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Final Map (Background (History (Current Programs (“The specific labor…

- - - - Public Attitudes
        
        CTE in Other Countries
        
        "It is instructive to look at the experience of European systems and Japan, which have been much more rigidly “tracked” than the American system. "(36)
        
        “In Oregon, a 1995 poll showed that 56 percent of the general public and 53 percent of parents agreed that high school students should be ‘divided into a college-bound track and a professional-vocational track’” (28).
        
        “Despite the desire of most parents that their children go to college, a majority of the public seems to believe that too many unqualified students are entering four-year institutions” (30).
      - “The specific labor market preparation categories used by NCES are agriculture and renewable resources, business, marketing and distribution, health care, public and protective services, trade and industry, technology and communications, personal and other services, food service and hospitality, child care and education, and “unidentified subject.””(Cohen, 2004, p. 23)
        
        Divvy: Schwartz
        
        the schools that have a lot of public housing student receive the same funding as schools that have more middle class students
        
        effects of other factors
        
        student living in public recive lower test grades on state test then there counterparts in other schools
        
        In order to get into NYCHA developments there is a lottery for eligible candidates
        
        Finn
        
        Exams Schooling
        
        academically selective institution have long been part of the American Secondary education landscape. ( Finn 2012, pg. 8)
        
        Typically refers to schools that admit applicants mainly on the basis of their test scores developed by the school itself ( Finn 2012, pg. 12)
        
        Positive
        
        The school allows to challenge the students knowledge
        
        Negative
        
        The exams and testing actually is not accurately measuring their knowledge. It more as a basis for memorization than learning.
        
        Governance and Finance
        
        Some of the schools have student body less poor than the universe of U.S. public School students. ( Finn 2012 pg. 10.)
        
        Ethnicity
        
        Majority people who went to the schools were female, Asian, or Hispanic ( Finn 2012 pg. 8)
        
        DIVY: WILLIAMS & FINN
        
        Williams
        
        Introduction
        
        "Today, single sex- education is being promoted to educators, policymakers, and parents on the grounds that boys and girls learn differently due to underlying biological factors, including hormone levels, neurological function, and even hearing ability." (Williams, p. 557)
        
        Sexual Realism and the Limitations
        
        The "Emerging Science" of Sex Differences
        
        "The assumption was that by teaching girls and boys the same subjects in the same way at the same age, gender gaps in achievement would be eradicated. That approach has failed." (Williams, p. 558)
        
        Sex-Stereotyping and the Law
        
        Putting the Science of Sex Difference into Practice
        
        "The specific concerns is that claims about neurobiology are being used to justify educational arrangements in which boys and girls are trained to conform to sex-role stereotypes rather than to challenge them" (Williams, n.d., p.561).
        
        Girls work best in a collaborative atmosphere where boys require more management.
        
        single sex education has risen dramatically; 11 in 2002 to more than 90 today
        
        Sex Difference and Social Disadvantage
        
        “Sexual realism has proven critical in carving out a space not simply for sex-segregation in public primary and secondary schools, but for educational programs which claim the authority of science for practices that re-inscribe traditional views about male and female sex- roles, behaviors, and aptitudes.” (William, 2010, p. 573)
        
        “Proponents of single-sex education generally (and the sex difference approach in particular) have benefited from the limited capacity of intermediate scrutiny analysis to challenge sex-role stereotypes.” (William, 2010, p. 573)
        
        1 more item...
        
        Leveraging Disadvantage
        
        “Proponents of single-sex public education have eagerly taken on this challenge. Salomone, for example, insists that contemporary single-sex experiments should not be confused with the "first generation of elite single- sex institutions," many of which were premised on blatantly stereotypical assumptions about the inferiority of the excluded group.” (William, 2010, p. 575)
        
        “Since its emergence in the late 1980s, the movement for single-sex public education has placed the needs of disadvantaged children at its rhetorical center.” (William, 2010, p. 574)
        
        “Proponents of single-sex public education stress its potentially remedial effects for those who have suffered a range of social disadvantages, including poverty and a lack of gender-appropriate role models.” (William, 2010, p. 576)
        
        Intersectionality and the Politics of Difference
        
        “As a critical perspective, intersectionality has come to be understood as a corrective to forms of identity politics that, in proceeding on the basis of a "single-axis analysis," produce marginalization’s from within by ignoring intra-group differences.” (William, 2010, p. 578)
        
        1 more item...
        
        “Legal challenges to sex segregation in public schools have prompted accusations that main- stream feminist organizations prioritize the abstract principle of formal equality over the urgent need to expand the educational opportunities available to the nation's most needy children.” (William, 2010, p. 577)
        
        Would America Benefit from More Exam Schools?
        
