Chapter VI: Reshaping Educational Policy

Abstract

IN reviewing statements of educational policy, one must bear in mind that policies in favor of justice and other similar desiderata in society find wide acceptance until occasion arises to apply them to a particular situation. Most educators and lay people would agree to a general statement that equal educational opportunities should be provided for all citizens. But the unrest and violence occurring as a result of school integration in the South indicate that the specific interpretations of equal educational opportunities vary widely. As another example, Lieberman (35), in a recent analysis of the professionalization of teachers, pointed out that "teachers and counsellors who talk about 'education for life adjustment' . . . need to bear in mind that our society is far from agreed upon what constitutes a 'better adjustment' and that only harm can result from assuming that such agreement exists."* The authors, therefore, relate the current problems of educational policy to the specific steps taken for solution."Reshaping of educational policy" must be considered in relation to the major socioeconomic changes which have precipitated the need for reevaluation. The past three years witnessed the Supreme Court action on segregation, a major step in the enactment of a policy long a part of educational philosophy in this country. Technological advance was dramatically demonstrated by Russia's satellites. Technological development both created a need for more education at all levels and caused major changes in the curriculums of our schools. Since educational policy can meaningfully be considered only in relation to the social and economic order in which it is formed and enacted, this review will be organized around some of the most crucial national problems which are having an effect upon education. Increased EnrollmentCrucial problems for educators at all levels stem from increased enrollment arising from an increase in birth rate in the 1940's and the increasing number desiring more education. The 1955 report of the National Commission on Teacher Education and Professional Standards (41) estimated that the increase in enrollment in the period 1955-65 would be 28.6 percent at the elementary level, 60.2 percent at the secondary level, and 44.3 percent at the college level, the over-all increase being 35.0 percent. This increase would require approximately 600,000 new teaching positions. Recruitment of teachers for these positions is a major problem. A publi-* From Lieberman, Myron, Education as a Profession, p. 43.