This legislation could not pass because education was not a part of the constitution. Instead, the government used the “carrot and stick” method to get states to cooperate with more scientific learning. In short, the government claimed that if schools participated, they would receive increased financial support. However if schools did not, they would risk losing a portion of their current funding. This legislation was brought about because of a fear of the United States falling behind.
Not only was the United States lacking on their scientific advancements, but also their struggles during the Civil War Movement during 1954-1968. Issues continuing from the Progressive Era such as the Jim Crow laws, lack of voting rights for the African American population, and terrorism took place. Segregation was clearly present in public spheres of education and the economy. Leaders such as Martin Luther King Jr. believed that a political education was the key to alleviating these pressing problems. He thought that the opportunity to critically think about the inequalities would lead to liberation and a culture of peace. Political changes such as the Brown v. Board of Education and Civil Rights Act of 1964 led to improvements in ideals such as “separate but equal” and prevented African Americans from being targets of discrimination.
In sum, the Cold War era exemplifies a time of involvement for the American society’s concerns and the government’s role in catering to these uprisings. The main aims for this time period were the federal goals wrapped within the needs of society reforms. The Cold War...
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... on page two of the release said, “our purpose has been to help define the problems afflicting American education and to provide solutions, net search for scapegoats” (The National Commission on Excellence in Education 1983) The tone of the call to reform sent the American people into a mass panic, much like the response during the launch of Sputnik.
The text talked about easier academic standards in math and science, teachers, education establishments, and the continuing bureaucracy. In addition, the article further suggested that math and science standards should be raised, teachers and students should be made more accountable, there should be different routes to become an educator, and teaching should be made more about content and less about methods. Some people hated this article and claimed it was just like the Cold War persuasive pieces and misused statistics.
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