This is “Issues and Problems in Education”, section 12.3 from the book Sociology: Brief Edition (v. 1.0).
This book is licensed under a Creative Commons by-nc-sa 3.0 license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms.
This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz in an effort to preserve the availability of this book.
Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page.
For more information on the source of this book, or why it is available for free, please see the project's home page. You can browse or download additional books there. You may also download a PDF copy of this book (61 MB) or just this chapter (2 MB), suitable for printing or most e-readers, or a .zip file containing this book's HTML files (for use in a web browser offline).
The education system today faces many issues and problems of interest not just to educators and families but also to sociologists and other social scientists. We cannot discuss all of these issues here, but we will highlight some of the most interesting and important.
Jonathan Kozol has written movingly of “savage inequalities” in American schools arising from large differences in their funding and in the condition of their physical facilities.
Earlier we mentioned that schools differ greatly in their funding, their conditions, and other aspects. Noted author and education critic Jonathan Kozol refers to these differences as “savage inequalities,” to quote the title of one of his books (Kozol, 1991).Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown. Kozol’s concern over inequality in the schools stemmed from his experience as a young teacher in a public elementary school in a Boston inner-city neighborhood in the 1960s. Kozol was shocked to see that his school was literally falling apart. The physical plant was decrepit, with plaster falling off the walls and bathrooms and other facilities substandard. Classes were large, and the school was so overcrowded that Kozol’s fourth-grade class had to meet in an auditorium, which it shared with another class, the school choir, and, for a time, a group of students practicing for the Christmas play. Kozol’s observations led to the writing of his first, award-winning book, Death at an Early Age (Kozol, 1967).Kozol, J. (1967). Death at an early age: The destruction of the hearts and minds of Negro children in the Boston public schools. Boston, MA: Houghton Mifflin.
Kozol left this school after being fired for departing from the prescribed curriculum by teaching poems by Robert Frost and Langston Hughes to his fourth graders. He then taught in a wealthy school in one of Boston’s suburbs, where his class had only 21 students. The conditions he saw there were far superior to those in his inner-city Boston school. “The shock of going from one of the poorest schools to one of the wealthiest cannot be overstated,” he later wrote (Kozol, 1991, p. 2).Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown.
During the late 1980s, Kozol (1991)Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown. traveled around the country and systematically compared public schools in several cities’ inner-city neighborhoods to those in the cities’ suburbs. Everywhere he went, he found great discrepancies in school spending and in the quality of instruction. In schools in Camden, New Jersey, for example, spending per pupil was less than half the amount spent in the nearby, much wealthier town of Princeton. Chicago and New York City schools spent only about half the amount that some of their suburbs spent.
Successful Schooling in Denmark
Denmark’s model for schooling from the earliest years up through high school offers several important lessons for U.S. education. The Danish model reflects that nation’s strong belief that significant income inequality causes many problems and that it is the role of government to help the poorest members of society. This philosophy is seen in both the Danish approach to early childhood education and its approach to secondary schooling (Morrill, 2007).Morrill, R. (2007). Denmark: Lessons for American principals and teachers? In D. S. Eitzen (Ed.), Solutions to social problems: Lessons from other societies (pp. 125–130). Boston, MA: Allyn & Bacon.
In early childhood education, Denmark’s policies also reflect its recognition of the importance of child cognitive and emotional development during the first few years of life, as well as its recognition to take special steps to help children of families living in poverty. Accordingly, along with several other Nordic and Western European nations, Denmark provides preschool and day care education for all children. According to one Danish scholar, “intervention in day-care/pre-school is considered the best way to give children a good beginning in life, particularly socially endangered children. [T]he dominant view is that the earlier children develop academic skills and knowledge the better, as these skills will enable them to participate in society on equal terms with children of the same age” (Jensen, 2009, p. 6).Jensen, B. (2009). A nordic approach to early childhood education (ECE) and socially endangered children. European Early Childhood Education Research Journal, 17(1), 7–21.
