Deck 11: Differentiated Schooling, Labor Market Preparation, and Contemporary School Reform: The Postcold

Question 1

Some defend the idea that schools should prepare students for the world of work, and they lament the decline of vocational and technical education in contemporary schools. This is an issue of particular relevance for schools that do not have significant populations of working- or lower-class students. In your view, does this type of education have a place in our contemporary system? In all educational environments, regardless of student demographics, or in just some? Explain your position using examples and reasoned argument.

Answer 1

I believe that vocational and technical education should have a place in our contemporary system, regardless of student demographics. The decline of vocational and technical education in schools is concerning, as it limits the opportunities for students who may not be academically inclined or who may be more interested in pursuing a career in a trade or technical field.

In schools with significant populations of working- or lower-class students, vocational and technical education is especially important. These students may not have the means to pursue a traditional four-year college education, and vocational and technical education can provide them with the skills and training they need to enter the workforce and secure stable, well-paying jobs. For example, in a school with a high percentage of students from low-income families, offering vocational and technical education programs in fields such as welding, automotive technology, or healthcare can provide valuable career pathways for these students.

However, vocational and technical education should not be limited to schools with specific student demographics. All students can benefit from the practical skills and hands-on training that vocational and technical education provides. For instance, a student from a more affluent background who may have a passion for woodworking or culinary arts should have the opportunity to pursue these interests through vocational and technical education programs.

Furthermore, the demand for skilled workers in trade and technical fields is on the rise, and vocational and technical education can help bridge the gap between the skills that employers need and the skills that students possess. By integrating vocational and technical education into all educational environments, we can better prepare students for the world of work and provide them with diverse pathways to success.

In conclusion, vocational and technical education should have a place in our contemporary system, regardless of student demographics. By offering a wide range of vocational and technical education programs, we can better meet the needs and interests of all students and prepare them for successful careers in various fields.

Question 2

Think about the perspectives that should be considered in the process of school reform. Who should have a voice? Students? Teachers? Community members? Local school board members? State and/or federal level politicians? What is the level of impact that each of these stakeholders has on the system as we know it? What are the moral, philosophical, and social ramifications of the power, or lack thereof, of each of these voices? Support your perspective with evidence and reasoned argument.

Answer 2

In the process of school reform, it is crucial to consider a range of perspectives from different stakeholders. Each of these stakeholders has a unique and important role to play in shaping the education system, and their voices should be heard in order to create effective and equitable reform.

Students should have a voice in the school reform process, as they are the ones directly impacted by the changes. Their perspective can provide valuable insights into what changes are needed and how they can be implemented in a way that benefits students.

Teachers are another important stakeholder in school reform, as they are on the front lines of education and have a deep understanding of the challenges and opportunities within the system. Their expertise should be considered when making decisions about curriculum, teaching methods, and professional development.

Community members, including parents, local organizations, and businesses, also have a stake in school reform. They can provide valuable support, resources, and input on how the education system can better serve the needs of the community as a whole.

Local school board members play a critical role in shaping education policy at the district level. Their decisions have a direct impact on the day-to-day operations of schools, and they should be involved in the reform process to ensure that changes are feasible and effective within their specific context.

State and federal level politicians also have a role to play in school reform, as they have the power to create and implement policies that can shape the entire education system. Their decisions can have a far-reaching impact on the way schools are funded, assessed, and held accountable for student outcomes.

The level of impact that each of these stakeholders has on the education system can vary, but all are important in shaping the direction of reform. Students, teachers, and community members have a direct impact on the day-to-day experiences of students and should be given a strong voice in the process. Local school board members have a significant impact on the policies and practices within their district, while state and federal politicians have the power to create systemic change on a larger scale.

The moral, philosophical, and social ramifications of the power, or lack thereof, of each of these voices are significant. When certain voices are marginalized or excluded from the reform process, it can lead to inequitable outcomes and a lack of buy-in from those most affected. On the other hand, when all voices are heard and valued, it can lead to more comprehensive and effective reform that meets the diverse needs of students, educators, and communities.

In conclusion, the perspectives of students, teachers, community members, local school board members, and state and federal politicians all have a role to play in school reform. Each stakeholder brings a unique perspective and expertise to the table, and their voices should be included in the process in order to create meaningful and equitable change in the education system.

Question 3

School choice and vouchers have been touted as a highly democratic solution to the problem of low performing schools, as well as being criticized as fundamentally undemocratic plans that have the potential to harm a larger population of students than they help. Think about this contradiction in terms of the mission of public schooling and its responsibility to society as a whole. On which side of this debate do you find yourself? Explain your position with evidence and reasoned argument.

Answer 3

As a student of education, I find myself on the side of the debate that argues for the importance of public schooling and its responsibility to society as a whole. While school choice and vouchers may seem like a democratic solution to the problem of low performing schools, there are several reasons why I believe they are fundamentally undemocratic and have the potential to harm a larger population of students.

First and foremost, public schools have a responsibility to provide equal and equitable education to all students, regardless of their socioeconomic status or background. School choice and vouchers have the potential to further segregate students by allowing more affluent families to opt out of public schools, leaving behind a more disadvantaged and marginalized population. This not only exacerbates existing inequalities in education but also weakens the overall quality of public schooling by draining resources and funding.

Furthermore, public schools are meant to serve as a unifying force in society, bringing together students from diverse backgrounds and fostering a sense of community and citizenship. By promoting school choice and vouchers, we risk fragmenting our educational system and further dividing our society along economic and social lines.