        Effectiveness of exam schools
        
        Divvy: Altshuler
        
        Student and Teacher Reactions to Foster Care Placements
        
        "Students discussed the effect of living in a foster home on their school behavior. Many of the students noted that they do not express their feelings at their foster homes and, instead, take out their frustrations and anger at school.” (Altshuler,2003, 55)
        
        “They’re going to mark the kid as being a foster child and have negative stereotypes. I agree with that. I’ve had some experiences where the kids come in to the school and they are already labeled because they are a foster child. So, they’re expecting, even if the kid doesn’t have any behavior problems they’re expecting them to have problems just because they are a foster child.” (Altshuler, 2003, 55)
        
        Students treatment in Schools
        
        "The students agreed, mentioning their dislike for being "singled out" by teachers for special attention, based on foster care status. Despite the uniform desire for students in foster care to be treated equitably, all participants also acknowledged the importance of schools being sensitive to the unique circumstances of these (and all) students" (Altshuler 2003 p.57-58).
        
        "As one teacher described her approach in working with students in foster care, "not that they get special treatment, but always have that in the back of your mind, so that you know if something happens one day, you know for that child and that family, there may be some circumstances that you need to look into before doing something about the kid's behavior."” (Altshuler 2003 p.57-58).
        
        Intelligibility: I feel that it is important for the teacher to understand the background of the child. Not even just foster kids, but all their kids. Understanding peoples background allows us to handle a situation in the best way.
        
        Divvy: Schwartz
        
        the schools that have a lot of public housing student receive the same funding as schools that have more middle class students
        
        effects of other factors
        
        student living in public recive lower test grades on state test then there counterparts in other schools
        
        In order to get into NYCHA developments there is a lottery for eligible candidates
      - “In 1998, about 25 percent of high school graduates completed three or more credits in a single vocational area, which is the Department of Education’s definition of concentration in vocational education” (25).
        
        Gaztambide-Fernandez Divvy Group
        
        Characterizing Elite Boarding Schools
        
        “These 16 schools, the same ones identified by Baltzell (1958) as “the most socially prestigious American Boarding Schools” (p. 306) are loosely described as having “snob appeal” and being older, wealthier, generally located in New England and the Eastern seaboard, and having more space and buildings.” (Gaztambide-Fernandez, 1095)
        
        Plausibility: The same idea of more money=better education is a very reoccurring theme.
        
        All around the world locations
        
        Demographically Elite
        
        These Elite schools have a target audience they are trying to reach to recruit students, while also trying to have a diverse cast of students to boast diversity
        
        “Although this is in some sense the easiest to describe and present of the five characteristics, it is also the aspect that schools seem most actively engaged in transforming. It is also an aspect around which schools construct and present an image to their intended public. (Gatzimbe-Fernandez 2009, 1109)
        
        Resources and Opportunities
        
        Operate on the principles of running off of their funding, while having no government funding. Tuition for these students can be extremely expensive
        
        "Yet, these debates typically hinge on funding differences that are strikingly small when compared, for instance, to the per-pupil spending at elite boarding schools.” (Gatzimbe-Fernandez 2009, 1112)
        
        Scholastically Elite
        
        Students at Elite Schools have more opportunities to express their talents and passions, while also challenging them too
        
        “Students at elite boarding schools have a dazzling array of opportunities available to explore various interests, take on unique pursuits, and find a niche in which to demonstrate their talents and passions.” (Gatzimbe-Fernandez 2009, 1101).
        
        Geographically Elite
        
        Most elite boarding schools are in the Northwest, mainly in New England
        
        “this was mostly due to their association with elite colleges and the New England elites who sponsored them, but probably more important than their particular location is their particular landscapes.” (Gaztambide-Fernandez, 2009, 1108)
        
        Curriculum, Pedagogy, and Selectivity
        
        Because the elite schools are so selective they can move the curriculum as at faster pace.
        
        Typologically Elite
        
        “Kane (1991) describes six basic characteristics along which independent schools can be defined: self-governance, self-support, self-defined curriculum, self-selected students, self-selected faculty, and small size." (Gaztambide-Fernández, 2009, p. 1097)
        
        These are some key characteristics that really effect what goes on in elite schools.
        
        Historically Elite
        
        “In his history of the academies, Sizer (1964a) makes four important arguments about the forces that shaped this movement” (Gaztambide-Fernández, 2009, p. 1105).
        
        “First, he argues that early Americans had a profound belief in the human capacity for "betterment" and, more important, that such betterment could be accomplished through organized and institutionalized schooling” (Gaztambide-Fernández, 2009, p. 1105).
        
        Implications for Research
        
        Not much is known about elite boarding schools. They try to keep their business private.
        
        Dissatisfaction: Thats really weird. Why would they not want to share? But also, what do is this information that they aren't sharing? It can't be the secret to all of education.
- - - - Unprepared College Students
        
        Students enter college because it's socially acceptable, not because they want to or are prepared to do so.
        
        The Importance of Non-College Careers
        
        "Only 21% of jobs require a bachelor's degree or higher" (Cohen, 2007, p.7)
        
        What Employers Really Want
        
        Employers value academic skills, but they also place great value on job specific and experience specific skills.
        
        The Promise of CTE
        
        Adult mentors can help connect students to jobs. CTE helps keep underachieving students from falling through the cracks of the school system.