The High Education Act Of 1968

The sponsor is the junior Senator from Michigan named Gary Peters and the political party he is from is Democrat (Making Education Affordable Act, 2017). This bill is in the first stage of the legislative process. It was introduced into Congress on March 23, 2017. It will typically be considered by committee next before it is possibly sent on to the House or Senate as a whole (Making Education Affordable Act, 2017). It is indicated that the policy exactly does is to amend the Higher Education Act of 1965 to make college affordable and accessible. It is indicated this is not a controversial piece of legislation in present day. However, in the 1965 is was controversial because it was providing other races and minorities opportunity to be involved

Sordlet-Leonard tells in her study that they are many program that are in best interest of all kind of students specially the first generation students “the programs funded by U.S Department of Education not only helped students with financial and academics, but also helped first generation student by helping them increase

Ramos started these programs because when she was a child her parents were not able to help them as much as they wanted to since they did not speak english, so the help that she received when she was in third grade was an eye opener and an inspiration because she wanted to do the same. While she was studying at the University of Maryland she noticed that there were a great significant of students who were not aware of the certain opportunities of financial aid and information about the school, so she wanted to help future post-secondary students while they were still in school. Students were able to go to different schools and explore schools that were not typically presented to them. They were able to learn how to seek financial aid to help them as they proceeded to higher

The first three programs established under the new Higher Education Act were, Upward Bound, Talent Search, and Student support services. Together this “Trio” of federally funded programs encouraged access to higher education for low income students. Currently, there are eight programs administered under the Higher Education Act that target to serve and assist low income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post baccalaureate programs.

Recruited 9th grade students for membership into the Upward Bound program at Battle Creek Central High School

$835,620,934, serving 788,755 participants in 2839 individual projects (U.S. Department of Education, 2016). All services are provided free of charge to TRIO Program participants. Prior to the birth of TRIO Programs in 1965, the opportunity to pursue a college education was a privilege only afforded to the affluent in the United States (Groutt, 2003a). TRIO Programs have been largely instrumental in changing the collegiate landscape, not only in terms of who attends college, but also the way in which federal dollars are spent to afford opportunities to low income citizens.

The Civil Rights era of the 1950’s and 1960’s ushered in copious federal spending directed towards the desegregation of American Society. Moreover, the ultimate goal was the creation of a leveled playing field that would allow minorities opportunities to gain access and reap benefits that had not been traditionally extended to them, thereby resulting in large disparities in wealth, resource, and education between races and cultures. In a courageous attempt to amend these woes, Congress passed a series of legislation designed to achieve these ends. One of the most notable pieces of legislation passed during this era was the Elementary and Secondary Education Act of 1965. Created with all-deliberate intention of desegregating schools

The No child left behind act has been a big issues ever since its establishment in 2009 by President George Bush. There has been cry by some parents for the law to be repeal because they feel it is creating more problem for the educational system. However, critical analysis of the situation of the students grades by comparing the period before and after the establishment of No child left behind will show that the law has brought tremendous improvement in our education and need to stay.

In 2002, then-president George W. Bush realized that the Elementary and Secondary Education Act of 1965 had been under much controversy since it played an insignificant role in reconstructing the performance of learners. In order to fill the loopholes in the ESEA, congress implemented the No Child Left Behind Act, which increased the federal role in the educational system in the country. In hopes of bridging the performance gap that had existed for students of low socioeconomic status, the act increased the responsibility of educators and schools.Within this essay, I shall be focusing on how the No Child Left Behind Act does the opposite of what it claims to achieve. The systematic use of testing as a powerful mechanism for decision making

Since this time, the law has been recertified by the government every five years (Social Welfare History Project, 2016). The Elementary and Secondary Education Act changed the U.S. educational system. For instance, Title I of the act offered much financial support to help students who are disadvantaged to achieve their goal of education (Gamson, McDermott, & Reed, 2015). In addition, the Department of Education receives funds from the Department of Health and Human Services and Department of Agriculture School Lunch program (U.S. Department of Education, n.d.).

The Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. ESEA was intended to mitigate disparities in access to quality academic services and learning outcomes endured by underprivileged and minority students by federally funding schools serving their communities. ESEA, later revised as No Child Left Behind, was to be one element in a larger reform agenda focused on urban redevelopment, vocational training and “EDUCATION AND HEALTH” (Thomas & Brady, 2005). In his 1965 State of the Union, Johnson proclaimed, “No longer will we tolerate widespread involuntary idleness, unnecessary human hardship and misery, the impoverishment of whole areas… ” Nevertheless, this intractable problem remains, as illustrated by recent National Assessment of Educational Progress findings:

George Eastman once said, “The progress of the world depends almost entirely upon education.” By its public school system, the United States of America exemplifies this. Federally denied to none and paid by all, United States citizens have the opportunity to attend public school, should they choose. Over the past fifty years, America’s education system has undergone multiple changes. It began with President Lyndon B. Johnson signing into action the Elementary and Secondary Education Act of 1965 (ESEA) as an extension of his “War on Poverty” plan. ESEA funded primary and secondary education, encouraged equal access to schooling, established lofty standards and accountability - all done with the intention of closing the achievement gap

When President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight and lack of measurable standards by state and local communities was leading to the failure of the education system and required federal government intervention to correct. At the time, the Act seemed to be what the American educational system

In a fourth year group, students are tracked as freshmen and throughout their senior year. Students have until the end of their fourth consecutive year to graduate. If not completed, an extension of one more addition year is given. The federal government provided a grant used to create the Youth Career Connect program at my school as a resourceful source of support. This initiative created by President Obama, tracks and support students for success in post-secondary education and a competitive workforce. This action inspires school districts, colleges, and the workforce to combine rigorous educational standards with work capabilities and talents in methods that increase training and distribute practical educational opportunities for scholars (Fact Sheet, 2013). President Obama designated my school one of the twenty-three schools to pilot this grant.

Trio consist of many programs that provide funding and services that focus on the specific needs of the students. Upward bound and the Talent search programs helped more than 455,000 middle and high school students from low income families that had set their sights on furthering their education in 2005 (Brown, Frank, and Richard, Pg355-356). We need more programs like these to help inspire students to want to go to college. Coming from a low income family should not decide for a student whether they can go to college or not. With the programs that Trio provides there is no excuse for a student or any one for that matter to not go to college. The upward bound program helps students with their pre-college academics and later on in their pursuit in furthering their education. This program helps students who are from low income families and or if the parents do not hold a bachelor degree (About ED). Upward bound provides help in mathematics, science, composition, English and in foreign languages.