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| Introduction: An American Faith | |
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| The United States and Schooling | |
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| The Creed of Education | |
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| Plan of the Book | |
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| Religions, Political and Civil | |
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| Rousseau and the Origins of the Concept of Civil Religion | |
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| Durkheim's Contribution | |
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| Political and Civil Religions | |
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| Bellah and American Civil Religion | |
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| Before Progressivism: Belief in Education in a Divided Nation | |
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| Early American Schooling and Religion | |
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| Education and Belief in the New Nation | |
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| Growth of the Common Schools | |
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| Regionalism and Localism: The Limits to Nationwide Schooling | |
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| Public Education in the Progressive Era | |
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| The Prelude to Progressive Education: Spread of Schooling in the South | |
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| Immigration and Americanization Through Schooling | |
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| The Schools and the Cult of the Nation | |
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| Faith, Science, and the Nation in Progressive Schooling | |
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| The Beginning of Active Federal Involvement | |
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| Schools at the Center of Civil Religion | |
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| Public Schooling Between World Wars: Management, Design, and Varieties of the Faith | |
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| Schools in an Industrial Society: A Commitment to Organization | |
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| Traditional and Progressive Ideologies in the Interwar Period | |
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| Education for Patriotism and Social Prophylaxis | |
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| Faith in Social Education: Intimations of Things to Come | |
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| The Single Faith of Traditional and Progressive Educators | |
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| After World War II: The Education Boom, Cold War, and Growing Calls for Equality | |
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| The Postwar Attention to Education | |
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| Education in the Economic Superpower | |
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| Government Sends America to School | |
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| The City on a Hill as Citadel of Freedom | |
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| The New Emphasis on Equal Opportunity | |
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| The Post-World War II Years: An End and a Beginning | |
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| Education for Equality and Education as Redistribution in the 1960s and 1970s | |
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| A Turning Point in the Faith | |
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| The War on Poverty and the New Assimilation | |
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| The Educational Front in the War on Poverty | |
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| Equality, the Judiciary, and the Schools | |
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| Impact of the Crisis in American Faith in Education | |
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| Anxiety and Standards: A Nation at Risk and the Equity-Excellence Dilemma in the 1980s and 1990s | |
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| Lamenting the Quality of Education | |
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| The Threat of Decline and the Quest for Renewal | |
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| Globalization and the Japanese Threat | |
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| The Equity and Excellence Dilemma | |
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| Where All the Children Are Above Average: Entering the 21st Century | |
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| No Child Left Behind | |
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| The Professional Reaction to No Child Left Behind | |
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| Mandating Equal Education in an Unequal Society | |
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| 2001 and the Renewal of Civil Solidarity | |
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| A 21st-Century Civil Religion | |
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| Conclusion: American Civil Religion and the Schools | |
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| Development and Nature of the Faith | |
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| Problems and Paradoxes | |
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| References | |
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| Index | |
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| About the Authors | |