Educational Standards

Through the Years

Early AmericaReadSign NameLittle computationOnly boys needed education

1892 Committee of 10 Report

-representatives from leading colleges and secondary schools-worried students not prepared for college -recommends studying the classics-purpose of education is to train the

mind

http://tmh.floonet.net/books/commoften/table2.html

1st Secondary School YearLatin 5 p. English Literature 3 p.5 p.English Composition 2 p. German or French 4 p. Algebra 5 p. History 3 p.

Total 22 p.

2nd Secondary School YearLatin 5 p. Greek 5 p. English Literature 3 p.5 p. English Composition 2 p. German 4 p. French 4 p. Algebra *2 1/2 p.5 p. Geometry 2 1/2 p. Astronomy (12 weeks) 5 p. Botany or Zoology 5 p. History 3 p.

Total 37 1/2 p.* Option of book-keeping and commercial arithmetic.

3rd Secondary School Year

Latin 5 p. Greek 4 p. English Literature 3 p.5 p. English Composition 1 p. Rhetoric 1 p. German 4 p. French 4 p. Algebra *2 1/2 p. Geometry 2 1/2 p. Chemistry 5 p. History 3 p.

Total 35 p.* Option of book-keeping and commercial arithmetic.

4th Secondary School YearLatin 5 p. Greek 4 p. English Literature 3 p.5 p. English Composition 1 p. English Grammar 1 p. German 4 p. French 4 p. Trigonometry 2 p. 1/2 yr.2 p. Higher Algebra 2 p. 1/2 yr. Physics 5 p. Anatomy, Physiology, and Hygiene 1/2 yr.5 p. History 3 p.Geol. Or Physiography 3 p. 1/2yr.3p. Meteorology 3 p. 1/2 yr.

Total 37 1/2 p.

1893 1918

Committee of 10 Report Cardinal Principles Report

(Noddings, 2007, p. 205)

Latin/Greek German/French English Comp. English Lit Algebra Geometry History Anatomy Physics Chemistry/Physics

1. Health 2. Command of

fundamental processes 3. Worthy home

membership 4. Vocation 5. Citizenship 6. Worthy use of

leisure time 7. Ethical character

“Cardinal Principles assured mass production technocrats they would not have to deal with intolerable numbers of independent thinkers—thinkers stuffed with dangerous historical comparisons, who understood economics, who had insight into human nature through literary studies, who were made stoical or consensus-resistant by philosophy and religion, and given confidence and competence through liberal doses of duty, responsibility, and experience” (Gatto, http://www.johntaylorgatto.com/chapters/5l.htm).

Who really decides what schooling will be all about?

1983A Nation At Risk

-Ronald Reagan-American people, properly informed, will do what is

right for their children and for the generations to come.-The twin goals of equity and high-quality schooling

have profound and practical meaning for our economy and society, and we cannot permit one to yield to the other either in principle or in practice.-Our goal must be to develop the talents of all to their fullest. Attaining that goal requires that we expect and assist all students to work to the limits of their

capabilities. -voluntary

2001No Child Left Behind

-All states must set academic standards for what every child should know.

-The NCLB law requires that every school strive to improve student achievement.

-Testing helps identify schools that are doing well and schools that need to do better.

-Consequences for schools that do not make adequate yearly progress.

?

19971st Iteration of Standards

Statement of Purpose:  "The Learning Results identify the knowledge and skills essential to prepare Maine students for work, for higher education, for citizenship, and for personal fulfillment. This document defines only the core elements of education that should apply to all students without regard to their specific career and academic plans.

The Learning Results are built on the premises that:

all students should aspire to high levels of learning;achievement should be assessed in a variety of ways; and completion of public school should have common meaning throughout the state.  

http://www.maine.gov/education/lres/preface.htm

Make Your Voice Heard

Maine State Board of EducationThe Mission of the State Board of Education

is to provide statewide leadership by advocating, promoting and improving educational policy and life-long learning for all Maine citizens.  In particular in this rapidly changing 21st century, we are concerned that graduates of the Maine Pk-12 public school system have the skills and knowledge to be college ready, career ready, and citizenship ready.  The Board offers direction to the Executive and Legislative branches of state government; thus, fulfilling its statutory requirement.- Study groups

-Contact Representatives-Join committees

-Get Parents Involved

“The only conceivable way to break out of this trap is to repudiate any further centralization of schooling in the form of national goals, national tests, national teaching licenses, school-to-work plans, and the rest of the utopian package which accompanies these” (Gatto, http://www.johntaylorgatto.com/underground/toc5.htm ).

BibliographyArchived: A Nation At Risk. . Retrieved July 29, 2008, from http://www.ed.gov/pubs/NatAtRisk/risk.html.Baker, James H. The Committee of Ten: Main Report. . Retrieved July 28,

2008, from http://tmh.floonet.net/books/commoften/mainrpt.html.Gatto, John Taylor. (2000). The Undergound History of American Education. The Odyddeus Group. Retrieved July 28, 2008, from http://www.johntaylorgatto.com/chapters/5l.htm.Maine State Board of Education--Mission Statement. . Retrieved July 30,

2008, from http://maine.gov/education/sb/mission.htm.Sass,ED.D, Edmund. American Educational History Timeline. . Retrieved July 15, 2008, from http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html.The No Child Left Behind Act of 2001: An Overview. . Retrieved July 29, 2008, from http://www.emsc.nysed.gov/deputy/nclb/parents/facts/eng/eng-overview.html.