ERIC Number: ED072156
Record Type: RIE
Publication Date: 1972-Jun
Reference Count: 0
Future Growth of American Educational Attainment: Implications for the Educationally Disadvantaged Child. Working Draft.
Weaver, W. Timothy
Two century-long goals in education have been pursued in this country: (a) growth in the average number of years of schooling completed, and (b) a reduction in the historic rate of school failure in the elementary and secondary schools. While in the past the two goals were closely compatible, it will not necessarily be true in the future. The two goals now imply strategies at two separate locations in the education system, neither of which need any longer enhance the other. If goal (a) is to be accomplished, then most of the future expansion that takes place in the average number of years of school completed must take place among persons who have already completed high school. If goal (b) is to be accomplished, there must be a reduction in the educational disadvantages which separate children of different social backgrounds early in their school experience. While goal (a) focuses on those who have already completed high school, goal (b) continues to focus on those who have not, and in all likelihood will not. It is of course possible to simply transfer goal (b) to higher education, whether or not it is attained at the elementary and secondary levels. However, as they are now defined, meeting both of these goals will mean, at least temporarily, an increase in funds devoted to each of the two parts of the education system. (Author/JM)
Descriptors: Disadvantaged Youth, Educational Attainment, Educational Development, Educational Finance, Educational Needs, Educational Objectives, Educational Planning, Educational Policy, Educational Resources, Educationally Disadvantaged, Elementary Education, Higher Education, Policy Formation, Public Policy, Resource Allocation, Secondary Education
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ. Research Corp., NY. Educational Policy Research Center.