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A) What problem was this event addressing?

B) What assumptions/ideas about education are visible here?

C) Do you see echoes of these issues today?

*You may answer one, two, or all three questions in your response. Indicate which letter/s you're answering. Post for at least three different milestones.

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Massachusetts Bay Colony passed the first compulsory education law in North America, requiring towns with 50+ families to establish elementary schools. This groundbreaking legislation laid the foundation for public education in America, driven by the Puritan belief that literacy was essential for reading the Bible and preventing Satan's influence.

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C) This doesn't seem to be much of an issue in public education anymore since the separation of church and state.

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A. The Old Deluder addressed the problem of the importance of literacy for the people to prevent them to be influence by the devil. Reading and writing were important so they were able to read the bible.

B. Literacy was fundamental to read the bible.

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The Old Deluder Satan Act was addressing the problem of widespread illiteracy among the population. The Puritans believed that if people couldn't read the Bible, they would be more influence by the devil. The Act aimed to promote literacy and ensure the well being of the community.

B) What assumptions/ideas about education are visible here?

There was a strong belief in the necessity of education for everyone, highlighting that education or literacy is a fundamental right.

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The problem that this act addressed was the making sure that children had a proper ethical and religious upbringing to perpetuate puritanism.

The 1647 Old Deluder Satan Act assumed that a lack of education led to being corruptible by Satan, and that a good education would bring people closer to God.

Many people in the United States today, particularly religious right wingers, want education to be tied to Christianity and Christian values. This is at least rhetorically.

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answer: Question A:

I think that this event was addressing specifically a belief that was against any bad influence in schools, maybe that's why nowadays reading the bible in schools is still a thing

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1647: The Old Deluder Satan Act

A) At the time, people in the Massachusetts Bay Colony were worried that ignorance spreading and a lack of literacy would "aid Satan" and take people away from scriptures. By establishing elementary schools, literacy would increase and people would read their Bibles.

B) Here, it is clear that the push for education was for 1. literacy and 2. specifically, literacy for religious purposes. However, you can infer that people also believed that education and school would better children "morally" or "spiritually".

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A - As the new colony started to be successful and new generations being born, puritans with beliefs deeply rooted in religion, understood the need of literacy to these newest generations.

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A). The 1647: The Old Deluder Satan Act was trying to combat moral decline, or the influence of what the Puritan's believed was Satan.

B). Assumptions- Literacy would lead individuals to read the Bible.

C). Because in our Constitution we have a separation of Church and State, we don't have education framed in these moralistic terms any longer.

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1837: Horace Mann and the Common School Movement

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1837: Horace Mann and the Common School Movement

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Horace Mann became the first Secretary of the Massachusetts Board of Education, launching the Common School Movement. Mann advocated for free, universal, non-sectarian education funded by taxes. His reforms included standardized curricula, professional teacher training, and the establishment of normal schools for educator preparation.

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A. It promoted free, state-funded schools for all children to teach literacy, moral values, and prepare good citizens.

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Horace Mann and the Common School Movement was addressing problems in education during the early 19th century. Education was inconsistent and limited to the wealthy and the religious. The movement aimed to create a more equitable system that provided free education to all children regardless social standing or religious views.

B) What assumptions/ideas about education are visible here?

Universal access where it was believed that every child should have access to education. It promoted inclusivity. It created the belief that educators should be well-trained and that education should have structure.

C) Do you see echoes of these issues today?

Yes, through discussions about the role of public funding in education remains significant, especially in the context of school districts that face funding issues.

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A. Horace Mann and the common school movement addressed the inconsistence and limited access of education for only the wealthy and religious people.

B. Education should be free and accessible for everyone without any restrictions. With an standardize curricula and with teacher that receive continuously professional training.

C. Nowadays We could notice that school districts still training their staff frequently.

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A) This event address the first policy action to develop a Public Education align with democratization. This is spread de democratic principle to the educational institutions.

B) Assumptions: the idea of Common School related to a public institution with educational standards, universal access and funded by taxes.

C) Echoes, this ideal is maintain a huge consensus, although, faces challenges from technology development, as well as, economical support.

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Horace was the Mann. The problem he is addressing is inconsistencies in educational levels and opportunities for children/citizens in broader society.

