Study Guide for Exam 1(if you were absent last
Thursday) is available upfront and is also
available on the lecture homepage.
Thursday, September 30, 7-9 PM Exam 1
4 Essays from 5 choices
No lecture on Thursday morning.

Make up Exam– Monday, October 4, 5-7 PM, in
333 Education Building

Illness or emergency

Conflict--like for a class, other exam (Arrange
with your TA this week)

Traveling with a University team.
HOW TO PREPARE

The best ways to prepare for this exam is to form study groups and work in those
small groups to ask each other questions. Often if you can explain a concept or idea
to a peer, you can also explain that concept or idea in writing. Collective learning
can help decrease test anxiety, increase learning, and allow collaborative sharing of
ideas and notes. Discuss topics as you develop your notes.

YOU ARE ALLOWED TO BRING ONE SIDE OF HANDWRITTEN NOTES ON
ONE 8 X 11 sheet of paper. (NO TYPED NOTES are permitted). You MUST
SUBMIT YOUR NOTES with your exam. Make sure to bring two working pens
with you to the exam.

You may use any assigned readings that you find suitable to the questions or any
materials that were presented in lecture and discussion section to support your
responses. This includes readings, lecture notes, and videos. Links to public access
videos assigned or shown in lecture are listed on the EPS 201/202 Homepage
(Reading Table and Power point archive links) located at
http://www.ed.uiuc.edu/courses/eps201/
EPS 210/202 Timeline--Development of Public Schooling Unit 1

1776-1830 Post-Revolution Jefferson
 No system of public schools
 Identified need to educate for a stable republic

1830-1890 Common School Model Horace Mann
 Common curriculum, six to eight years of basic education, character
training was crucial, seeking social stability.
 1890s a small # of high schools had an academic classical curriculum

1890-1950 Progressive Era-- 2 perspectives > students, K-12, > diversity
 1.Social Efficiency (Elliot and Cubberly) Dominant view, what is its
legacy? SORTING MACHINE MODEL
 2.Developmental Democracy (Dewey)
Experimental schools
 Dewey’s Planned School Reform
Aims of a perfect society for Social Efficiency and
Developmental Democracy Progressive were very
different. But Progressives did agree:

Schools need to change curriculum based on “needs and
interests” of students
They were responding to new social, economic and political conditions,
changing ideology (NEW PSYCHOLOGY), and the “failure” of traditional
schools.

Learn through activities

Reflect current social conditions

Help solve social problems. (Tozer, p. 151)
Critique of Traditional Common School in 1900
NOT MEETING THE NEEDS OF SOCIETY
What did critics say about traditional schooling?
(Tozer, Chapter 5, 151)
1. Failure of the traditional classical curriculum (math, English,
Greek, Latin, history) to motivate students.
2. High dropout rates in both elementary and secondary
schools.
3. Growing problems of juvenile delinquency.
4. Waste and inefficiency in school management by local
schools.
5. Irrelevance of the traditional curriculum to the “real” needs
of modern industrial society.
Philosopher John Dewey
One of the main leaders
Disagreed with Social Efficiency about:
Developmental Democracy Progressives disagreed with
social efficiency progressives’ views about school
reform.
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Dewey did not support:
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Differentiated curriculum (supported a unified
curriculum)
Vocational training in schools (manual training,
occupations of life, but not training for specific jobs)
Limited view of human capacity (tremendous potential if
proper education provided)
DEWEY’S DEVELOPMENTAL DEMOCRACY
Aim to improve democracy
Tozer, 151-153
DEVELOPMENTAL DEMOCRACY
 Democracy in all aspects of life, not just in politics, but in
every part of life. “For education to be most successful, it is
necessary that people participate in democratic forms of life.”
 Institutions need to contribute to the all round growth of every
member of society.
DEVELOPMENTAL DEMOCRACY APPLIED TO SCHOOLS
AS KEY SOCIAL INSTITUTIONS


Schools are laboratories for democracy
Schools need to develop programs and teaching approaches
based on the special nature of child
Is Dewey relevant today?
Two theories that he combines…

PSYCHOLOGY Dewey’s theory of learning is
similar to learning theories studied today.

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Active learning
Learning to learn
Inquiry based learning
SOCIAL THEORY Dewey’s view that democracy
should be infused in all aspects of life aligns with
today’s concerns about teaching to improve our
democratic society.
Illinois Math and Science Academy
Message From the Principal
Dr. Eric McLaren http://www.imsa.edu/learning/principal.php



An education at IMSA offers far more than conventional
honors courses. We foster a collaborative learning
environment that develops students as bold inquirers,
problem solvers and ethical leaders.
Our talented faculty members, who are among the nation's
best, guide students to engage in exploration, think
critically and creatively, and apply their cross-discipline
knowledge to address significant, real-world issues.
The Academy's curriculum includes the major disciplines
of mathematics, science, English, history and social
sciences, world languages, fine arts and wellness.
Urban Academy, New York City
Central Park East Secondary, New York City
Second chance school—students failing in other
schools—must sign a contract and be accepted.
See quick time
video of this
school on our
homepage.
Who attends Urban
Academy?”* 35:30
120 students
 39% African American,
 28% Hispanic,
 30% White, 3% Asian,
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
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60% eligible for free or reduced lunch,
SAT above national average of 1071 composite,
96% of graduates attend 4 year colleges
“Education and Social Change”
Dewey, 1937 The Social Frontier
Located at the end of Tozer, Chapter 5

Schools have a role in the production of social change,
but can’t be the main agency of change.

