Dismantling the Dream: The Closure of American Public Schools
Updated July 23, 2019 | By Matthew Christopher
James Turslow Adams defined the American Dream as "that dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to ability or achievement... a dream of social order in which each man and each woman shall be able to attain the fullest stature to which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position." The ability to rise above one's class and achieve one's 'fullest stature' if one has talents and the drive is a cornerstone of our national identity; indeed, it was one of the ways the United States intended to differentiate itself from Europe's ingrained caste systems. Thomas Jefferson was one of the first national advocates of the public school system, believing that it would guide the populace in choosing wise leaders and allow for an equality based on initiative and intelligence rather than social status.
While many of the original states did have varying provisions for education, schools were often extensions of the church and no federal standards existed. By the middle of the 19th century, education was predominately a luxury of the wealthy. Reformers like Horace Mann and Henry Barnard argued that schooling prevented crime and poverty, creating better citizens - and thanks to their efforts, a public educational system on the elementary level was established. During this time many private Catholic schools were also founded, based on the desire to create a system of education in which religion was still a central component.
It was not until the early 20th century that high schools rose to prominence, and when they were created and mandatory attendance was established the concept was still controversial and progressive. The effect was profound; in 1900 only 6 percent of the population graduated from high school, whereas in 2000 it had risen to 68 percent. The American model of education was a beacon of hope and inspiration to other developing nations, who tried to emulate the successes it produced.
During the last ten to twenty years, however, a dramatic reversal has taken place. Studies in the 1980's and 1990's indicated worsening academic standards and scores. The lack of funding and ever-shifting standards and reforms led to closures of staggering numbers of schools. Over a hundred schools have been closed since 2002 in New York City alone, and in the 2009-2010 fiscal year Detroit closed 73 of the 172 school buildings it had left. Other metropolitan areas, from Los Angeles to Atlanta, followed similar courses, and private schools fared little better, with Catholic schools closing by the dozen in larger cities. Even schools that remain open are continuously cutting staff and programs in a failing effort to remain economically viable. For example, the 2011-2012 budget passed by the school board in Rochester, New York, included the layoff of over 800 school employees - and that is for one year alone. The cycle of closings continues unabated, and each year fewer jobs, schools, and programs are left. The legacy of the 20th century is slowly but surely being erased and what it is being replaced by is not a system but rather an absence of one.
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James Turslow Adams defined the American Dream as "that dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to ability or achievement... a dream of social order in which each man and each woman shall be able to attain the fullest stature to which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position." The ability to rise above one's class and achieve one's 'fullest stature' if one has talents and the drive is a cornerstone of our national identity; indeed, it was one of the ways the United States intended to differentiate itself from Europe's ingrained caste systems. Thomas Jefferson was one of the first national advocates of the public school system, believing that it would guide the populace in choosing wise leaders and allow for an equality based on initiative and intelligence rather than social status.
While many of the original states did have varying provisions for education, schools were often extensions of the church and no federal standards existed. By the middle of the 19th century, education was predominately a luxury of the wealthy. Reformers like Horace Mann and Henry Barnard argued that schooling prevented crime and poverty, creating better citizens - and thanks to their efforts, a public educational system on the elementary level was established. During this time many private Catholic schools were also founded, based on the desire to create a system of education in which religion was still a central component.
It was not until the early 20th century that high schools rose to prominence, and when they were created and mandatory attendance was established the concept was still controversial and progressive. The effect was profound; in 1900 only 6 percent of the population graduated from high school, whereas in 2000 it had risen to 68 percent. The American model of education was a beacon of hope and inspiration to other developing nations, who tried to emulate the successes it produced.
During the last ten to twenty years, however, a dramatic reversal has taken place. Studies in the 1980's and 1990's indicated worsening academic standards and scores. The lack of funding and ever-shifting standards and reforms led to closures of staggering numbers of schools. Over a hundred schools have been closed since 2002 in New York City alone, and in the 2009-2010 fiscal year Detroit closed 73 of the 172 school buildings it had left. Other metropolitan areas, from Los Angeles to Atlanta, followed similar courses, and private schools fared little better, with Catholic schools closing by the dozen in larger cities. Even schools that remain open are continuously cutting staff and programs in a failing effort to remain economically viable. For example, the 2011-2012 budget passed by the school board in Rochester, New York, included the layoff of over 800 school employees - and that is for one year alone. The cycle of closings continues unabated, and each year fewer jobs, schools, and programs are left. The legacy of the 20th century is slowly but surely being erased and what it is being replaced by is not a system but rather an absence of one.
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