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| Preface | |
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| School and Society | |
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| The History and Political Goals of Public Schooling | |
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| Historical Goals of Schooling | |
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| Political Goals of Schooling | |
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| Censorship and American Political Values | |
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| Courts and Political Values | |
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| Political Values and State and National Curriculum Standards | |
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| The Fruits of Political Education | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| The Social Goals of Schooling | |
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| The Problem of Determining Moral Values: Religion and Secularism | |
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| Moral Values and Sex Education | |
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| School Values and Gay and Lesbian Youth | |
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| Character Education | |
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| Do public Schools Reduce Crime? | |
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| School Crime: Student Violence | |
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| School Crime: Bullying and Cyberbullying | |
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| Promoting National Health: Nutrition | |
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| Promoting National Health: Drug and Alcohol Abuse | |
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| Building Community through Extracurricular Activities | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Education and Equality of Opportunity | |
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| The Relationship between Schools and Equality of Opportunity | |
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| School Models for Equality of Opportunity | |
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| The Common-School Model | |
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| The Sorting-Machine Model | |
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| The High-Stakes Testing Model | |
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| Education and Income | |
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| The Bias of Labor Market Conditions on Educational Attainment, Income, and Gender | |
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| White Privilege: Race, Educational Attainment, and Income | |
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| The Asian Advantage: Race, Household Income, and Education | |
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| Schooling: Are Schools Contributing to the Rich Getting Richer and the Poor Getting Poorer? | |
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| Rich and Poor School Districts | |
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| Social Class and At-Risk Students | |
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| The End of the American Dream: School Dropouts | |
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| Tracking and Ability Grouping | |
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| Social Reproduction | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chater | |
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| The Economic Goals of Schooling: Human Capital, Global Economy, and Preschool | |
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| Human Capital Theory | |
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| Schooling and the Global Knowledge Economy | |
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| School Curriculum and the Global Economy | |
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| The Human Capital Education Paradigm and Lifelong Learning | |
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| Can investment in Schools Grow the Economy? | |
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| Preschool and Human Capital Theory | |
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| The Perry Preschool Study | |
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| Child-Rearing and Social and Cultural Capital | |
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| Family Learning and School Success | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Equality of Educational Opportunity: Race, Gender, and Special Needs | |
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| The Legal Problem in Defining Race | |
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| Defining Race after the 1965 Immigration Act | |
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| The 2010 Census and Race | |
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| The Fourteenth Amendment and Equality of Educational Opportunity | |
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| Desegregating Schools | |
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| School Segregation today | |
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| Second-Generation Segregation | |
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| The Struggle for Equal Education for Women | |
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| Students with Disabilities | |
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| Public Law 94-142: Education for All Handicapped Children Act | |
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| Disability Categories | |
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| Writing an IEP | |
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| Inclusion | |
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| Inclusion and No Child Left Behind | |
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| An Inclusion Success Story | |
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| The Inclusion Debate | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Student Diversity | |
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| Global Migration and the Immigration Act of 1965 | |
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| Mexican American Students and U.S. Schools | |
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| Asian American Students and U.S. Schools | |
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| Native American Students and U.S. Schools | |
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| Educational Experiences of Immigrants to the United States | |
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| The Language of the Schools | |
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| Languages of School-Age Children | |
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| Are U.S. Teachers Prepared for Language Diversity? | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Multicultural and Multilingual Education | |
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| Cultural Differences in Knowing and Seeing the World | |
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| Biculturalism: Collectivist and Individualist Societies | |
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| The Differences among Dominant, Dominated, and Immigrant Cultures | |
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| Dominated Cultures: John Ogbu | |
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| Empowerment through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogy | |
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| Empowerment through Multicultural Education: Racism | |
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| Teaching about Racism | |
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| Empowerment through Multicultural Education: Sexism | |
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| Educating for Economic Power: Lisa Delpit | |
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| Ethnocentric Education | |
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| Bilingual Education and English Language Acquisition: No Child Left Behind | |
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| English Language Acquisition Act of 2001 | |
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| Globalization: Language and Cultural Rights | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Power and Control in American Education | |
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| Local Control, Choice, Charter Schools, and Home Schooling | |
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| The Education Chair | |
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| School Boards | |
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| School Choice | |
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| School Choice and Religion | |
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| National Public School Choice Plan: No Child Left Behind Act of 2001 | |
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| Charter Schools | |
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| What Is a Charter School? | |
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| Three Examples of Charter Schools | |
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| For-Profit Companies and Charters | |
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| For-Profit Global Education Corporations | |
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| Home Schooling | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Power and Control at State and National Levels: Political Party Platforms and High-Stakes Testing | |
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| Source of Federal Influence over Local School Policies | |
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| No Child Left Behind as Categorical Federal Aid | |
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| Increasing State Involvement in Schools | |
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| The Federal Role in Education: Republican and Democratic National Party Platforms | |
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| Example of Federal Power: President Obama's Race to the Top | |
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| Fedeal and State Control through High-Stakes Tests and Academic Standards | |
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| Consequences of Federal and State Control through High-Stakes Testing | |
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| Federal and State Control Mandated Tests and Equality of Opportunity | |
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| Problems in Federal Control: Testing Students with Disabilities and English Language Learners | |
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| Does Federally Mandated High-Stakes Testing Work? | |
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| Does Federal Testing Policy Promote Unethical Behavior? | |
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| The Federal Government Decides the Reading War: No Child Left Behind | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| The Profession of Teaching | |
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| The Changing Roles of American teachers | |
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| No Child Left Behind: Highly Qualified Teachers | |
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| The Rewards of Teaching | |
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| Working Conditions | |
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| Teacher Turnover | |
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| Teachers' Unions and Teacher Politics | |
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| A Brief History of the National Education Association (NEA) | |
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| A Brief History of the American Federation of Teachers (AFT) | |
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| Difference between the Two Union | |
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| Performance-Based Pay | |
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| Should Teachers Strike? | |
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| Teachers' Rights | |
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| Teachers' Liability | |
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| Teachers' Private Lives | |
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| Conclusion | |
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| Suggested Readings and Works Cited in Chapter | |
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| Globalization of Education | |
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| Dominant Global Educational Ideology: Human capital and Consumerism | |
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| OECD and Human Capital Theory | |
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| World Bank and Human Capital Education theory | |
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| Global Education Business | |
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| Global Business and Global Testing Services: Standardization of Subjects and Global Intercultural English | |
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| Shadow Education Industry and Cram Schools | |
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| Franchising the Shadow Education System | |
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| Conclusion: Long life and Happines | |
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| Suggested Readings and Works Cited in Chapter | |
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| Index | |