The Role of the Federal Government in Education:

How effective are the Federal Government’s educational

reforms?

A Little Historical Review….

National Defense Education Act

• Sputnik in 1957, President Eisenhower• This reform took an essentialist approach to

education, emphasizing math, science and foreign language.

• The beginning of strong federal influence over education.

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Elementary and Secondary Education Act

• A bill signed by President Lyndon Johnson in 1965 to provide funding for low income families and funding for educational projects in the arts.

• A revision of the bill in 1973 cut back on arts funding to focus on literacy.

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A Nation at Risk

• In 1983, this report defined English, math, science, social studies, and computer science as the “five new basics.”

• It also suggested raising standards, lengthening the school day, and increasing homework.

• $$ incentive to see “suggestions” carried out.

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Goals 2000

• In 1994, Bill Clinton approved this movement for standards-based education.

• It included music as a core subject, leading to the MENC standards for music education.

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No Child Left Behind• 2002, George Bush signed this act which identified 10 core

subjects including arts. • However, funding based primarily on test scores in math,

science, and language arts led many schools to put less focus on the arts.

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But that’s not all folks!!!

Social Issues• 1896 Plessyv. J.H. Ferguson – supported

segregation • 1954 Brown vs. Board of Education – determined

segregation unequal, upholding the 14th amendment of 1868

• Title IX of the Education Amendments of 1972 stood again any sexual discrimination in education.

• Individuals with Disabilities Education Act of 1997 entitled all disabled children with free, appropriate education

Federal Government’s Influence

• Funding Incentives• Standardization• Prioritization of subject area

• Federal mandates• Inclusion of African Americans, women, and

disabled children.

Assessment: Has the Government Accomplished its Objectives for Education?

• Standardization and subject area emphasis have been implemented in theory but they have proven ineffective in achieving the government’s objectives for students.

• Social reforms have been put into effect, but very slowly, with Brown vs. Board of Education occurring almost 100 years after the creation of the 14th amendment.

My Conclusions• The Federal Government is largely ineffective at making

reforms in education because education is community based, and so it is not effectively influenced from the top down.

• “A shift in the thinking and actions of citizens is more vital than a shift in the thinking and acting of institutions and formal leaders.” – Block pg 31 *supporting bottom-up community action

• This community-based conclusion suggests less that the government should change its role in education, and more that people should look within their own communities for effective change rather than to the federal government .

Implications to Consider• Make your own conclusions: Has the Federal Government been effective

in making educational reforms?– Is it more or less effective when dealing in certain areas?

• e.g. Mandated Acts and amendments vs. financial incentive?• political vs. social

• Effective or not, Federal Government regulations have had a huge impact on education. Do you see it as positive or negative?

• Should the Federal Government play a role in education at all? Why or why not?

• How could we address educational reform in a bottom-up rather than top-down manner?– What kind of role would the Federal Government assume in this scenario?

• What would the implications be of this bottom-up, community-based approach to education reform?