The educational and economic benefits of year round schooling in the us

Many Americans who live far from our major cities and who have no firsthand knowledge of the realities to be found in urban public schools seem to have the rather vague and general impression that the great extremes of racial isolation that were matters of grave national significance some thirty-five or forty years ago have gradually but steadily diminished in more recent years. The truth, unhappily, is that the trend, for well over a decade now, has been precisely the reverse. Schools that were already deeply segregated twenty-five or thirty years ago are no less segregated now, while thousands of other schools around the country that had been integrated either voluntarily or by the force of law have since been rapidly resegregating. In Chicago, by the academic year87 percent of public-school enrollment was black or Hispanic; less than 10 percent of children in the schools were white.

The educational and economic benefits of year round schooling in the us

Classical times[ edit ] Plato believed that children would never learn unless they wanted to learn. In The Republiche said, " The question concerned the educational value of pre-Christian classical thought: Education reforms did not become widespread until after organized schooling was sufficiently systematized to be 'reformed.

Modern education reforms are increasingly driven by a growing understanding of what works in education and how to go about successfully improving teaching and learning in schools. Classical education is most concerned with answering the who, what, where, and when?

Unless carefully taught, group instruction naturally neglects the theoretical "why" and "which" questions that strongly concern fewer students. Classical education in this period also did not teach local vernacular languages and cultures. Instead it taught high-status ancient languages Greek and Latin and their cultures.

This produced odd social effects in which an intellectual class might be more loyal to ancient cultures and institutions than to their native vernacular languages and their actual governing authorities.

England in the 19th century[ edit ] Before there were government-funded public schools, education of the lower classes was by the charity school, pioneered in the 19th century by Protestant organizations and adapted by the Roman Catholic Church and governments.

Because these schools operated on very small budgets and attempted to serve as many needy children as possible, they were designed to be inexpensive. The basic program was to develop "grammar" schools.

These taught only grammar and bookkeeping. This program permitted people to start businesses to make money, and gave them the skills to continue their education inexpensively from books.

Joseph Lancaster The ultimate development of the grammar school was by Joseph Lancaster and Andrew Bell who developed the monitorial system. Lancaster started as a poor Quaker in early 19th century London. Bell started the Madras School of India. The monitorial system uses slightly more-advanced students to teach less-advanced students, achieving student-teacher ratios as small as 2, while educating more than a thousand students per adult.

Lancaster promoted his system in a piece called Improvements in Education that spread widely throughout the English-speaking world.


Discipline and labor in a Lancaster school were provided by an economic system. Scrip, a form of money meaningless outside the school, was created at a fixed exchange rate from a student's tuition.

Every job of the school was bid-for by students in scrip, with the largest bid winning.

The educational and economic benefits of year round schooling in the us

However, any student tutor could auction positions in his or her classes. Besides tutoring, students could use scrip to buy food, school supplies, books, and childish luxuries in a school store. The adult supervisors were paid from the bids on jobs.

The students were very clever at reducing their costs, and once invented, improvements were widely adopted in a school. For example, Lancaster students, motivated to save scrip, ultimately rented individual pages of textbooks from the school library, and read them in groups around music stands to reduce textbook costs.

Students commonly exchanged tutoring, and paid for items and services with receipts from "down tutoring. As a result, the older children acting as disciplinary monitors tended to become brutal task masters. Also, the schools did not teach submission to orthodox Christian beliefs or government authorities.

As a result, most English-speaking countries developed mandatory publicly paid education explicitly to keep public education in "responsible" hands. These elites said that Lancaster schools might become dishonest, provide poor education and were not accountable to established authorities.The median annual wage for elementary, middle, and high school principals was $94, in May The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less.

As background for the work of the Panel on Demographic and Economic Impacts of Immigration, we present a broad overview of the scholarly literature on the impacts of immigration on American life in the late nineteenth and early twentieth centuries. Gross domestic income and gross domestic product—GDI and GDP—measure aggregate economic activity using income and expenditure data, respectively.

Why does the government collect statistics on the unemployed? When workers are unemployed, they, their families, and the country as a whole lose. Workers and their families lose wages, and the country loses the goods or services that could have been produced.

In addition, the purchasing power of.

Introduction: Facts about income inequality and its growth over time

Education reform is the name given to the goal of changing public alphabetnyc.comically, reforms have taken different forms because the motivations of reformers have differed.

However, since the s, education reform has been focused on changing the existing system from one focused on inputs to one focused on outputs (i.e., student achievement). Geographic Area Serving: Maryland and surrounding region: Baltimore-Washington and Northern Virginia Description: This group is designed for Baltimore-Washington-Northern Virginia homeschoolers as on-line community for open-minded homeschoolers in the region who are interested in participating in a community that represents a diverse range of religious, political and philosophical beliefs.

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