Once students start elementary school, they join a class of about 20 students. Rather than being tracked (grouped by ability), students are simply assigned to a class with other children from their neighborhood. The class remains with the same “class teacher” from grades 1 through 9; this teacher instructs them in Danish language and literature. Other teachers teach them subjects such as arithmetic/mathematics, music, social studies, and science. Because the “class teacher” is with the students for so many years, they get to know each other very well, and the teacher and each child’s parents also become very well acquainted. These rather close relationships help the teacher deal with any academic or behavioral problems that might occur. Because a class stays together for 9 years, the students develop close relationships with each other and a special sense of belonging to their class and to their school (Morrill, 2007).Morrill, R. (2007). Denmark: Lessons for American principals and teachers? In D. S. Eitzen (Ed.), Solutions to social problems: Lessons from other societies (pp. 125–130). Boston, MA: Allyn & Bacon.
The commitment to free or low-cost, high-quality early childhood education found in Denmark and many other Nordic and Western European nations is lacking in the United States, where parents who desire such education for their children usually must pay hundreds of dollars monthly. Many education scholars think the United States would do well to follow the example of these other nations in this regard. The interesting “class teacher” model in Denmark’s lower grades seems to provide several advantages that the United States should also consider. In both these respects, the United States may have much to learn from Denmark’s approach to how children should learn.
These numbers were reflected in other differences Kozol found when he visited city and suburban schools. In East St. Louis, Illinois, where most of the residents are poor and almost all are African American, schools had to shut down once because of sewage backups. The high school’s science labs were 30 to 50 years out of date when Kozol visited them; the biology lab had no dissecting kits. A history teacher had 110 students but only 26 textbooks, some of which were missing their first 100 pages. At one of the city’s junior high schools, many window frames lacked any glass, and the hallways were dark because light bulbs were missing or not working. Visitors could smell urinals 100 feet from the bathroom. When he visited an urban high school in New Jersey, Kozol found it had no showers for gym students, who had to wait 20 minutes to shoot one basketball because seven classes would use the school’s gym at the same time.
Contrast these schools with those Kozol visited in suburbs. A high school in a Chicago suburb had seven gyms and an Olympic-size swimming pool. Students there could take classes in seven foreign languages. A suburban New Jersey high school offered 14 AP courses, fencing, golf, ice hockey, and lacrosse, and the school district there had 10 music teachers and an extensive music program.
From his observations, Kozol concluded that the United States is shortchanging its children in poor rural and urban areas. As we saw in Chapter 11 "The Family", poor children start out in life with many strikes against them. The schools they attend compound their problems and help ensure that the American ideal of equal opportunity for all remains just that—an ideal—rather than reality. As Kozol (1991, p. 233)Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown. observed, “All our children ought to be allowed a stake in the enormous richness of America. Whether they were born to poor white Appalachians or to wealthy Texans, to poor black people in the Bronx or to rich people in Manhasset or Winnetka, they are all quite wonderful and innocent when they are small. We soil them needlessly.”
Although the book in which Kozol reported these conditions was published about 20 years ago, ample evidence indicates that little, if anything, has changed in the poor schools of the United States since then, with large funding differences continuing. In Philadelphia, Pennsylvania, for example, annual per-pupil expenditure is about $9,000; in nearby Lower Merion Township, it is more than twice as high, at about $19,000. Just a few years ago, a news report discussed public schools in Washington, DC. More than 75% of the schools in the city had a leaking roof at the time the report was published, and 87% had electrical problems, some of which involved shocks or sparks. Most of the schools’ cafeterias, 85%, had health violations, including peeling paint near food and rodent and roach infestation. Thousands of requests for building repairs, including 1,100 labeled “urgent” or “dangerous,” had been waiting more than a year to be addressed. More than one-third of the schools had a mouse infestation, and in one elementary school, there were so many mice that the students gave them names and drew their pictures. An official with the city’s school system said, “I don’t know if anybody knows the magnitude of problems at D.C. public schools. It’s mind-boggling” (Keating & Haynes, 2007, p. A1).Keating, D., & Haynes, V. D. (2007, June 10). Can D.C. schools be fixed? The Washington Post, p. A1.
