Critique of Compulsory Education in America - 1925 Words

Critique of Compulsory Education in America (Essay Sample) Content: Critique of Compulsory Education in AmericaCourseNameDate OutlineThesis: Compulsory education should continue in AmericaIntroductionBackground Largely informal before enactmentInequality and child labourEffectiveness Benefits of compulsory educationIncreased academic attainmentA desirable system Improves earningsHomogenization of societyReduced crimePreparation for further education in specialized fieldsArguments against compulsory educationCurtails freedom of choiceCoercive in naturePoor qualityHomeschooling Conclusion Abstract Compulsory schooling laws in America date back to the eighteen fifties when the initial laws were enacted in Massachusetts. Other states enacted similar laws. The laws provided for the minimum and maximum age limits for the attendees. This paper will discuss compulsory education and its importance. This research is a meta-analysis of existing research in the topic. It will be conducted in the library using both online and print materials. Thi s paper is intended to analyze the importance of education in America. The results indicate that equity and child labor were the main motivating factors. Though the laws did not exert an immediate effect, they have been shown to have considerable effects on the learners. For instance, enrollment steadily increased following their enactment. The findings further indicate that compulsory education encourages attendees to stay in school longer. This is has been associated with increased earning ability. Those opposed to compulsory education point out that it is coercive and restrictive in nature. Critique of Compulsory Education in AmericaIn 1852, the United States of America adopted its initial compulsory schooling laws in Massachusetts (Lleras-Muney, 2002). By around 1920, a majority of states had enacted similar laws (Lleras-Muney, 2002). The laws varied from state to state. The laws provided for the minimum and maximum age limits for the attendees. Over the years, save for provisi ons in some states, the laws have largely remained the same. This paper will analyze the importance of compulsory education in America in relation to present day challenges. It will begin by giving the background of compulsory education in America. Analysis of the importance of compulsory education in America will follow. It will then end by analyzing views against compulsory education in America. Compulsory education should continue in America.Prior to 1852, education in the whole of America was mainly controlled by private entities. Formal education institutions were largely operated by religious organisations (Lleras-Muney, 2001). There were no laws requiring children or adults to attain a certain level of education. The laws enacted in all the states set a minimum level of education. The laws further set the lower and upper age limits. The laws also specified penalties for those who did not comply. There are conditions in which exemption may be approved. For instance, children c an be exempted from compulsory public schooling if their parents demonstrate ability to offer equivalent education at home. Children are also permitted to attend state sanctioned private schools. Some states have disincentives to discourage early school dropout. For example, withholding drivers license until one attains eighteen years. Factors that contributed to the enactment of compulsory attendance laws include inequality and child labor (Reidy, 2001). The laws were enacted with the aim of bridging the gap between the privileged and the underprivileged. Another aim was to discourage child labour. Child labour laws were complementary to compulsory education laws. The laws specified circumstances under which children could be allowed to work. However, this is no longer valid in the present day America because child labour is not a major problem now. There is little evidence showing the effectiveness of the laws immediately after their enactment (Lleras-Muney, 2002). In fact, some early scholars concluded that compulsory education did not lead to improved literacy levels. This was based on high school completion rates. However, it is thought that it was hard to discern the overall effect owing to erratic implementation of the laws. Later, research demonstrated that the laws led to increased enrollment (Nguyen, Taylor and Bradley, 2006). It is hoped that increased enrolment will lead to increased completion rates. Completion influences the overall economic situation of the learners. Completion rates are instrumental in measuring the outcome of the laws (Light and Strayer, 2000).Compulsory education enabled the masses to access education (Light and Strayer, 2000). Those with financial difficulties could access it in state sponsored schools. Proponents argue that it is the only way that the government can promote equity. In addition, the United Nations identifies education as a basic need. Therefore, the government must continue providing basic education. Educat ion tends to level the ground for all citizens. Compulsory education provided by the state represents the aspirations and views of the citizens (Reidy, 2001). The laws were passed because the society saw a need for basic education. The community felt that every child should acquire some education to fit well into society. In other words, the people saw a direct relationship between good citizenship and education. The early residents of the United States associated education with proper societal integration. Therefore, compulsory education was not expected to encounter resistance. It is thought that integrating children of immigrants into the American society was among the original objectives of compulsory education. Integration of immigrants into the American society is still important in present day America. It has been demonstrated that education improves the livelihood of the learners (Lleras-Muney, 2002). It is believed that the earning ability of an individual increases with ed ucation. Higher, levels of education improve the possibility of getting a job. Higher education improves knowledge and skills of an individual. It has been noted that those who managed to proceed beyond secondary education earn more than those who drop out early (Lleras-Muney, 2002). This discrepancy may be explained by the skill gap that exists between the two groups. However, it should be noted that formal education is not the only factor contributing to improved earnings. Some people with little formal education have respectable incomes. Some talented individuals fall in this category. It has been shown that talented individuals opt to drop out of school so that they can develop their talents. Therefore, while compulsory education increases the likelihood that a student will transition to higher education, it is not the only path to better earnings. Originally, most states required children to attend school between the ages of six and sixteen (National Center for Education Stati stics, 2012). However, due to research findings showing increased income for those who completed high school and transitioned to tertiary education, suggestions to increase the age limit to 18 years were made (Oreopoulos, 2005). The proponents of this idea argued that longer stay in school would improve the future economic situation of both the learners and the state. Some states are in the process of amending the upper age limit. Another advantage of compulsory education is homogenization of society. Since all children are exposed to the same content and curriculum, all acquire certain attributes that the society desires (Reidy, 2001). Homogeneity is an important aspect of peaceful coexistence. The products of such a system learn to appreciate societal diversity. The learners may learn to be more tolerant. Homogeneity in the educational content itself is also important. It eases monitoring and evaluation of the system. It is important to evaluate the system in order to maintain hig h standards. Evaluation of harmonized content is much easier and reliable.Compulsory education may lead to decline in crime (Lochner and Moretti, 2004). There is a correlation between continued schooling and the rate of crime. Those who continue to pursue education are less likely to engage in criminal activities. It is important for the government to keep teenagers in school until they graduate. This is because school dropouts are likely to engage in crime to make ends meet. In addition, dropping out of school lowers chances of securing meaningful employment. It has been demonstrated that those who do not have tertiary education earn less. The dropouts may take part in crime to supplement their income. In order to prevent this, the government should put policies in place that ensure that the students remain in school until they are ready for the job market. However, it is important to note that dropping out of school is not the only thing that influences youth to participate in cri minal activities.Some professions demand high level of education owing to their specialized nature (Bishop and Mane, 2001). For example, one cannot become a medical doctor without completing high school and proceeding to university. The skill set required for the specialized fields demand above average academic qualification. Therefore, it may be argued that compulsory education lays the foundation for such professions. The society needs these professions. The opponents of compulsory education argue that it deprives parents the natural right to choose what is good for their children (Reidy, 2001). Parents and guardians have a right to teach their children what they consider useful. The freedom of choice enshrined in the bill of rights has been used to support this argument. This right has been cited by the court when granting parents exemption from compulsory educat...