His movement assumes that we are all worthy of an education and deserve good teachers and good schools. By making schools universal and non-sectarian, he is breaking barriers that might keep people divided but would probably receive pushback from capital/wealthy people.

His model and ideas are still in action today, in the public education system.

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a) The problem addressed was the complete lack of a standardized education model

b) Assumptions are:

Education should be free for all and funded by all

There should be a common/standard plan for content

Public education should not be entwined with religion

Teachers should also receive an education on how to do their job effectively

c) I think these still stand as principles for American public education

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Through his advocacy for teacher training, better school funding and inclusive education, Mann helped establish the foundation of the modern public school system in the United States.

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A) Horace Mann and the Common School movement addressed inequalities and inconsistencies in schools. Making these schools free and funded by taxes made education available to every child regardless of their economic status. Making these schools non-sectarian also made education available to very child regardless of religious background. Horace Mann also believed teachers should have professional training.

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I am wondering how the geographical aspect of passing the first ever education law in the country (no USA back then) ends up belonging to MA as a state in the northeast of the US.....with a clear link to religious freedom, which gave way to literacy and education.

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B) At this moment in time (1837) it seems education was not viewed as a basic human right. As if education was a privilege not a necessity.

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Massachusetts enacted the first modern compulsory education law in the United States, requiring children ages 8-14 to attend school for at least 12 weeks annually. This milestone established the legal precedent for mandatory schooling that would eventually spread to all states by 1918.

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A. The first Compulsory Education Law addressed the lack of consistency in school attendance.

This law was able to help the kids to attend school for 12 weeks, instead of just worked in the fields.

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Problem addressing: How to develop a citizen for one country (not only for some states)? Creating a mandatory schooling for recreate a public opinion capable of understanding news, public problems and expressing interests. This actin put the State of Massachusetts at the top of the national educational ranking. Federal Government took this example and spread to the rest of the States.

Assumptions: Universal access to education is a right; children must be at the school from 8-14 at least 12 weeks annually.

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This law probably addressed the reality that students worked for/with their parents a good portion of the year, but not year-round (particularly in agriculture). By having them go to school for 12 weeks, they would be receiving training in reading, writing and whatever else they could afford to teach.

This meant that Massachusetts was busy creating a well-educated and capable citizenry from the 18th century on, probably helping create a workforce capable of facing rapid changes in society, like the expansion of the US and industrialization. Massachusetts is goated for this.

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A) It aimed to reduce illiteracy and prevent children from working without basic education.

B) Education was seen as a civic duty, moral discipline, and a way to assimilate immigrants.

C) Yes, we can echoes of these issues today in compulsory attendance laws, equity debates, and the education of immigrant and low-income students.

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A). This Law (in 1852) was likely trying to address a lack of consistency in school attendance as well as school curriculum.

C). Certainly, I see echoes of this today with National revisions of curriculum to try and create common standards across subjects and grades.

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President Lincoln signed the Morrill Act, granting federal land to states to establish colleges focused on agriculture and mechanical arts. This act democratized higher education by making it more accessible and practical, leading to the creation of many state universities and the expansion of educational opportunities beyond the elite.

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C) Although this made the expansion of colleges and schools possible. The affordability is still questionable.

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What Lincoln was probably doing with this is addressing the changing landscape of US capitalism and expansion. He was probably aware that new employment required relatively better trained workers, especially with the expansion of the West and new technologies in the 19th century, like trains and railroads that sped up development.

This act made the assumption that the Federal Government can intervene to encourage the creation of institutions of higher education with far-sighted goals in mind. This kind of leadership is now scarce.

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A) It addressed limited access to higher education, especially for working-class and rural Americans.

B) Education should be practical, focusing on agriculture, science, and engineering to serve society’s needs.

C) Yes, right now in public universities’ missions, debates about access to affordable higher education, and the emphasis on STEM (science, technology, engineering, and mathematics) fields.

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A. The problem was the necessity of State Universities that were affordable for everyone against the Private ones that were only for elite people. Giving more opportunities to everyone.

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Response B Colleges and educational opportunities pre-civil war were mostly reserved for a small number of people, mostly white men (if not all). With this Act, Lincoln widen the opportunity window for other men (lower ranks of society without wealth nor power) to move upwards through education. An attempt to close the gap.

