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.

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.

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.

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.

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

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

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.

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".

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

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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

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.

B. Literacy was fundamental to read the bible.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

   
   

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

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

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

support.