ject of debate, however. Educators agree that skills should include the ability to read and write, perform basic math functions (addition, subtraction, multiplication, division), understand essential scientific principles, know some basic facts of history, and have at least a passing knowledge in other fields. However, the exact facts, principles, and skills that ought to be mastered as part of a complete education continue to be debated.
In addition, the contemporary educational system must deal with a number of other significant issues arising from being part of the modern world. These include cost effectiveness, teacher training and teacher shortages, and the difficulty of providing a safe environment in which education can occur.
The initial ESEA was passed in 1965, serving as a general standard for all elementary and secondary education in the United States, despite regional preferences and local differences. This act was reauthorized in 1994: "The purpose of the reauthorized ESEA is to improve teaching and learning for all children to enable them to meet challenging academic content and student performance standards" (Policy Guidance, 1996, April, Introduction, p. 1). The act confirms a series of educational goals, including raising graduation rates to 90 percent and setting a number of specific objectives to be achieved by all schools in America by the year 2000. This renewed dedication to advanced standards will shortly be confirmed again with passage of the Educational Excellence for All Children Act of 1999, which "reaffirms the critical role of the Federal Government in working with schools, school districts, and States to promote educational excellence for all children" (Educational Excellence, 1999, May 25, p. 1).
The rededicated ESEA is the latest and most official document in an ongoing nationwide discussion regarding the general purpose and specific goals of education in America. One of the most radic...