Although it is widely assumed that school conditions like the ones in Washington, DC, and those depicted in Kozol’s books impair student learning, there is surprisingly little research on this issue. Addressing this scholarly neglect, a recent study found that poor school conditions indeed impair learning, in part because they reduce students’ attendance, which in turn impairs their learning (Durán-Narucki, 2008).Durán-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology, 28(3), 278–286.
A related issue to inequality in the schools is school segregation. Before 1954, schools in the South were segregated by law (de jure segregationSchool segregation stemming from legal requirements.). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the U.S. Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. In this decision the Court explicitly overturned its earlier, 1896 decision in Plessy v. Ferguson, which said that schools could be racially separate but equal. Brown rejected this conclusion as contrary to American egalitarian ideals and as also not supported by empirical evidence, which finds that segregated schools are indeed unequal. Southern school districts fought the Brown decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.
Meanwhile, northern schools were also segregated and, in the years since the Brown decision, have become even more segregated. School segregation in the North stemmed, both then and now, not from the law but from neighborhood residential patterns. Because children usually go to schools near their homes, if adjacent neighborhoods are all white or all African American, then the schools children from these neighborhoods attend will also be all white or all African American, or mostly so. This type of segregation is called de facto segregationSchool segregation stemming from neighborhood residential patterns..
Today many children continue to go to schools that are segregated because of neighborhood residential patterns, a situation that Kozol (2005)Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York, NY: Crown. calls “apartheid schooling.” About 40% of African American and Latino children attend schools that are very segregated (at least 90% of their students are of color); this level of segregation is higher than it was four decades ago. Although such segregation is legal, it still results in schools that are all African American and/or all Latino and that suffer severely from lack of funding, poor physical facilities, and inadequate teachers (Orfield, 2009).Orfield, G. (2009). Reviving the goal of an integrated society: A 21st century challenge. Los Angeles: The Civil Rights Project, University of California at Los Angeles.
During the 1960s and 1970s, states, municipalities, and federal courts tried to reduce de facto segregation by busing urban African American children to suburban white schools and, less often, by busing white suburban children to African American urban schools. Busing inflamed passions as perhaps few other issues during those decades (Lukas, 1985).Lukas, J. A. (1985). Common ground: A turbulent decade in the lives of three American families. New York, NY: Knopf. White parents opposed it because they did not want their children bused to urban schools, where, they feared, the children would receive an inferior education and face risks to their safety. The racial prejudice that many white parents shared heightened their concerns over these issues. African American parents were more likely to see the need for busing, but they, too, wondered about its merits, especially because it was their children who were bused most often and faced racial hostility when they entered formerly all-white schools.
As one possible solution to reduce school segregation, some cities have established magnet schools, schools for high-achieving students of all races to which the students and their families apply for admission (Davis, 2007).Davis, M. R. (2007). Magnet schools and diversity. Education Week, 26(18), 9. Although these schools do help some students whose families are poor and of color, their impact on school segregation has been minimal because the number of magnet schools is low and because they are open only to the very best students who, by definition, are also few in number. Some critics also say that magnet schools siphon needed resources from public school systems and that their reliance on standardized tests makes it difficult for African American and Latino students to gain admission.
Another issue involving schools today is school choice. In a school choice program, the government gives parents certificates, or vouchers, that they can use as tuition at private or parochial (religious) schools.
