The American Educational System Transformation Report (Assessment)

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Introduction

The American higher educational system has transformed for the last two and half centuries. During the infancy stage of the American higher education system, private individuals and religious institutions owned the institutions. The education facilities brought mass education and knowledge to the country before the current education systems were established. In the subsequent years, the campaign for mass education had produced mixed results. Historical influences on higher education institutions are felt to date. Pursuing education in college was an uncommon during the colonial times. Nowadays, a number of American students have access to higher education. Nevertheless, it should be noted that some American students do not afford access to higher education. The above have resulted in an abyss of learning prospects that are simply too wide for some parents to cross. The article below compares the characteristics of students in colonial times with today’s students.

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Background

Historical analysis of the characteristics of students in the colonial times with today’s students has been undertaken for decades. Higher education like public education came into existence later when the country experienced a mass arrival of migrants who had diverse religions and values (Nidiffer, 2010). The main goal of public education was to institute public order and introduce settlers’ children into a conventional school environment. During such times, mistrust by the children’s parents about the goals of mass education was very prevalent. The parents’ mistrusts persisted for several years. During the period, students were forced to attend schools because most guardians were uncooperative.

The analysis illustrates the transformations that have been undertaken in the American educational system. As such, the topic is very important in the history of higher education. Through it, it can be demonstrated how the American higher education has transformed across all hurdles with respect to time, race and wealth, age and gender. By analyzing the topic, higher education students will be able to gain an outlook regarding the history of education in the USA, develop a comprehensive perspective of American education, and appreciate how American education has progressed.

Students in colonial times

Higher education was an uncommon during the colonial times. As such, the primary education comprised of reading, writing, simple arithmetic, poetries, and prayers. Unlike it is today, paper and texts were rare. Therefore, students spent most of the time reciting their modules for ease of memorization. At the time, the Bible was the most common text. At most instances, higher education was designed to prepare students for their ultimate roles in plantation life. Notably, education was only available for the white students.

More male students used to study to an advance level unlike girls. Their school commenced at around 7 am. A male tutor usually undertook the lessons. During the course of the day, students could be given breaks. At around 9 am, breakfast was served. Between 2 pm and 5 pm, students were served with dinner. Generally, boys leaned arithmetic, Greek, Latin, science, astronomy, natural features, history, fencing, social manners, and estate management (Ream, 2015). Thereafter, boys from wealthy families were sent to prestigious schools in the United Kingdom. In the United Kingdom, they would specialize in law, engineering, philosophy, or medicine. After their higher education, the boys would return to America to assist their parents in their businesses or estates.

Unlike boys, girls were regularly trained on how to assume the roles of farm mistresses. Girls’ schooldays were dissimilar from boys’ schooldays. Girls were taught basic reading, writing, and mathematics. The education was aimed at enabling them to read the Bible and be capable to document household expenditures. A female tutor trained them. They learned fine art, languages, communal manners, needlecraft, rotary, cookery, and healthcare. Unlike boys, girls never had opportunities to go and further their education overseas. At the time, higher education was not considered important for the girl child.

It should be noted that during the colonial era teenagers from the poor families received different education from children from richer families. They did not get access to education in literacy and spiritual studies. Similarly, they did not have access to education overseas as those of richer families did. As an alternative, they were trained on apprenticeship courses. The courses lasted from three to nine years. The courses were designed to give the students with the required skills that would enable them to sustain their lives in the society.

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During the colonial era, European immigrants’ principles, backgrounds, and philosophy influenced American education system. A considerable portion of the American higher education is entrenched in the European system. In spite of the presence of the native population, their effect on the higher education system was negligible. The indigenous communities had not yet established a coordination of official educational practice. Furthermore, there was a methodical determination to eliminate these people as opposed to integrating them.

Today’s student

Many transformations in American higher education were realized after the end colonial era. At the start of the 19th century, private owners and churches ran most higher education institutions. However, towards the last decades of the 19th century, more state owned colleges and universities emerged. The transformation was a consequence of an enactment of the Morrill Act in the year 1860s (Owens, 2011). The act allocated every state with pieces of public land for the establishment of colleges. With the state funding and support, over 71 colleges were established in the USA.