Additionally, research has shown that school choice and vouchers do not necessarily lead to improved academic outcomes. In fact, in some cases, they have been found to have a negative impact on student achievement. This calls into question the effectiveness of these policies in addressing the problem of low performing schools.

In conclusion, while the idea of school choice and vouchers may seem appealing on the surface, I believe that they are ultimately detrimental to the mission of public schooling and its responsibility to society as a whole. Instead of promoting policies that further segregate and weaken our public education system, we should focus on investing in and improving our existing public schools to ensure that all students have access to high-quality education. Education is a public good, and it is our collective responsibility to ensure that it serves the needs of all students, not just a select few.

Question 4

Many teachers feel alienated from the school reform movement and prefer to remain uninvolved in issues such as school governance. Yet it is argued that correct reform will not occur without the investment of teachers, the people charged with actually implementing change. Why might some teachers choose not to be involved? What reasons might you offer to encourage greater participation? What would it take for you to see yourself as a change agent for school reform?

Question 5

The primary purpose of schooling in our society has often been defined

A) in terms of the needs of society as a whole.
B) in terms of the economic conditions and needs of the larger society.
C) both in terms of the needs of society as a whole and in terms of the economic conditions and needs of the larger society.
D) None of these answers is correct.

Question 6

The authors of this volume appear to believe that the ideal of liberal education

A) should be rejected because of its inherent racism.
B) should be rejected because of its inherent elitism.
C) can be re-conceptualized to correct for historic racist and sexist tendencies.
D) All these answers are correct.

Question 7

A primary ingredient in Jefferson's and Aristotle's regard for liberal education was the relationship between

A) masculinity and elitism.
B) wealth and aristocracy.
C) rationality and freedom.
D) All these answers are correct.

Question 8

In terms of total numbers of new jobs available, the fastest-growing occupations in recent years have been

A) largely low-skill, low-paying jobs.
B) mostly in the service sector.
C) jobs with little career advancement opportunity.
D) All these answers are correct.

Question 9

In the authors' view, school choice, vouchers, and charter schools

A) are likely to challenge public schools into making important changes.
B) are not likely to have an extensive, lasting impact on public schooling.
C) are all identical approaches with different labels.
D) are much too expensive to gain widespread support.

Question 10

National school reform movements are generally spurred by the idea that

A) schooling serves an important socialization function.
B) schooling serves a national interest in terms of competition with other countries.
C) schooling serves to remediate social ills.
D) All these answers are correct.

Question 11

The authors appear to take the position that

A) the contemporary school reform movement has the capacity to address the basic causes of school failure in the United States.
B) fundamental economic problems need to be addressed directly at their source through economic means rather than indirectly through educational means.
C) the contemporary school reform movement is sufficiently independent of business control that it successfully puts the interests of children first.
D) All these answers are correct.

Question 12

The current collaboration between business and government in educational reform is

A) a development for which there is no precedent in the twentieth century.
B) a return to nineteenth-century classical liberalism.
C) thoroughly consistent with corporate liberal ideology.
D) All these answers are correct.

Question 13

William Bennett recalled Horace Mann's efforts to build universal values and a uniform curriculum when he argued for

A) consensus around the "three Cs: character, content and choice."
B) consensus around the "three Ts: teaching, testing and temperance."
C) consensus around the "three As: accountability, action and assimilation."
D) None of these answers is correct.

Question 14

The authors seem to be skeptical of business-education partnerships because

A) the top-down decision-making characteristic of business organizations may not be a desirable model for schooling in a democratic culture.
B) such partnerships assume that the goals of education should be determined in large part by the needs of the business community.
C) the measure of success in business is profit, which may conflict with a measure of success in education that emphasizes human development.
D) All these answers are correct.

Question 15

According to Stan Karp, the adequate yearly progress (AYP) provision of NCLB

A) is the formula used to evaluate schools on the basis of standardized test scores.
B) sets schools up to fail by setting unrealistic parameters.
C) does little to address the pressing needs of public schools and the students within them.
D) All these answers are correct.

Question 16

Just as Massachusetts was a leading state in common school reform in the 1800s, so was it an important state early in the contemporary reform period. Why?

A) Massachusetts achieved economic prosperity by attracting high-tech industry, in part due to its educational resources.
B) Just as Massachusetts had led the early nineteenth-century United States in industrial development, it led late twentieth-century America in post-industrial information technology.
C) The Massachusetts economy sank so low in the early 1980s that its leaders started a school reform movement to jump-start the state economy.
D) For both these reasons: Massachusetts achieved economic prosperity by attracting high-tech industry, in part due to its educational resources; and, just as it had led the early nineteenth-century United States in industrial development, Massachusetts led late twentieth-century America in post-industrial information technology.

Question 17

When Weisberg suggests that vocational educational programs are not well matched to meet the needs of the labor market, he is claiming

A) that due to changing workplace technologies, it's unreasonable to expect high schools to provide the necessary training.
B) the market demands smarter employees than secondary schools can provide.
C) that most employers require a college degree.
D) All these answers are correct.

Question 18

Typical school reform movements

A) result in restructuring efforts of various kinds.
B) build up to a time of consensus-building centered around changes in economic and social circumstances.
C) begin with a perceived change in social conditions.
D) All these answers are correct.

Question 19

The use of technology in the classroom

A) has proven to level the playing field between children of different socioeconomic backgrounds.
B) is worth the investment because teachers do not need special training in order to pass the benefits of technology along to their students.
C) presents an interesting dilemma in that it is expensive and competes with other approaches to
Improving student learning.
D) All these answers are correct.