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In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.
How is it that, half a century after Brown v. Board of Education, educational opportunities remain so unequal for black and white students, not to mention poor and wealthy ones? In his important new book, Five Miles Away, A World Apart, James E. Ryan answers this question by tracing the fortunes of two schools in Richmond, Virginia--one in the city and the other in the suburbs. Ryan shows how court rulings in the 1970s, limiting the scope of desegregation, laid the groundwork for the sharp disparities between urban and suburban public schools that persist to this day. The Supreme Court, in accord with the wishes of the Nixon administration, allowed the suburbs to lock nonresidents out of their school systems. City schools, whose student bodies were becoming increasingly poor and black, simply received more funding, a measure that has proven largely ineffective, while the independence (and superiority) of suburban schools remained sacrosanct. Weaving together court opinions, social science research, and compelling interviews with students, teachers, and principals, Ryan explains why all the major education reforms since the 1970s--including school finance litigation, school choice, and the No Child Left Behind Act--have failed to bridge the gap between urban and suburban schools and have unintentionally entrenched segregation by race and class. As long as that segregation continues, Ryan forcefully argues, so too will educational inequality. Ryan closes by suggesting innovative ways to promote school integration, which would take advantage of unprecedented demographic shifts and an embrace of diversity among young adults. Exhaustively researched and elegantly written by one of the nation's leading education law scholars, Five Miles Away, A World Apart ties together, like no other book, a half-century's worth of education law and politics into a coherent, if disturbing, whole. It will be of interest to anyone who has ever wondered why our schools are so unequal and whether there is anything to be done about it.
Since 1968 the Elementary and Secondary School Civil Rights Compliance Report (known as the E&S survey) has been used to gather information about possible disparities in access to learning opportunities and violations of students' civil rights. Thirty-five years after the initiation of the E&S survey, large disparities remain both in educational outcomes and in access to learning opportunities and resources. These disparities may reflect violations of students' civil rights, the failure of education policies and practices to provide students from all backgrounds with a similar educational experience, or both. They may also reflect the failure of schools to fully compensate for disparities and current differences in parents' education, income, and family structure. The Committee on Improving Measures of Access to Equal Educational Opportunities concludes that the E&S survey continues to play an essential role in documenting these disparities and in providing information that is useful both in guiding efforts to protect students' civil rights and for informing educational policy and practice. The committee also concludes that the survey's usefulness and access to the survey data could be improved.
Educational Equality and the New Selective Schooling by Harry Brighouse was initially published by the Philosophy of Education Society of Great Britain in 2000. In this new edition, Brighouse has updated his argument, Kenneth R Howe and James Tooley have contributed counter-arguments and Graham Haydon has provided an introduction and afterword drawing the debates together. The issues debated in this new edition of Educational Equality include: What is Educational Equality? Why Does Educational Equality Matter? Is Educational Equality Possible? Educational Equality raises issues which will be of interest to all involved in educational equality, including teachers, policy makers and educationalists.
Alexander James Inglis's (1879-1924) transformation from an academic traditionalist devoted to Latin pedagogy to an influential progressive-experimentalist and advocate of the comprehensive high school has received insufficient attention from educational and curriculum historians. Inglis's career manifests important characteristics of the progressive era in American history. As an attempt to generate organizing principles upon which to construct a new, responsive social institution, his book, Principles of Secondary Education, stands as a quintessential manifestation of progressive values. This fine-grained profile of Inglis's work reveals nuances in the historic record that are otherwise obscured by high-level historical interpretations. An assessment of the utility of these interpretations for explaining Inglis's career leads to a discussion of the implications of the record of Inglis's work for understanding the progressive period and its prevailing interpretations, as well as to a consideration of the role of biography in historical research.