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| 1 | |
All of the following elements were common in colonial education EXCEPT |
| | A) | home schooling. |
| | B) | elementary girls' schools called dame schools. |
| | C) | religion-based instruction. |
| | D) | apprenticeships. |
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| 2 | |
School desegregation progressed rapidly as a result of |
| | A) | Plessy v. Ferguson. |
| | B) | Brown v. Board of Education of Topeka. |
| | C) | Hopwood v. State of Texas. |
| | D) | the Civil Rights Act of 1964. |
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| 3 | |
How successful were Native American legal challenges to the federal government for tribal and educational rights that began after 1920? |
| | A) | The federal government restricted Native American rights further, continuing to take tribal lands and breach older federal treaties. |
| | B) | Both federal and state courts were unresponsive and little gain was made until the 1970s. |
| | C) | Federal courts relented and granted tribes wide rights to public education and funding for tribal schools. |
| | D) | Federal courts were unresponsive, but gains were made at the state level and some Native Americans won the right to attend public schools. |
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| 4 | |
Benjamin Franklin established the Franklin Academy to |
| | A) | train future political leaders to serve in public office. |
| | B) | provide vocational training through the study of practical subjects. |
| | C) | emphasize the continued need for a classical education in modern times. |
| | D) | offer basic education to the masses to secure their rights as citizens in a democracy by understanding earlier democratic governments in Rome and Greece. |
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| 5 | |
How did the early American high school at the end of the nineteenth century differ from its European counterpart? |
| | A) | American state and local governments were not allowed to use taxation to support the secondary school. |
| | B) | It failed to emphasize college preparation like European high schools. |
| | C) | It did not emphasize vocational training like European high schools. |
| | D) | The rigid European tracking system was less pronounced, and early decisions did not predetermine a child's destiny. |
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| 6 | |
Proponents of the common school movement argued that free, universal public education would accomplish all of the following EXCEPT |
| | A) | produce a better-educated workforce in an increasingly industrialized society. |
| | B) | assimilate the growing number of culturally diverse immigrants to American values and culture. |
| | C) | equalize economic conditions between the rich and poor to reduce social disharmony. |
| | D) | establish a shared religion to repair the fractured spirit of a nation with peoples of many faiths. |
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| 7 | |
The common school movement encountered opposition in the form of |
| | A) | business interests concerned that the labor pool of children would disappear. |
| | B) | taxpayers willing to pay higher taxes to create school choice. |
| | C) | teacher labor unions sponsoring their own schools. |
| | D) | All these answers are correct. |
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| 8 | |
Which of the following statements accurately describes the legal responsibility for education in the United States? |
| | A) | The constitution specifically assigns responsibility for education to the federal government. |
| | B) | The constitution specifically assigns the responsibility for education to the states, but they can receive funding and guidance from the federal government. |
| | C) | Education is a state responsibility and the federal government is not to be involved. |
| | D) | Education is the priority of local governments, though they can receive funding and guidance from state governments. |
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| 9 | |
In addition to fighting for public schools, Horace Mann promoted other ideas toward education and social practices, such as |
| | A) | the teaching of pedagogy, or the best ways to teach children. |
| | B) | emphasis on classical subjects such as the mastery of Greek or Latin. |
| | C) | the establishment of for-profit religious schools. |
| | D) | the teaching of a common cultural canon through free public schools to make the nation a more culturally cohesive unit. |
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| 10 | |
Which of the following statements best characterizes trends in desegregation during the last twenty years? |
| | A) | Court cases such as Hopwood and Michigan have pushed integration efforts into higher education by mandating that colleges put admissions policies into effect to increase diversity on campus. |
| | B) | Due to the increasing racial diversity of school-age children in the United States, most students—although not all students—across the nation now attend integrated schools. |
| | C) | Desegregation efforts such as magnet programs have been effective in integrating schools, as well as the academic and social lives of students. |
| | D) | Court decisions have reduced school busing and firm racial set-asides in college, significantly increasing racial segregation in the nation's schools. |
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| 11 | |
According to the tenets of progressive education, the most effective learning strategy involves the teacher |
| | A) | allowing students to do whatever activities they choose, as long as they are not disruptive. |
| | B) | encouraging students to be employed part-time to get real-world experience. |
| | C) | identifying student needs and interests and building upon them. |
| | D) | employing direct instruction to ensure high scores on standardized tests. |
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| 12 | |
Title IX of the Educational Amendments of 1972 prohibits sex discrimination in schools. Which of the following statements about Title IX is true? |
| | A) | The law details protection of females but offers no mention of protections for males. |
| | B) | Most schools train teachers in the provisions of the law and strictly enforce its provisions. |
| | C) | The law does not mention athletics, one of the more prominent areas in which sex discrimination occurs. |
| | D) | No school has ever been financially penalized by the federal government for violation of Title IX. |
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| 13 | |
The second wave of criticism of progressive education argued that |
| | A) | teacher training would be impossible under the progressive education system. |
| | B) | progressive education represented an atheistic, un-American force. |
| | C) | the school curriculum was not academically sound. |
| | D) | it caused a further segregation of education and loss of educational opportunities for African Americans. |
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| 14 | |
In the early 20th century, the education of Mexican American children was hurt by |
| | A) | the complete absence of any Mexican American schools. |
| | B) | the frequent migration of Mexican American families. |
| | C) | the refusal of the federal government to allow full citizenship to Mexicans that decided to stay in the U.S. after the Mexican-American war. |
| | D) | the inability of Mexican Americans to find sufficient cheap labor in the American Southwest to pay for schooling. |
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| 15 | |
Second-generation segregation refers to |
| | A) | within-school segregation caused by tracking and administrator and teacher attitudes. |
| | B) | the striking down of desegregation programs and laws by the Supreme Court. |
| | C) | de facto segregation that occurs as a result of residential patterns. |
| | D) | the de jure segregation of schools that occurred before the Civil Rights Act. |
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