With the passage of the second Morrill Act in the late 19th century, access to higher education became open for a majority of Americans irrespective of their races. The law led to the establishment of higher educations focused on the majority and minority Americans because segregation was still dominant at the time. After the enactment of the law, public land-grant institutions for the minority groups were created across America. During this era, unlike during the colonial era, access to higher education became accessible for all irrespective of their racial background.

It is estimated that from the early 20th century to the early 21st century the percentage of children who completed higher education levels increased from 6% to 70%. During the 1920s, the advances in automotive technologies enabled states to merge colleges into bigger districts. With the adoption of college buses, more students from rural areas were able to access colleges in the urban areas. Through this, the number of college attending students has increased. Therefore, unlike during the colonial era the number of children accessing higher education improved tremendously.

After the World War II, there was a necessity for bigger colleges and more educators. Incorporation began to become the norm, and the number of public schools augmented. Notably, Kennedy and Johnson‘s governments assigned huge funds to ending poverty (Bush, 2012). The two governments prioritized education as a way of ending the vice. Through this, higher education system improved as more funds were allocated to the sector.

In the mid-1970s, the Congress enacted the PL 94-142. The law mandated a free suitable learning for all physically and mentally challenged students. The decree made compulsory that handicapped persons be educated like other persons. The law further required that education programs be customized to meet the disable individuals’ needs. In this regard, it can be argued that more disable individuals have access to higher education unlike during the colonial era.

In the year 1975, Title IX of the Education Amendments Act was enacted (Rury, 2006). The law required all education institutions not to discriminate access to programs based on gender. The law laid more emphasis on access to sports programs. Before the implementation of the law, female students had access to limited sport programs unlike their male counterparts. With this act, more female students have access to sporting facilities and programs, unlike during the colonial period.

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With the passage of Title VI of the Civil Rights Act in the 1964, segregation in higher educations was abolished. Through the law, it became illegal for any educational institution to discriminate students based on their race, color, or religion. Ever since then, all Americans have been able to access higher education institutions without being discriminated as it used to be during the colonial era.

Between the years 1980 and the present, almost every state had focused much of their resources towards the enhancement of higher education standards. During the year 1983, an educational report indicated that public higher education institutions in America were performing poorly compared to the private ones. After the report was made public, states took up more accountability and participation. Based on the report, a number of states have executed reform plans that stress more regular testing overseen by states and more state-run curriculum necessities. Currently, higher education has become accessible to many unlike during the colonial era.

Conclusion

In conclusion, it should be noted that the American educational system has transformed for the last two and half centuries. Pursuing education in college was an uncommon during the colonial times. More male students used to study to an advance level unlike girls. Generally, male students leaned arithmetic, languages, science, astronomy, natural features, history, fencing, social manners, and estate management. On the other hand, female students learned fine art, languages, communal manners, needlecraft, rotary, cookery, and healthcare. Unlike males, females never had opportunities to go and further their education overseas.

At the time, higher education was not considered important for the girl child as it is today. Notably, many transformations in American higher education were realized after the end of the colonial era. At the start of the 19th century, private owners and churches ran most higher education institutions. However, towards the last decades of the 19th century, more state owned colleges and universities emerged. Based on the above illustrations, it is apparent that the 19th century marked the start of the progressive age. During the era, nurseries became part of the public school program. State managed colleges became very popular. Similarly, the education became mandatory and universal during the period.

References

Bush, T. (2012). Leadership and Research in the 21st Century. Educational Management Administration & Leadership, 40(4), 421-422. Web.

Nidiffer, J. (2010). The Christian College: A History of Protestant Higher Education in America. History Of Education Quarterly, 50(1), 119-122. Web.

Owens, J. (2011). Enlightenment and Education in Eighteenth Century America. Educational Studies, 47(6), 527-544. Web.

Ream, T. (2015). Higher Education in America. The Review of Higher Education, 38(3), 463-467. Web.

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Rury, J. (2006). Rhetoric, History, and Education. American Journal Of Education, 104(2), 154-155. Web.

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