Education 60 - Final Exam Study Guide

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Orientation)

● Character Education

● Do Public Schools Reduce Crime?

● School Crime: Student Violence

● School Crime: Bullying and Cyberbullying

● Promoting National Health: Nutrition

● Promoting National Health: Drug and Alcohol Abuse

● Building Community Through Extracurricular Activities

Themes

● Reduced Crime Rate

● Reduced Drug and Alcohol Use Amongst Students

● Sex Education Curriculum

● Preventing Bullying Within and Outside School

● Allowing Students to Create a Sense of Community

Concepts

● Horace Mann believed in “moral instruction as a way of reducing crime” (Spring, 33)

● Secular values taught in school are not to be associated with religion, such as sex

education

● In modern times, sex education is taught as a means to inform one about sexuality,

AIDS, and consent, whereas previously, sex education often used to establish strict

abstinence to reduce teenage pregnancy

● In 1992, New York City enforced the program, “Children of the Rainbow,” to teach

elementary students about tolerance towards those who identify as the LGBTQ

community

● Values should be taught in school to promote a healthier, positive future for students

Models

● Correlation between student crime and attendance in school

● Correlation between student bullying and cyberbullying to suicide rates

● The D.A.R.E. Program - Founded in 1983 to allow police officers to teach students from

K-12 grade to lead a drug and violence free life

Figures

● Horace Mann - Believed in the ideology that student attendance in school has a distinct

connection and correlation to reduced crime rates in the community, involving juvenile

crime, sexual activity, as well as drug and alcohol abuse

Relevant Graphs

● Pg. 43 - Table 2.1 Pregnancy Rate of Women Aged 15 to 19 Per 1,000 Women Aged

15-19

● Pg. 48 - Table 2.2 U.S. Crime Rate Index Per 100,000 Inhabitants, 1960-2012

Statistical Info

● Pg. 49 - Table 2.3 Educational Attainment for Correctional Populations and the General

Population

Chapter 3

Topic: Education and Equality of Opportunity

- Horace mann - schools should provide equality of opportunity/pursuit of wealth. Equal ability to work in any occupation → be part of any social class based on their schooling

- Currently there are inequalities in the education system (the following school models combat these issues) (p. 66)

- School Models

- Common-School Model (pg 69)

- Sorting-Machine Model (pg 71)

- High-Stakes Testing Model (pg 73)

- Testing and Skills as Predictors of Success in the Labor Market

- Measure student skills needed in the workplace (p.74)

- Ex. PISA, TIMSS,

- Education trend - less focus on liberal arts and more focus on job-related skills

- Education and Income (p. 74-75)

- School achievement related to economic success

- The more you achieve in school, the more success you will have

- Influenced by other social factors: gender, race

- Men make more than women

- Race (see below)

- Labor Market Bias

- Can schools provide equality of opportunity?

- Table on pg 76, white men make more than women in all racial categories

- Rich and Poor School Districts (pg 79/80)

- Figure on pg 80 (Cost Adjusted (predicted) Local and State Revenue per Pupil in the Seven Least Equitable States by Child Poverty Rate

- Districts, Parcel Taxes, Fundraisers, Bonds create disparities

- Social Class and At Risk Students

- At risk factors:

- Being in the lowest SES, changing schools 2+ times between 1-8th grade, Having grades C or lower between 6th and 8th grade, Being in a single parent home in 8th grade, having older siblings as dropouts being held back at least once between 1st and 8th grade.

- Raising female income to be equal with male income could decrease # of at risk students

- The End of the American Dream: School Dropouts (p. 83)

- Dropping out = lower lifetime income

- Dropout rates are declining (12% since 1990)

- Disparity