Advocates of school choice programs say they give poor parents an option for high-quality education they otherwise would not be able to afford. These programs, the advocates add, also help improve the public schools by forcing them to compete for students with their private and parochial counterparts. In order to keep a large number of parents from using vouchers to send their children to the latter schools, public schools have to upgrade their facilities, improve their instruction, and undertake other steps to make their brand of education an attractive alternative. In this way, school choice advocates argue, vouchers have a “competitive impact” that forces public schools to make themselves more attractive to prospective students (Walberg, 2007).Walberg, H. J. (2007). School choice: The findings. Washington, DC: Cato Institute.
Critics of school choice programs say they hurt the public schools by decreasing their enrollments and therefore their funding. Public schools do not have the money now to compete with private and parochial ones, and neither will they have the money to compete with them if vouchers become more widespread. Critics also worry that voucher programs will lead to a “brain drain” of the most academically motivated children and families from low-income schools (Caldas & Bankston, 2005).Caldas, S. J., & Bankston, C. L., III. (2005). Forced to fail: The paradox of school desegregation. Westport, CT: Praeger.
Because school choice programs and school voucher systems are still relatively new, scholars have not yet had time to assess whether they improve the academic achievement of the students who attend them. Although some studies do find small improvements, methodological problems make it difficult to reach any firm conclusions at this point (DeLuca & Dayton, 2009).DeLuca, S., & Dayton, E. (2009). Switching social contexts: The effects of housing mobility and school choice programs on youth outcomes. Annual Review of Sociology, 35(1), 457–491. Although there is similarly little research on the impact of school choice programs on funding and other aspects of public school systems, some evidence does indicate a negative impact. In Milwaukee, for example, enrollment decline from the use of vouchers cost the school system $26 million in state aid during the 1990s, forcing a rise in property taxes to replace the lost funds. Because the students who left the Milwaukee school system came from most of its 157 public schools, only a few left any one school, diluting the voucher system’s competitive impact. Another city, Cleveland, also lost state aid in the late 1990s because of the use of vouchers, and there, too, the competitive impact was small. Thus, although school choice programs may give some families alternatives to public schools, they might not have the competitive impact on public schools that their advocates claim, and they may cost public school systems state aid (Cooper, 1999; Lewin, 1999).Cooper, K. J. (1999, June 25). Under vouchers, status quo rules. The Washington Post, p. A3; Lewin, T. (1999, March 27). Few clear lessons from nation’s first school-choice program. The New York Times, p. A10.
Single-sex schools and classes have become more popular for several reasons. The research so far indicates that single-sex education may be beneficial in certain respects for the students experiencing it.
Before the late 1960s and early 1970s, many colleges and universities, including several highly selective campuses, were single-sex institutions. Since that time, almost all the male colleges and many of the female colleges have gone coed. A few women’s colleges still remain, as their administrators and alumnae say that women can achieve much more in a women’s college than in a coed institution. The issue of single-sex institutions has been more muted at the secondary school level, as most public schools have been coeducational since the advent of free, compulsory education during the 19th century. However, several private schools were single-sex ones from their outset, and many of these remain today. Still, the trend throughout the educational world was toward coeducation.
Since the 1990s, however, some education specialists and other observers have considered whether single-sex secondary schools, or at least single-sex classes, might make sense for girls or for boys; in response, single-sex classes and single-sex schools have arisen in at least 17 U.S. cities. The argument for single-sex learning for girls rests on the same reasons advanced by advocates for women’s colleges: girls can do better academically, and perhaps especially in math and science classes, when they are by themselves. The argument for boys rests on a different set of reasons (Sax, 2009).Sax, L. (2009). Boys adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men. New York, NY: Basic Books. Boys in classes with girls are more likely to act “macho” and thus to engage in disruptive behavior; in single-sex classes, boys thus behave better and are more committed to their studies. They also feel freer to exhibit an interest in music, the arts, and other subjects not usually thought of as “macho” topics. Furthermore, because the best students in coed schools are often girls, many boys tend to devalue academic success in coed settings and are more likely to value it in single-sex settings. Finally, in a boys-only setting, teachers can use examples and certain teaching techniques that boys may find especially interesting, such as the use of snakes to teach biology. To the extent that single-sex education may benefit boys for any of these reasons, these benefits are often thought to be highest for boys from families living in poverty or near poverty.
