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Contextualizing Educational (In)equity
Two Tracks
Thomas Jefferson proposed a two-track educational system, with different tracks for “the laboring and the learned.” Scholarships would allow, Jefferson noted, for a very few of the laboring class to advance, “by raking a few geniuses from the rubbish.”
Mingling Goals
Massachusetts Reform School (at Westboro) opened. This was a school where children who had refused to attend public schools were sent. This began a long tradition of combining education and the juvenile justice systems
A Civilizing Force
The state of Massachusetts passed its first compulsory education law. The goal was to make sure that the children of poor immigrants got “civilized” and learned obedience and restraint. This, lawmakers believed, would eventually translate into a more law-abiding workforce
African Americans Mobilize
After the Civil War, and with the legal end of slavery, African Americans in the South built alliances with white Republicans to push for many political changes. Prominent on their agenda was to rewrite the state constitutions to guarantee, for the first time, free public education for all children. In practice, rural/poor white children benefitted more from this than Black children
Adjusted Dollars
California’s Budget Act greatly simplified the state’s school finance system. Under the new Local Control Funding Formula (LCFF), California allocates school funds equally per student, with adjustments based on grade and demographic characteristics (such as income level, English learner status, and foster status). LCFF replaces complexity with equity and increased transparency
Excluding Various Groups
California’s school laws (Political Code 1662) were updated such that that school districts, “shall have the power to exclude children of filthy or vicious habits, or children suffering from contagious or infectious diseases. It also allowed for the establishment of separate (and obligatory) schools for Indian children and for children of Chinese, Japanese, or Mongolian parentage
Civilizing Schools
Since the late 1800s, the US government had been forcibly removing Native American children from their homes and communities to place them in boarding schools designed to “civilize” and “Christianize” them. In 1924, an act of Congress made Native Americans U.S. citizens for the first time. Not until 1973 were the last of the Indian boarding schools closed
Court Challenges
The League of United Latin American Citizens (LULAC) challenged school segregation in California on behalf of Mexican-American parents in Orange County, Ca (Mendez v. Westminster). NAACP lawyers followed this case closely and eventually modeled their 1954 Brown v. Board of Education strategy after the Mendez case
Inherently Unequal
In the landmark Brown v. Board of Education of Topeka, the Supreme Court unanimously agreed that segregated schools, even if equal in quality, were “inherently unequal” and must be abolished “at most deliberate speed."
De Facto Segregation OK
In Miliken v. Bradley, the US Supreme Court ruled that schools may not be desegregated across school district lines. This ruling effectively allowed de facto segregation as long as it wasn’t an explicit policy of the school district. This decision largely contributed to a dominant pattern of students of color struggling in poorer, inner-city districts while white students thrived in wealthier, suburban districts.
New: Subgroup Data
Signed into law by George W. Bush, the controversial federal law No Child Left Behind required schools to publicly report both school and “subgroup” test scores annually. Subgroup data revealed for the first time the stark inequalities in learning outcomes that existed nationally for students based on race/ethnicity, income level, English learner status and special education status.
Adjusted Dollars
California’s Budget Act greatly simplified the state’s school finance system. Under the new Local Control Funding Formula (LCFF), California allocates school funds equally per student, with adjustments based on grade and demographic characteristics (such as income level, English learner status, and foster status). LCFF replaces complexity with equity and increased transparency