The federal role in education
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The federal role in education--or whether there should be a federal role at all--has long been a source of debate. Education is not mentioned in the U.S. Constitution and so is not set forth as a federal responsibility, and in general, education has been considered a state and local matter. However, there has been a federal role in education in terms of providing funding for some time, and in this century that role has expanded from one type of education to another and to higher and higher levels of funding. When the federal government provides funding, it is not money without strings, and requirements are imposed as a condition of accepting the funds. This is true whether the funds are provided directly to the state, to the schools, or to the students in the form of tuition. The idea of federal funding has now become embroiled in the issue of privatization and school vouchers, and here the issue comes smack up against a long-standing aversion to providing federal funds to religious schools in any form. An analysis of the history of federal funding shows how the federal government has tried to influence educational policy and suggests the course such funding might take in the future. Federal funding for education was first enmeshed with the argument that erupted at the turn of the century over the mission of public education and over the issue of whether public education should be geared toward academics as had been the traditional view or toward some form of manual
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buy would be no more than more of the book-type, non-technical, college-preparatory type of education then being offered (Dannelly 25-26). In fact, Roosevelt was less concerned with offending the schoolmen and more with bringing effective educational aid to underprivileged students:
The high schools could not or did not want to provide that aid; their record had shown that. The president instead turned to nursery schools for poor children and to adult and practical education, to art, theater, and music performances in the camps of the CCC and the school programs of the NYA (Herbst 167).
Student aid has long been used to achieve a variety of political public purposes. Following World War II, federal educational financial aid programs were instituted but were limited to veterans under the G.I. Bill. In 1958, Congress passed the National Defense Education Act. This was partially a reaction to Soviet space advances and the accompanying view that American education was not sufficient, and the legislation provided for a low interest loan program and established fellowships for graduate students in certain academic disciplines. During the 1960s, in the Johnson Administration, a number of "Great Society" educational loan progr
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Some common words found in the essay are:
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Approximate Word count = 2592
Approximate Pages = 10 (250 words per page)
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