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Prepares students for a career in STEM, to help them to contribute to the economy.

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Shift to this model started in 1959 to combat the growth of Russian STEM, and continued again in 1983 when fear rose that we could not compete with other countries

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Prepares students for active participation in a democracy and their society

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Distributive questions serve to ask how resources are being allocated among schools and communities, so students can have equal opportunities

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"Thus an education focused not merely on technical skills, but also on what I call participatory readiness, provides a distinct and better way to promote equality through schooling" (Allen 9).

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In Allen's eyes, someone who is active in a democracy, who is involved in politics without being a politician, and someone who has a voice in their community:

"the ideal ordinary citizen, who is not a professional politician but who has nonetheless developed all of the competencies described above and who is proud to be involved in politics" (Allen 12).

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"The dominant policy paradigm attends almost exclusively to education’s vocational purpose: the goal is to ensure that young people, and society generally, can compete in a global economy" (Allen 9).

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Participatory readiness helps students gain the knowledge to challenge the elite and gain some power for the community

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The liberal arts were called the free person's arts, because it was considered essential for free people to learn liberal arts, to set them up for participation in civic life, and give proof of their freedom. "We need the liberal arts. They were called the free person's arts for a reason" (Allen 13).

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Science, Technology, Engineering and Math, prioritized for the efficiency of workers to help the economy grow. It fails to account for the political equality of students.

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Involves close analysis and evaluation of information one is provided, which helps individuals engage in arguments, make informed decisions, and contribute to civic life.