What does the research evidence say about the benefits of single-sex schooling? A recent review of several dozen studies concluded that the results of single-sex schooling are mixed overall but that there are slightly more favorable outcomes for single-sex schools compared to coeducational schools: “There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm” (U.S. Department of Education, 2005).U.S. Department of Education. (2005). Single-sex versus secondary schooling: A systematic review. Washington, DC: Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, U.S. Department of Education. None of the studies involved random assignment of students to single-sex or coeducational schooling, and the review cautioned that firmer conclusions must await higher-quality research of this nature (which may be ideal in terms of the research process but difficult and perhaps impossible to perform in real life). Also, because all the studies involved high school students and a majority involved students in Catholic schools, the review called for additional studies of younger students and those in public schools.
The issue of school violence won major headlines during the 1990s, when many children, teachers, and other individuals died in the nation’s schools. From 1992 until 1999, 248 students, teachers, and other people died from violent acts (including suicide) on school property, during travel to and from school, or at a school-related event, for an average of about 35 violent deaths per year (Zuckoff, 1999).Zuckoff, M. (1999, May 21). Fear is spread around nation. The Boston Globe, p. A1. Against this backdrop, the infamous April 1999 school shootings at Columbine High School in Littleton, Colorado, where two students murdered 12 other students and one teacher before killing themselves, led to national soul-searching over the causes of teen and school violence and on possible ways to reduce it.
The murders in Littleton were so numerous and cold-blooded that they would have aroused national concern under any circumstances, but they also followed a string of other mass shootings at schools. In just a few examples, in December 1997 a student in a Kentucky high school shot and killed three students in a before-school prayer group. In March 1998 two middle school students in Arkansas pulled a fire alarm to evacuate their school and then shot and killed four students and one teacher as they emerged. Two months later an Oregon high school student killed his parents and then went to his school cafeteria, where he killed two students and wounded 22 others. Against this backdrop, Littleton seemed like the last straw. Within days, school after school across the nation installed metal detectors, located police at building entrances and in hallways, and began questioning or suspending students joking about committing violence. People everywhere wondered why the schools were becoming so violent and what could be done about it (Zuckoff, 1999).Zuckoff, M. (1999, May 21). Fear is spread around nation. The Boston Globe, p. A1.
Violence can obviously also happen on college and university campuses, although shootings are very rare. However, two recent examples illustrate that students and faculty are not immune from gun violence. In February 2010, Amy Bishop, a biology professor at the University of Alabama in Huntsville who had recently been denied tenure, allegedly shot and killed three faculty at a department meeting and wounded three others. Almost 3 years earlier, a student at Virginia Tech University went on a shooting rampage and killed 32 students and faculty before killing himself.
School Bonding and Delinquency
As discussed in Chapter 5 "Deviance, Crime, and Social Control", the social control theory of delinquency assumes that weak social bonds to family, schools, and other social institutions help to promote juvenile delinquency. This theory was developed by sociologist Travis Hirschi (1969)Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press. about four decades ago. Hirschi’s emphasis on social bonds was inspired by the work of sociology founder Émile Durkheim, who more broadly emphasized the importance of strong ties to society for social cohesion and individual well-being.
Since the development of social bonding theory, most studies testing it have focused on family and school bonds. They generally support Hirschi’s view that weak bonds to family and school help promote delinquency. One issue that has received less study is whether strong bonds to school might help prevent delinquency by youths who otherwise might be at high risk for such behavior, for example, those who were born to a teenaged mother, who exhibited aggressive behavior during childhood, or who have delinquent friends.