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1896: Plessy v. Ferguson - 'Separate but Equal'

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1896: Plessy v. Ferguson - 'Separate but Equal'

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The Supreme Court's decision in Plessy v. Ferguson established the 'separate but equal' doctrine, legally sanctioning racial segregation in public facilities, including schools. This devastating ruling institutionalized educational inequality and would persist for nearly 60 years until Brown v. Board of Education.

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Assumptions: racial segregation in public schools is a de-democratizacion; a recoil in terms of rights but not for that specific Supreme Court at that moment. The assumption that that people need to separate for preserve cultural belonging destroys the idea of public opinion; and, segregate minorities to a less educational outcome.

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This racist supreme court decision was addressing the "danger" of having an educated black population and the "danger" of integrating them into white society.

The assumptions here are that black people were either incapable of learning or did not deserve to be educated and granted the same resources as white people.

The effect was to keep a large portion of the black population suppressed due to poor educational attainment and exclusion. It also helped perpetuate the division between black and white people.

To this day, portions of the country are still segregated. Connecticut is still one of the most segregated states in the union regarding education. It maintains pockets of high concentration of black and brown people, particularly in certain cities, whose schools are still funded largely by local property taxes. Wealthier districts, which are more white, have better schools because they have more funding and many more resources.

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A) It dealt with racial segregation in public facilities, particularly trains, as Southern states enforced discriminatory laws. This became a legal precedent that justified racial segregation in all public spaces, including schools, parks, restaurants, and transportation.

B) The idea was that segregated schools could be “equal” in quality, even though in practice Black schools were underfunded and unequal.

C) Yes, nowadays, in ongoing debates about racial segregation in schools, funding disparities, and educational equity.

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1896: Plessy v. Ferguson

A) In 1896, Plessy v. Ferguson legally allowed states to segregate schools based on race. In the eyes of White people, minoritized people were not wanted in their schools, and so this act allowed for White people to legally segregate and be racist.

B) The assumption and idea that is blinding in this act is racism. White people did not want, specifically, Black people in their schools and believed Black people did not deserve quality education. Furthermore, this act and ideas within the act continued the perspective that White people were superior.

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A) The ruling by the Supreme Court in the Plessy v. Ferguson case upheld racial segregation by allowing school to have "separate but equal" facilities. I believe this was likely a result of residual tension between the pro-slavery and anti-slavery territories in America post-civil war.

C). I see echoes of this in our modern time where though schools are not formally segregated there is an almost inevitable segregation that occurs due to housing costs. Poor families and their children often go to urban schools that are more heavily strained, while wealthier (often white families) congregate in suburban areas and go to better funded schools.

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Response B Assumptions of a color line. Assumptions between the them and the us. Segregation and a perpetuation of colonial ideas of seeing people as property and perhaps not worthy of an education.

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a) In 1896 white americans viewed an integrated classroom as a problem, so they took legal steps to make segregation mandatory in schools

b) The assumptions are:

White people deserve better education than black people, due to ideas of racial superiority

The black population should be controlled by means of undercutting their educational opportunities. This keeps them from being empowered and challenging the status quo

c) Although fortunately things have changed, there are still echoes of these ideas through practices like redlining and cutting funds from districts which populations are majority non-white

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1918: All States Require Compulsory Education

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1918: All States Require Compulsory Education

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Mississippi became the last state to enact compulsory education laws, making school attendance mandatory nationwide. This milestone represented the full commitment of the United States to universal public education, though implementation and quality varied significantly across regions and communities.

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A) It aimed to ensure that all children attended school and received a basic education, reducing child labor and illiteracy.

B) Education was seen as essential for citizenship, socialization, and preparing children for the workforce and society.

C) Yes, for example in compulsory schooling laws, concerns about truancy, and debates about equitable access to quality education.

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B - A mandatory attendance assumes that education is a needed event in a child's life. A strong step in the right direction even with limitations.

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A) Mississippi becoming the last state to make school attendance mandatory showed that the entire country valued and was committed to public education. I think this shows that the U.S. saw education as a means to reach certain goals (skilled workforce/industrialization, concerns about social order, etc.) and believed that education is key in bettering the country in various ways (economically, socially, etc.)

