities established in 1965. The recent addition in 2001 is to increase student achievement through promotions of academic standards and qualifications known as The No Child Left Behind Act (Webb, 2010, p. 342). These programs are substantial in helping disadvantaged students, but it does not give the federal government full recognition of education. Since the federal government has limitations on education, the state is acknowledged for having full authority over the educational system.