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ERIC Number: ED110400
Record Type: RIE
Publication Date: 1975
Pages: 8
Abstractor: N/A
Some Models for Interpreting the History of Compulsory Schooling.
Tyack, David B.
Five models are postulated for interpreting the three historical stages in the development of compulsory schooling in the United States. These three stages include (1) a symbolic stage where compulsory public school education began to gain strength but lacked enforcement procedures, (2) a bureaucratic phase beginning around 1900 where new organizational technologies made compulsory attendance effective, and (3) a postcompulsory phase beginning in the 1960's where the legitimacy of compulsory schooling is being questioned and truancy is rampant. Model 1 interprets the development as an evolution of the self-perpetration of a democratic society. Model 2 reflects a revisionist interpretation where society's economic elites fashioned compulsory school systems in order to produce a stable, rational economy in which they could retain their power. Model 3 stresses socialization and nationalism where schooling creates citizens and legitimizes government hierarchies. Model 4 interprets stage 1 as a subcultural conflict where state legislators passed laws as a symbolic crusade of the virtuous. Model 5 interprets the development of compulsory attendance as the work of political interest groups including both business and labor. (Author/DE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., April 1975)