A Canadian team of researchers examined this possibility with national data on youths studied from childhood to young adulthood (Sprott, Jenkins, & Doob, 2005).Sprott, J. B., Jenkins, J. M., & Doob, A. N. (2005). The importance of school: Protecting at-risk youth from early offending. Youth Violence and Juvenile Justice, 3(1), 59–77. They identified children aged 10–11 with various risk factors for antisocial behavior and measured how strongly bonded they felt to their schools, based on their responses to several questions (including how much they liked their school and how often they finish their homework). They also determined the extent of their delinquency at ages 12–13 based on the youths’ responses to a series of questions. Confirming their hypothesis, the researchers found that high-risk children were less likely to be delinquent at ages 12–13 if they had strong school bonds at ages 10–11 than if they had weak bonds. The researchers concluded that strong school bonds help prevent delinquency even by high-risk children, and they further speculated that zero-tolerance policies (as discussed in the text) that lead to suspension or expulsion may ironically promote delinquency because they weaken school bonding for the children who leave school.
As should be clear, the body of research on school bonding and delinquency inspired by social control theory suggests that schools play an important role in whether students misbehave both inside and outside school. It also suggests that efforts to improve the nation’s schools will also reduce delinquency because these efforts will almost certainly strengthen the bonds children feel to their schools. As social control theory is ultimately rooted in the work of Émile Durkheim, sociology is again making a difference.
Fortunately, school violence has declined during the past decade, as fewer students and other people have died at the nation’s schools than during 1990s. As this trend indicates, the risk of school violence should not be exaggerated: statistically speaking, schools are very safe. Less than 1% of homicides involving school-age children take place in or near school. About 56 million students attend elementary and secondary schools. With about 17 student homicides a year, the chances are less than one in 3 million that a student will be killed at school. The annual rate of other serious violence (rape and sexual assault, aggravated assault, and robbery) is only three crimes per 100 students; although this is still three too many, it does indicate that 97% of students do not suffer these crimes. Bullying is a much more common problem, with about one-third of students reporting being bullied annually (National Center for Injury Prevention and Control, 2010).National Center for Injury Prevention and Control. (2010). Understanding school violence fact sheet. Washington, DC: Centers for Disease Control and Prevention.
To reduce school violence, many school districts have zero-tolerance policies involving weapons. These policies call for automatic suspension or expulsion of a student who has anything resembling a weapon for any reason. For better or worse, however, there have been many instances in which these policies have been applied too rigidly. In a recent example, a 6-year-old boy in Delaware excitedly took his new camping utensil—a combination of knife, fork, and spoon—from Cub Scouts to school to use at lunch. He was suspended for having a knife and ordered to spend 45 days in reform school. His mother said her son certainly posed no threat to anyone at school, but school officials replied that their policy had to be strictly enforced because it is difficult to determine who actually poses a threat from who does not (Urbina, 2009).Urbina, I. (2009, October 11). It’s a fork, it’s a spoon, it’s a…weapon? The New York Times, p. A1. In another case, a ninth grader took a knife and cigarette lighter away from a student who had used them to threaten a fellow classmate. The ninth grader was suspended for the rest of the school year for possessing a weapon, even though he obviously had them only because he was protecting his classmate. According to a news story about this case, the school’s reaction was “vigilance to a fault” (Walker, 2010, p. A12).Walker, A. (2010, January 23). Vigilance to a fault. The Boston Globe, p. A12.
Ironically, one reason many school districts have very strict policies is to avoid the racial discrimination that was seen to occur in districts whose officials had more discretion in deciding which students needed to be suspended or expelled. In these districts, African American students with weapons or “near-weapons” were more likely than white students with the same objects to be punished in this manner. Regardless of the degree of discretion afforded officials in zero-tolerance policies, these policies have not been shown to be effective in reducing school violence and may actually raise rates of violence by the students who are suspended or expelled under these policies (Skiba & Rausch, 2006).Skiba, R. J., & Rausch, M. K. (2006). Zero tolerance, suspension, and expulsion: Questions of equity and effectiveness. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1063–1089). Mahwah, NJ: Lawrence Erlbaum Associates.