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The Servicemen's Readjustment Act provided unprecedented educational benefits to World War II veterans, including college tuition and living expenses. This transformative legislation democratized higher education, leading to a massive expansion of college enrollment and fundamentally changing the American workforce and economy.

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This Act is a major step forward to a recognition of specific segments or minorities through access to educational right. It also understand the power of education for achieving social and economical develop.

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Thank you to all who serve/have served.

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B The 1944 GI Bill of Rights, understood the need to reinsert the newly ex-combatents into society. The workforce landscape (workers, jobs, industries, needs, ...) changed during the war nevertheless it changed once again after their return. As an example possible social problems were minimized with this act, allowing a new future rooted in a personal educational development that was subsidized.

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A) The Servicemen's Readjustment Act addressed the needs of World War 2 veterans by providing them with supports and benefits to help the transition back to normal life. This would help veterans find employment and help the economy.

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The Supreme Court unanimously ruled that racial segregation in public schools was unconstitutional, overturning Plessy v. Ferguson. This landmark decision declared that 'separate educational facilities are inherently unequal' and launched the civil rights movement's focus on educational equity, though implementation faced massive resistance.

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C. Even though segregation is illegal, many schools are still mostly separated by race and income. This is because neighborhoods are divided by housing costs and school district lines. Schools in wealthier areas often have more resources, while schools in poorer areas have fewer. This causes gaps in learning and fewer opportunities for students of color.

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B Segregation policies will have, ultimately, two peons; the ones that will benefit and the ones that will be at a disadvantage. The 1954, was another solid step into a more equitable public educational system. That is still today a work in progress.

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A) Addressing segregation in schools. Equality in education for all races.

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In response to the Soviet launch of Sputnik, Congress passed the NDEA to strengthen American education in science, mathematics, and foreign languages. This act provided federal funding for student loans, teacher training, and educational research, marking increased federal involvement in education policy.

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a) The problem was that after the Soviet Union launched Sputnik (the first satellite in space), the U.S. worried it was falling behind in science, math, and technology education.

b) the idea was that strong education, especially in STEM, was important for national security and keeping up in the Space Race.

c) yes, today there are still pushes for more STEM programs, funding, and career readiness to stay competitive in the world.

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A -The problem the National Defense Educational Act tried to solve was the dire need that the U.S. had to maintain their superior position in the world, more specifically against communist U.S.S.R.

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A) In response to technological advancements by the Soviets, the U.S. recommitted to investing in our education system via funding of programs in math, foreign language and science. Showing once more the vital role investing in our nation's human capital plays in terms of our international "rank" and potentially even our nation's defense.

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1965: Elementary and Secondary Education Act

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1965: Elementary and Secondary Education Act

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President Johnson signed ESEA as part of his War on Poverty, providing federal funding to schools serving low-income students. Title I, the act's cornerstone, aimed to close educational achievement gaps and remains the largest federal education program, demonstrating the federal government's commitment to educational equity.

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C) I still believe that the issue of an equal access to education is still very actual. Still in 2025 we debate over the issue to try to find a solution. There is a moral aspect to this issue that is still very relevant.

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Title IX prohibited sex-based discrimination in education programs receiving federal financial assistance. This groundbreaking legislation opened doors for women in academics and athletics, dramatically increasing female participation in higher education and sports while addressing gender equity in educational opportunities.

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A) What problem was it solving?

It addressed gender discrimination in education, ensuring women and girls had equal access to programs and opportunities.

B) What ideas about education were visible here?

Education should be equal and nondiscriminatory, giving everyone (regardless of sex) the same chances to participate in academics and athletics.

C)Do you see echoes of these issues today?

Yes, in ongoing discussions about gender equality in schools, sports, programs, and college admissions.

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1972: Title IX Education Amendments

A) The Title IX Amendments were enacted to solve the problem of discrimination based on sex in federally funded education programs and activities, which had historically excluded and limited girls and women.

B) The ideas in this act are that women and girls deserve the same education, opportunity, and assistance as men were receiving towards their education, athletics, and livelihood.

