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Statistical evidence challenges the claim that higher standards alone raise achievement, then assesses the effective community education process as an alternative cornerstone using a theory-of-action framework.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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connect to changes in U.S. educational achievement?","Question",{"text":63,"@type":64},"The essay links educational achievement to reform movements and political actions, using data and research on community education, effective schools, and standards-based reform.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the essay treat the 1965 Elementary and Secondary Education Act (ESEA)?",{"text":68,"@type":64},"It reviews the ESEA in terms of contributions to educational equity and discusses key legal changes as federal political levers connected to later adoption of Common Core National Standards.",{"name":70,"@type":61,"acceptedAnswer":71},"What evidence does the essay provide about raising standards and student achievement?",{"text":72,"@type":64},"It provides statistical proof refuting the theory that setting higher, more rigorous standards increases student 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No. 3 & 4  \nFall/Winter 2018, pp. 74-99  \nCopyright 2018 by Caddo Gap Press  \nAbstract  \nDrawing from the existing body of data and research on the community education concept, effective schools, and standards-basedreforms,this essay examines educational achievement in the United States corresponding to and resulting from reform movements and political actions. The 1965 Elementary and Secondary Education Act (ESEA) is reviewed in light of its contributions to educational equity and the key changes to that law are discussed as federal political levers for the eventual adoption of the Common Core National Standards by most of the nation. Definitive statistical proof is provided that refutes the theory that setting higher, more rigorous, standards increases student achievement. Based on the NationalScience Resource CenterTheory ofAction, the effective community education process is assessed for its value in replacing standards-based education as the cornerstone of U.S. education reform.  \nKeywords: effective community education process, standards-based education  \nIntroduction  \nWithout knowledge of the history ofAmerican education,the country is at risk of repeating past failures and not recognizing or comprehending the political forces chipping away at its educational foundation. Worse yet, the country risks the loss of guiding principles upon which it once  \nVictoria M. Young is an independent education reform policy and practices researcher in Caldwell, Idaho. She holds a Doctor of Veterinary Medicine degree from Michigan State University and is the author of Education’s Missing Ingredient (2009) and The Crucial Voice of the People, Past and Present (2012). Her e-mail address  \nis: [victoriamyoung](victoriamyoung1@gmail.com)[1](victoriamyoung1@gmail.com)[@gmail.com](victoriamyoung1@gmail.com)  \nstood. Historical knowledge is essential to assessing and assuring that American values remain the cornerstone of future education reforms.  \nMovements that Shaped the Foundation of Educational Philosophy in America  \nThe first movement inAmerica to influence education was migration of people. Early settlers brought teaching techniques from their countries of origin. As populations grew, education expanded from“family-taught units”to schools within communities (Vinovskis, 2010, p. 2) .A communitydirected philosophy determined instruction.  \nWith the movement and mixing of cultures came ever-changing curriculum and instruction.And asAmerica moved towards independence and revolution, education was viewed as “a means of preserving liberty, securing unity, promoting good citizenship and developing the resources of the land and people”(Good, 1956, pp. 81–82) . The nation was built upon common educational goals.  \nEducational leadership by people like Benjamin Franklin made our sovereignty and growth as a nation possible. He recognized the necessity for adult literacy and established the Junto, a mutual improvement club. It spawned our adult education movement and aided in establishing our library and university systems.  \nOver a century later, Josiah Holbrook established the traveling lectures of the American Lyceum Movement. And the adult education movement was accelerated further, during the Civil War, through federal law establishing the Land-Grant System of colleges. Although the war ended the travelsofthe Lyceum Movement, the lyceum concept reemerged later as the Chautaugua Movement (Florida Atlantic University) .  \nThe commonality of these early movements was their philosophy that given both knowledge and the opportunity to exchange and debate an idea leads to practical solutions. In those times, pragmatism was viewed as characteristic of Americans. Progress in establishing public education was steady, but rarely, if ever, without critics.  \nWhile John Dewey was disseminating the idea of“learning by doing,”others loo","cbCaiumGQIOFFpTh","https://ap.wps.com/l/cbCaiumGQIOFFpTh","pdf",191222,26,"English","# Introduction\n# Movements that Shaped the Foundation of Educational Philosophy in America\n# Our Movement into the Modern Era of Education Reform","[{\"question\":\"What reform movements does the essay connect to changes in U.S. educational achievement?\",\"answer\":\"The essay links educational achievement to reform movements and political actions, using data and research on community education, effective schools, and standards-based reform.\"},{\"question\":\"How does the essay treat the 1965 Elementary and Secondary Education Act (ESEA)?\",\"answer\":\"It reviews the ESEA in terms of contributions to educational equity and discusses key legal changes as federal political levers connected to later adoption of Common Core National Standards.\"},{\"question\":\"What evidence does the essay provide about raising standards and student achievement?\",\"answer\":\"It provides statistical proof refuting the theory that setting higher, more rigorous standards increases student achievement.\"}]","Assessing the Cornerstone of U.S. Education Reform - Journal Article | PDF",1792095096,66]