Secondary Education In The United States Ebsco

Secondary education in the United States, commonly referred to as high school, encompasses grades nine through twelve and is an essential part of the national educational framework. Typically, students enter high school around the age of fourteen after completing elementary and middle school. This education level is available in both public and private institutions, with public schools funded by taxes and free to attend. High schools offer a diverse range of mandatory core courses—such as math, science, and social studies—alongside elective courses that cater to students' interests and career aspirations. Students may also choose specific academic tracks based on their performance and future goals, including vocational or academic preparatory paths. Career counseling plays a significant role in guiding students through their educational choices and helping them plan for their professional futures.

Beyond academics, high schools provide numerous extracurricular activities, including sports, clubs, and the arts, which enhance social development and community engagement. Graduation from high school culminates in a ceremony where diplomas are awarded, although students who do not complete their education can pursue a General Educational Development (GED) certificate as an alternative. Secondary education in the United States, better known as high school, is one level of the national educational system. Secondary education generally consists of grades nine through twelve and is only available to students who have successfully completed previous grades. This level of education may take place at public or private schools. At these schools, students take an array of courses, both mandatory and elective, designed to prepare them for higher education and/or their prospective careers.

Upon successful completion of secondary education, most students receive a diploma at a commencement ceremony. The US educational system has a long history. It began in colonial times when schools were mainly religious institutions. Later, access to general secular education improved among the public. Science became increasingly important in the nineteenth century, and in the twentieth century, schools added more focus on social studies. In the twenty-first century, multiculturalism and technology are major topics in education.

Formal education in the United States occurs in public, private, and charter schools. Public schools are run by the government and open to all students. There is no cost for enrollment, as most expenses are covered by taxes. Public schools are coeducational. They are mainly run and funded by state and local governments, but the federal government holds some responsibilities. For instance, it may provide financial aid to schools or students, monitor school progress and success rates, protect students from unfair state or local practices, and help to craft national educational agendas.

The Elementary and Secondary Education Act (ESEA) is a significant piece of legislation in the United States, enacted in 1965 to enhance funding for primary and secondary education, particularly targeting schools serving low-income students. Originating from President Lyndon B. Johnson's War on Poverty initiative, the ESEA aimed to address disparities in educational access and quality, emphasizing equal opportunities for all students. One of its key components is Title I, which provides federal funding to school districts with high concentrations of low-income families, seeking to mitigate the funding disparities often exacerbated by local property taxes. Over the years, the ESEA has undergone several reauthorizations and amendments, evolving its focus from merely providing financial assistance to emphasizing academic achievement and accountability. The act has had several iterations, including the No Child Left Behind Act in 2001 and the Every Student Succeeds Act in 2015, each time refining its goals and strategies to enhance educational outcomes.

While the ESEA has contributed to improved educational opportunities, it has also faced criticism regarding its emphasis on standardized testing and the potential for punitive measures against underperforming schools. The act continues to be a foundational element of U.S. educational policy, reflecting ongoing efforts to bridge achievement gaps and support diverse student populations. The US Congress passed the Elementary and Secondary Education Act (ESEA) in 1965. The ESEA was designed to provide more funding for primary and secondary educational institutions, particularly those serving low-income students. The act stressed the importance of equal access to education and established strict guidelines to ensure accountability across schools.

Reauthorized every five years, the ESEA evolved to focus on student achievement and close gaps in performance across states. It has undergone several name changes. In January 1965, President Lyndon B. Johnson urged Congress to take the necessary measures to ensure equal opportunity within America's educational system. As part of his War on Poverty campaign, Johnson wanted to increase federal involvement in education and health care to alleviate the nation's poverty crisis. He hoped these measures would provide greater access to both resources.

The education part of Johnson's agenda involved closing the gaps between low- and middle-income students in their math, reading, and writing scores. He asked Congress to create legislation that would lead to a greater balance of educational opportunities across all incomes. Commissioner of Education Francis Keppel designed the first draft of the ESEA soon after Johnson's request. The law originally aimed to improve education for students from lower-income families by providing more funding for school districts with a large concentration of poor students. Local property taxes often provide the bulk of funding for schools in every state. Lower-income neighborhoods have lower property values and therefore lower property taxes than higher-income neighborhoods.

This creates an imbalance in school funding between lower-income and higher-income areas. To combat this imbalance, Congress composed a special provision for inclusion in the ESEA called Title I. The provision was designed to provide more federal funds to schools with minimal funding. Title I also offered compensatory programs to individual low-income families to help them pay for their children's educational needs. The first draft of the bill featured five more sections, each aimed at addressing various educational concerns The history of public education in the United States is a complex narrative that began in the 17th century with the establishment of compulsory education laws in the Massachusetts Bay Colony.

