The presidential platform on twenty-first century education goals

Abstract

As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree’s (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America’s global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.

Why Principals Sidestep Instructional Leadership

“…If the current findings are validated in future research, they hold practical implications. If scholars and policy makers want principals to actively work toward producing improvements in teaching and learning, then the school's primary objective should become an explicit topic for discussion, and possible varying purposes of schooling-such as democratic equality, social efficiency, and social mobility (Labaree, 2010;Rothstein, Jacobsen, & Wilder, 2008;Tichnor-Wagner & Socol, 2016)-should become an integral part of discourse in principal preparation programs and mentoring processes. Moreover, to enhance principals' utilization of bridging rather than buffering or insulating strategies, both present and future principals should receive professional legitimacy for engaging more actively in qualification-oriented instructional leadership while continuing to fulfill their preferred socialization-and individuation-oriented school functions.…”

“…The Israeli State Education Law, which was enacted in 1953 and amended several times, outlines a variety of objectives for the public school system (The State of Israel, 2000). These objectives cover a very wide range of areas, reflecting the expectation that schools perform qualification, socialization, and individuation of students simultaneously (Labaree, 2010;Tichnor-Wagner & Socol, 2016). There is no explanation as to what is most, or more, important on this list, or how the different goals may correspond with one another.…”

Integration Versus Meritocracy? Competing Educational Goals During the COVID-19 Pandemic

“…In sum, Labaree’s educational goals have each underpinned past and ongoing policy efforts with implications for desegregation and racial equity. At times, policymakers and advocates have attached multiple goals to such policies, thus broadening their appeal and likelihood of implementation (Tichnor-Wagner & Socol, 2016). For example, desegregation advocates have combined the democratic equality and social mobility goals in framing desegregation as ensuring equal access and collective academic and socioemotional benefits for all students while also advancing their individual economic opportunities (Johnson, 2019; Taylor, 2001; Wells et al, 2016).…”

Using a global competence model in an instructional design course before social studies methods: A developmental approach to global teacher education

“…Global competence is not a content area unto itself; it cuts across all disciplines (Boix Mansilla & Jackson, 2011). Likewise, it should not be treated as an add-on, such as an elective, but integrated into existing courses into which all students are exposed (Tichnor-Wagner, 2016). Teacher education programs that intentionally integrate global knowledge, skills, and dispositions into coursework and throughout the program provide an important step for the development of globally competent teachers (Shaklee & Baily, 2012).…”