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National School Reform: The Early Cold War Era : 

National School Reform: The Early Cold War Era Chapter Eight

The Cold War Era : 

The Cold War Era Robust post-WWII economy depended on continued military buildup Threat of communism provided justification for the “Cold War” Containment Doctrine of first use McCarthyism Truman endorses the “American way of life”

The Cold War Era: 

The Cold War Era Domestic unrest The civil rights movement Integration battles in education and housing Progress and technology support link between centralized expertise and public well-being “Big government” and the military-industrial complex

Conant’s Legacy: 

Conant’s Legacy Fostered culture of expertise at Harvard Established standardized testing (SAT) as measure of academic potential Helped form Educational Testing Services Endorsed meritocratic structure of education

School Reform and Social Stratification: 

School Reform and Social Stratification Postwar debate questions: who should be educated, and for what purpose? Conant’s vision The importance of experts Social mobility The value of labor Schools as sorters The American comprehensive high school

School Reform and Social Stratification: 

School Reform and Social Stratification Mortimer Smith and Arthur Bestor encourage intellectual training; schools’ purpose to challenge educational handicaps Hyman Rickover’s endorsement of accelerated programs for gifted students “Life adjustment” curriculum under attack

The American High School Today: 

The American High School Today Originated as Carnegie Corporation proposal to study gifted high school youth Could the comprehensive high school deliver? Conant looked for evidence of identification and development of academically talented students and social integration of college-bound and vocational students Finding supported the status quo; recommended elimination of small schools and increased concentration on gifted students

Slums and Suburbs: 

Slums and Suburbs Conant’s study of urban and elite schools Concluded that vocational education was appropriate for slum schools; foreshadowed his commitment to junior colleges to ward off social unrest in the 1960s Endorsed continuing focus on academics for suburban youth Overlooked the role of segregated schools and unequal opportunities in contributing to “social dynamite”

Concluding Remarks : 

Concluding Remarks Conant’s allegiance to meritocracy and higher education Opposed liberal education for all on the grounds of maintaining social order School’s focus became the “national interest” School’s contribution was preparation of students for a Cold War world