By Deanna L Michael
Analyzes academic reform within the moment 1/2 the 20th century during the political occupation of Jimmy Carter and his effect on academic coverage.
Read Online or Download Jimmy Carter as Educational Policymaker: Equal Opportunity and Efficiency PDF
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Extra info for Jimmy Carter as Educational Policymaker: Equal Opportunity and Efficiency
Example text
52 RESISTANCE TO EFFICIENCY Increasing services to the Sumter County students was the focus of Carter’s leadership of the board. In preparation, he read reports written by John Gardner, president of the Carnegie Corporation, and James B. Conant, former president of Harvard University, on improving American high schools. 53 In the second study, Excellence, he asserted that the United States needed talented and motivated students to meet future social, political, and economic demands. The sorting of these students in a democracy, however, had to be tempered by the necessary balance between excellence in achievement and equality of opportunity.
65 THE RESISTANCE TO EQUAL OPPORTUNITY AND EFFICIENCY 25 The survey team and the board members realized that the rural residents of the county were the largest and strongest obstacle to the consolidation of the two districts. ”66 Addressing the potential resistance, the committee and the board members focused their remarks on curriculum opportunities, the steps involved in the merger, and the administration in the consolidated district. The administrative structure had prevented the merger of the two districts in 1953 when the county board had begun to plan the new schools for the African American children.
Because the state appropriated school funds on the basis of the number students regularly attending each school, the Americus school district received more THE RESISTANCE TO EQUAL OPPORTUNITY AND EFFICIENCY 27 funding than the county district. 73 In his analysis of the opposition to the merger, Carter acknowledged their sincerity and stated that he would address their main arguments. The first was a desire to preserve the status quo of small schools and the close relationship between teachers, students, and parents.