Over the centuries, public education evolved significantly, influenced by various historical movements such as urbanization and industrialization. Specialized schools for children with disabilities emerged in the 19th century, alongside the expansion of compulsory education laws. The 20th century marked pivotal changes, including court rulings that ended segregation in schools and legislation aimed at improving educational opportunities for disadvantaged and disabled students. Key developments include the establishment of the National Defense Education Act and the Elementary and Secondary Education Act, which sought to enhance educational access and quality across diverse populations. Despite progress, challenges such as resource disparities and educational inequality persist, highlighting the ongoing struggle for equitable education in America. As the public education system continues to adapt and respond to societal changes, it remains a vital component of the nation's commitment to educating all children.

Public education in America in large part was the product of historical movements that swept the nation, including national incorporation, widespread urbanization, and modern industrialization. Public education began during the 17th century when the Massachusetts Bay Colony instituted compulsory education laws. The 19th century saw the establishment of specialized schools for the mentally and physically handicapped, the expansion of compulsory education laws, and the establishment of freemen's schools. As the country became increasingly industrialized, child labor laws were coupled with further compulsory education laws, and new educational theories were developed. During the 20th century, a number of court cases and legislative initiatives brought about the end of segregation, prohibited prayer in public schools, and improved educational opportunities for disabled and disadvantaged students. Keywords Apprenticeship; Compulsory Education; Dame School; History of Education; Hornbooks; Public Education; Public Schools; Segregation

Public education in America has a history dating back nearly to the landing of the Pilgrims at Plymouth Rock in 1620. Although the first public school appeared well before both the Constitution and the Declaration of Independence, the small, independent public schools of centuries past bear little if any resemblance to the system of universal... The factors which led to the inception, growth, and development of public education in America are numerous, and they include not only the pursuit of learning, but also, perhaps more importantly, the development of... Public education in America in large part was the product of historical movements that swept the nation, including national incorporation, widespread urbanization, and modern industrialization. In order to glean an accurate understanding of the history of America's educational system, each of these eras in our country's history must be studied in turn. School funding in the United States is primarily sourced from local communities, state governments, and the federal government, with significant variations in the amount received by different schools based on several factors.

About 90 percent of public education funding during the 2020-21 school year came from state and local sources, while federal contributions were minimal. Funding largely depends on state sales and income taxes, as well as local property taxes, leading to disparities where affluent areas benefit from higher resources compared to poorer communities. This inequitable funding system can exacerbate educational inequalities, adversely affecting students in underfunded districts. Historically, the responsibility for education in the U.S. has rested on local municipalities and states, a system that has evolved over centuries but often left many children, particularly from low-income families, without adequate educational opportunities. Legislative efforts, such as the Elementary and Secondary Education Act of 1965 and its later revisions, aimed to address these disparities, yet challenges persist.

Although initiatives like the No Child Left Behind Act and the Every Student Succeeds Act were designed to improve accountability and school performance, critics argue that they have not sufficiently closed the education gap. Consequently, the ongoing debate around school funding remains a crucial topic, reflecting the broader issues of equality and access in education. US public schools receive funding from local communities, the state, and the federal government. The proportion that each school receives, however, varies widely according to several factors. The federal government only kicks in a fraction of what the local and state governments pay for schools. During the 2020–21 school year, state and local governments funded about 90 percent of public education costs in the United States, according to the National Center for Education Statistics.

State sales tax and income tax and local property taxes supply the majority of school funds. Because tax rates differ from state to state and the size of properties varies in different municipalities, many schools are disproportionately funded. This means schools in different states and even neighboring communities can receive unequal amounts of money. More affluent communities with higher property taxes receive more funding for schools, while impoverished communities receive less funding. How much the local and state governments pay toward school funds greatly differs. For example, a state might pay the majority of its educational expenses, while another state might rely on local taxes to fund schools.

This system of funding schools causes inequalities in education and harms school districts in need, which in turn hurts students. Private schools do not receive money from local, state, and government taxation. They are funded through tuition, private grants and donations, and fundraising efforts. Parochial schools are religious institutions and are usually affiliated with local churches, which help to fund the schools. The major differences between public and private schools are the way they are funded and the education they provide. Public schools follow a curriculum, rules, and regulations set forth by the states, while private schools set their own agendas.

General Educational Development (GED) programs are a prominent avenue for adults in the United States and Canada who did not complete high school to obtain a General Equivalency Degree. By passing the GED exam, participants, regardless of age, can demonstrate their mastery of key high school subjects and gain recognition as high school graduates. The exam is developed by the American Council on Education (ACE) in collaboration with Pearson, and its format has evolved to include a fully online version. While formal preparation is not mandated, many community colleges and educational centers provide courses, and there are various self-study options available. Earning a GED can enhance employment prospects and facilitate access to higher education, although it is often debated whether a GED holds the same value as a traditional high school diploma. Critics argue that the availability of the GED might even contribute to higher dropout rates, as some students might opt for the GED as a quicker alternative to completing high school.

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