Right now in the 1930s, social confusion and conflict
 Preserve old social order or perpetuate current
confusion

Or use newer science, technology and cultural forces
as allies to change schools to serve the new needs

Produce insights, understanding, attitudes and habit
of action in individuals
“Education and Social Change”
Dewey, 1937 The Social Frontier
Located at the end of Tozer, Chapter 5


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Schools are not neutral sites, producing effects now.
Aim is not to overthrow current social order, but to reform it.
Not talking about endorsing one political party or to involve students
in the political or economic arena.
Must recognize powerful forces outside of schools which shape mind
and character.
Difference between indoctrination (one point of view, impose
economic and political views) and education
 Democratic education means the active participation of students in
reaching conclusions and forming attributes.
 It means active participation, the interest, reflection, and
understanding of those taught—even when teaching multiplication
tables.
“Education and Social Change”
Dewey, 1937 The Social Frontier

Democracy is the frame of reference for social change (but must find
out what it means)
 We can oppose the undemocratic aspects of our current institutions.

Not sure what social democracy entails or will bring in terms of
changes. Finding out what it means when applied in economic,
domestic, international, religious, cultural, and political arenas.

Schools need to provide equal opportunity for all (teachers are
needed who are committed to this goal for their students).

Democracy involves personal voluntary participation in reaching
decisions and executing them (right now, poor embodiment of
democracy)
Education is about possibilities not limits.
Schools should not just use activities, but select
activities that connect to democratic life.
What are some weaknesses in
Dewey’s philosophy of education?
Does not articulate clearly or anticipate:

How OCCUPATIONS will be misused as
“vocational education”.

How broader educational aims get lost and activity
becomes an end in itself. (projects for what end?)

How to make study of subject matter interdisciplinary, so
much more demanding and challenging to organize.

How to create a highly trained teacher

How to challenge the powerful social efficiency movement.
Modern Plan to identify a “Natural Aristocracy”
put forth by James Bryant Conant
President of Harvard in the 1930**
TELL THE STORY –KEY IDEAS
 Conant reads Jefferson’s 1813 letter to John
Adams about the natural aristocracy, the
idea becomes the centerpiece of Conant’s
thinking. (Lemann, 42)



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Country needs an elite.
He assumes opportunity for all—but does not
consider other problems in schools like
segregation, limited access for higher
education for women.
A kind of classless society.
He orders the creation of the SAT, establishes
ETS, changes college admissions
Target Group for Conant
Most academically talented—Aptitude
rather than achievement-a natural intelligence.
What is CONANT’S UTOPIAN IDEAL?
1. Elite colleges to serve the most talentedneeded methods of identification and
scholarships.
2. Elites would come from all classes and
geographical areas– a kind of “classless”
society. What did Conant mean?
3. Scholarship students would do public service
SAT TODAY What are some of the main concerns about SAT scores?
One concern is “Differences in scores by group have persisted.”
WHAT CAUSES THESE DIFFERENCES?
WHAT CAN EDUCATORS AND POLICY MAKERS DO TO EVEN
THE PLAYING FIELD?



Gender
 Males score higher than
females
 But females have higher
grades in high school and
college
*Class
 *Family education
 *Urban and rural students
* Race/Ethnicity
 Asians score higher than
whites in math
 Since 1970s Minority
students score lower than
white students
2005 SAT Averages
Verbal Math




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
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Males
Females
513
505
538
504
Influences scores +++ higher
Influences scores ----lower
Asian
White
AA
Hispanic
511
532
433
463
580
536
431
469
Who should we choose for UIUC?
A wide range of students are successful at
UIUC—band, music, athletes, scholarship
students, rural and urban students--
What measures college ability?
 Among these, what measures potential best?
ACT, SAT
CLASS RANK
GPA
TYPE OF COURSES TAKEN IN High School –honors, AP
EXTRA CURRICULAR ACTIVITIES
“Illinois is a diverse state,
and we are trying to reflect
SPECIAL TALENTS
UIUC 21,000 applicants for 7,000 slots
Berkeley 30,000 for 3,500
the demographics of the
state of Illinois as best
we can” (Marshall,
UI Associate Provost)
SAT scores of UIUC students 2007
Freshman
RANGE OF SCORES
SAT Score of UIUC Freshman
 1400-1600 20%
 1200-1399 52%
 1000-1199 25%
 999 or below 3%
ACT
30-36 33%
18-23 12%
24-29 54%,
<17 1%