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How does Politics Influence the establishment of educational (in)equity…

- - - - "Therefore, in view of the existing structure of Black teacher training and the difficulties of redirecting the black colleges in favor of the Hampton-Tuskeegee model, northern industrial philanthropists and their allies chose to use their wealth and power to influence small black private secondary and normal schools to eliminate classical liberal curricula and adopt the Hampton-Tuskegee model of industrial normal education" (Anderson, 114).
        
        "But although philanthropic foundations declared it their policy to put no pressure, direct or indirect, upon any institution to conform to a certain course of action, it was well known that northern organizations such as the General Education Board were donating funds almost exclusively to promote the Hampton-Tuskegee model of black industrial education" (Anderson, 117).
        
        "philanthropists withheld their donations because schools failed to conform to the Hampton-Tuskegee model" (Anderson, 122).
        
        Early 1900's = Rise of Standardized tests and the notion of IQ: 1905- Binet-Simon Scale is invented, 1916- Stanford Revision to Binet-Simon Scale, 1917- Army Alpha Beta Test, 1926- SAT
        
        As the 1900's began, there had been an influx of immigrants migrating to America, which also led to lots of schools becoming overenrolled & packed to the brim...This became even more so the case once children were no longer required to work and go to school. Since every child had to be in school, the focus on education partially shifted towards separating different groups of people/defining what education meant (or was) for differing groups of immigrants or (people of color).
        
        During the early 1920s, it was believed that everyone should receive the same education. Then this began shifting towards separating students based on perceived abilities, given that one of the beliefs that students should go to school to get a job, not going to school to become a “wise” person.
        
        Based on this belief schools turned to IQ testing to begin assessing students and understanding each child's intelligence and essentially engaging in a more efficient method of education.
        
        During the 1st world war, IQ tests were used to determine who were on the front lines and who were assigned desk jobs.
    - - 1868-1915: The Hampton Model
        
        "Hampton's idealogical and pedagogical framework was derived mainly from the racial, political, and economic views of Armstrong, the principal from 1868 until his death in 1893" (Anderson, 36).
        
        "Hampton's theme, "education for life", meant the training of blacks to adjust to the life that had been carved out for them within an oppressive social order" (Anderson, 57).
        
        Northen Philanthropists/General Board of Education
- - - - " Black college educators had to steer between two equally critical courses. On one hand, they were dependent on the benevolence of industrial philanthropists for the very survival of the private black colleges that formed the backbone of black higher education. On the other hand, it was their mission to represent the struggles and aspirations of black people and to articulate the very source of the masses' discomfort and opression" (Anderson, 287).
        
        " This system of black public secondary education, however limited, is a significant indication of educational alternatives for black children in the South during the age of Booker T. Washington, 1895 to 1915. Both contemporary observers and later historians have portrayed the white south as taking monolithic view of black education. Indeed, we are told that Washington and northern philanthropists placed prime emphasis on nonacademic, industrial education because that was all the white South would tolerate" (Anderson, 198).