Transcript Approaches To Making Strategy

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’s 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 Jefferson’s 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.
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)
Chapter 2 Check Section Titles
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Political Economy in the Jeffersonian Era
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Ideology of the Jeffersonian Era
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Jefferson’s Plan for Popular Education
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 today’s schools.
TOZER CHAPTER 1 Carry over from Tuesday.
CONTEXTUALIZE YOUR ANALYSIS
ANALYTIC FRAMEWORK (Tozer, 9-11)
PE and Ideology explains why, what, how
What forces explain the rewriting of learning standards in Texas?
POLITICAL ECONOMY
IDEOLOGY
Explain and
Justify
Institutions and
practices
Social (like family, religion)
Shared beliefs
Economic
Shared values
Political
Groups differ
SCHOOLS
Schools
*Demographics
How would people in Illinois react if the Texas standards
were passed in Illinois? Why?
What forces explain the rewriting of
learning standards in Texas?
IDEOLOGY Explain and
Justify ways of life
and used for form
social policies.
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Shared beliefs
Shared values
Groups differ
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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)
What forces explain the rewriting of
learning standards in Texas?
POLITICAL ECONOMY
Institutions and practices
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Social (like family, religion)
Economic
Political
Schools
Demographics
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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.
Spring Chapter 2
3 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.
Common School 1830s (Spring, Chapter 2)
Common Curriculum, Learn Common
Ideology, “Equal” Treatment in School
Students
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High Income
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Middle Income
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Low Income
Meet in School
Receive a
Common
Education
Positive Climate
For All Students
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.
Graduate
Class-based and
cultural differences
prior to entering school.
Equal
Opportunity to
Compete for Jobs
Social Starting Line
High Income
Middle Income
Low Income
Sorting Model (by 1910) Vocational, general,
and college preparation tracks. Establishes a
hierarchy-high status and low status knowledge.
All students
High-income
Middle-income
Low-income
Social
Starting Line
Students sorted by teachers,
counselors, standardized
tests into tracks and
ability groups.
Upon graduation
Students have
been prepared for
college or
work
Technical, remedial, regular,
honors, high honors, AP
Tracking appears to
respond to ability. Are
we structuring underachievement?
Achievement in schools is highly correlated along
class lines— > Social Reproduction, < Social Mobility
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?
MODEL
Knowledge is
reduced to
test scores
High Stakes Testing Model (1990s) is the
Sorting Model with Tests
Schools, at all levels,
use TESTS to make decisions
All students
about students, teachers,
and schools.
1980s
For promotion,
Accountability
to exit high school,
thru testing
ability grouping,
regular, honors,
*2001 NCLB
AP programs
Tests determine
school success
or failure.
Social
Starting Line
Upon graduation
Tests are used
for entrance to
higher education
ACT,SAT
Some Jobs
Require
Certification
Tests
Fairfax Virginia, Bailey Elementary
Teacher of the Year
Science Resource Teacher
“Teachers Grapple with Attaining Education Law’s Goal”
http://learningmatters.tv/blog/on-the-newshour/no-child-left-behind-part-3-teachers-take-on-nclb/1349/
http://vsx.onstreammedia.com/vsx/newshour/search/NHPlayer?assetId=82575&ccstart=1884901&pt=0
http://www.pbs.org/newshour/bb/education/july-dec07/nclb_08-16.html
3:07 time, 6 minutes
What other ways can schools be evaluated?
Why are multiple data points viewed as a
sound way to achieve a successful school?
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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
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
Reauthorization of ESEA Pending…
“Race to the Top” Economic Purposes
President Obama’s Opening Letter
See 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.
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.
Tozer, Chapter 1 Definitions
Schools are not just about academics.
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Social theory—interpretation or explanation, make sense of social
phenomena, answer the questions of how and why.
Schooling—in 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.
Education—life and school--some training, reason, intellect, intuition,
creativity, caring, wisdom, judgment
Training—predictable behavior and skills, memorization.
Ideology—a 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.
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…..
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The most talented students
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Honors, AP, gifted
Or,
The most disenfranchised students
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Low achieving or dropout prevention
programs
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?
Spring Chapter 2
Key Ideas about equality of opportunity in
a meritocratic society.
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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
MERIT *Those who are the most
talented and work hard deserve rewards.
How does it operate in schools?
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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.
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In a meritocracy, society rewards (by wealth, position, and
social status) those who demonstrate talent and competence,
demonstrated through past actions or by competition.
Meritocracy*
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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).
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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?
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
For analysis of school policies using a social foundations
lens, apply the Tozer’s 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.
British political philosopher JOHN LOCKE
PROVIDES THE IDEOLOGY FOR
CLASSICAL LIBERALISM --more open society
Tozer, Chapter 2, 29-34
John Locke (1632-1704) “Two Treatises on Government”
Outlines a liberal state (1690)
Not simply Jefferson’s ideas
But of Classical Liberals of
 Representative Government
this time period—long list
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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.
Locke’s most famous
concept about human
nature and learning
Blank 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.