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SOC 105
Textbook Chapter 15
| Question | Answer |
|---|---|
| The U.S. education system can be described as... | conservative |
| What is the function of schools? | to teach children the attitudes, values, roles, specialties, information, skills, and training necessary for the maintenance of society |
| What is the assumption in U.S. schools? | the American way is the only right way which can diminish creativity and a questioning attitude in schools |
| Why do people in the U.S. have faith in education? | a democratic society requires an educated citizenry |
| What is the lack of interest in schools for students caused by? | the compulsion of mandatory schooling |
| What is the fundamental assumption among administrators and teachers regarding school? | school is a collective experience requiring subordination of individual needs to those of the school |
| What are U.S. schools characterized by? | constraints on individual freedom due to the timetable of classes and the preoccupation with discipline and conformity |
| Education reforms in schools | more children attending private or charter schools, 2017 voucher programs for children's education making schools compete for students |
| What government controls education? | local government |
| Problems with schools being controlled locally rather than federally | tax money from local areas finances schools-weak tax base -> weak education, local taxes are almost only output for taxpayer's revolt, school board tends to underrepresent minorities, religious views of most of school board may intrude in public education |
| How is education a selection process? | school performance sorts out those who will occupy lower occupational positions |
| No Child Left Behind Act | federal legislation requiring states to develop academic standards in reading, math, and science; standardized tests used to label schools as passing or failing |
| Problem with No Child Left Behind Act | states varied in difficulty and standard set, so those with high standards were punished and those with low standards were rewarded |
| Critics of the No Child Left Behind Act | argued that there was no attempt to address funding inequities among rich and poor districts that perpetuate achievement gaps |
| What was the No Child Left Behind Act replaced with? | "Every Student Succeeds Act" which eliminated the accountability system and allowed states to create their own assessment systems |
| Negative consequences of lack of standardized curriculum in U.S. | wide variation in preparation of students, different requirements between schools, and many students are not graduating with the necessary skills to compete in both an information and global economy |
| Common Core State Standards Initiative | developed international benchmark for all states so that all students are prepared to be competitive in a globalized market |
| What is educational performance linked to? | socioeconomic background |
| Status dropout rate | the percentage of 16 to 24 year-olds not enrolled in school and who have not earned a high school diploma or equivalent |
| What do critics of schools earning money through advertising argue? | that advertising within an educational institution is exploitative because students are a captive audience and more likely to believe the advertising messages |
| What do proponents of schools earning money through advertising argue? | in tight economic times, schools are forced to do whatever is takes to bring in resources and students are exposed to ads inside and outside of school |
| What is economic privilege correlated with? | educational success |
| What are U.S. schools increasingly segregated by? | social class and race |
| Tracking | ability grouping in schools; sorts students in different groups/classes based on perceived intellectual ability and performance |
| Criticisms of tracking | students in low tracks given low level work that increases the gap between them and students in higher tracks, students in the upper track may develop feelings of superiority making those in lower tracks feel inferior, low track students expected to fail |
| Four reasons why tracking stunts the success of students who are negatively labeled | stigma, self-fulfilling prophecy, future pay-off as non-college bound students are less worried about grades, and negative student subculture of the lower-track being against school |
| Stigma | powerful negative social label that affects a person's social identity and self-concept |
| The situation for the poor and minority children will become significantly more difficult if changes are not made because... | widening gap between the affluent &poor causing more strains on schooling, # of minority students increasing &concentrated in poor states and areas, aging of society, &increased enrollment rates from the grandchildren of the baby boom generation |
Created by:
kkade
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