Side Note: I attended Smith College, a historically women's college, and after the title ix amendment in 1972 our athletics program grew because we were able to formally play other women's athletics teams.

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A) Discrimination in education programs receiving federal financial assistance.

C) This legislation opened doors for women in academics and athletics, dramatically increasing female participation in higher education and sports while addressing gender equity in educational opportunities. Today this legislation opens doors and more opportunities as an inclusive and equality opportunities in education.

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This addressed gender discrimination in educational programs, ensuring that women had equal access to academic and athletic opportunities in schools receiving federal funding.

B) What assumptions/ideas about education are visible here?

Education should be accessible to all, regardless of gender. Both academics and athletics are important for personal development. Schools must provide equitable environments and be held accountable for discrimination.

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1975: Education for All Handicapped Children Act

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1975: Education for All Handicapped Children Act

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Later renamed IDEA (Individuals with Disabilities Education Act), this law guaranteed free appropriate public education for children with disabilities. It established the principles of least restrictive environment, individualized education programs (IEPs), and parental involvement, revolutionizing special education services.

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1. What problem was it solving?

Many children with disabilities were excluded from public schools or denied proper education. The law guaranteed free and appropriate public education for all.

2. What ideas about education were visible here?

Education should be inclusive, individualized and accessible, with parent involvement and learning in the least restrictive environment whenever possible.

3. Do you see echoes of these issues today?

No, these issues are less visible today because IDEA has helped ensure that students with disabilities have access to public schools, individualized support, and legal protections, so exclusion is now rare.

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A) The problem was that children with disabilities were denied access to public education or placed in inappropriate, segregated settings.

B) The law reflects the idea that education is a right for all children, that learning should be individualized (through IEPs), and that students with disabilities should learn in regular classrooms whenever it works best for them.

C) Today, there are still discussions about how well schools provide inclusion, adequate resources, and meaningful accommodations to ensure equal opportunities for students with disabilities.

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A. This event was trying to guarantee students with disabilities a free, appropriate public education and created IEPs (individualized plans).

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President Bush signed NCLB, reauthorizing ESEA with unprecedented federal oversight of public schools. The act mandated annual testing, adequate yearly progress goals, and consequences for underperforming schools. While controversial, it brought national attention to achievement gaps and data-driven accountability in education.

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A. Increased testing and accountability to improve student performance.

C. I think that a current issue is that it puts pressure on teachers, and debates about how to measure school success fairly.

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A) The achievement gaps and data collected on driven accountability in education.

C) I do see each of these matters today. The opportunities of learning support in the classrooms are limited due to the funding for students in education. The population of students learning is larger than available support and resources.

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A) Require schools to demonstrate their success in terms of the academic achievement of every student.

C) Today there are echoes of these measures to improve the student performance and academic as an individualized

support.

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I think that the name of the Act says it all. The true dream of giving access to education to all, from the youngest age.

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ESSA replaced No Child Left Behind, maintaining federal commitment to educational equity while returning more authority to states and local districts. The act emphasized multiple measures of school success beyond test scores, including student engagement, school climate, and career readiness, representing a more holistic approach to educational accountability.

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a) The problem was that schools were being judged too much by test scores, which didn’t show the full picture of student learning or school quality.

b) The idea here is that all students deserve a fair chance to succeed, and that schools should be measured in many ways, not just through tests which does not show all the aspects students are capable of.

C) There is still controversy about how much schools should focus on tests versus things like mental health, school culture, and preparing students for life after graduation.

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a) The problem addressed by ESSA was the narrower scope of the previous education act, which mostly focused on test scores

b) Assumptions are:

Percentages and grades are not the only marker of success within a school district

A good school environment involves community engagement

America is a really big country and different regions might have different needs. A strictly uniform federal policy might not be what the system needs

c) I certainly see an emphasis on community building, career readiness and student engagement on my current school district

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A - ESSA attempted to cover the lacunas the No Child Left Behind ACT had.

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c) Religions always interference into schools, and in the beginning of the education in the United States this was not at exention. This problem is curently persistent

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a) The old deluder Satan act this wants to prevent the influence of the evil through the Literacy

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c) The separation of education and religion persist to this day

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c) No child left behind . Today we see echoes. yearly tests. school judges by their results