Cuprins

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Cuprins
Introduction
1. State Schools and Their Development Since the Nineteenth
Century
1.1. Introduction
1.2. The Church and Its Role in Education
1.3. Politics and Education
1.4. The First Governing Bodies
1.5. Reforms in Elementary Education
1.6. Reforms in Secondary Education
1.6.1. State Involvment in Secondary Education
1.6.2. Acts regarding British Secondary Education
1.6.3. Federal Involvment in the American Education System
2. Independent Schools in United Kingdom and United States
of America
2.1. Introduction
2.2. Teacher Organizations
2.2.1. The Headmasters Conference
2.2.2. The Girls Schools Association
2.2.3. The National Education Association (NEA)
2.2.4. The American Federation of Teachers (AFT)
2.3. Types of Schools
2.3.1. Preparatory Schools
2.3.2. British Senior Private Schools
2.3.3. Boarding Schools
2.3.4. Religious Schools
2.4. Characteristics of Independent Schools
2.4.1. Diversity
2.4.2. High Academic Expectations
2.4.3. Small Enrollment and Class Size
2.4.4. Shared Values
2.4.5. Governance
3. Organizing and Administering State Education
3.1. Introduction
3.2. Government and Federal Role in Administering Education
3.2.1. The Department of Education and Science (DES)
3.2.2. Her Majestys Inspectorate of Schools (HMI)
3.2.3. The Department of Education (DE)
3.2.4. State Departments of Education in United States
3.3. Local Administration of Education
3.3.1. The Role of Local Education Authorities in Britain (LEAs)
3.3.2. Local School District in United States of America
3.3.3. Local Boards of Education
4. Role of School and Social Context on Academic
Achievement
4.1. Introduction
4.2. The General Social Context
4.2.1. Rural Schools
4.2.2. Suburban Schools
4.2.3. Big-City Schools
4.3. In School
4.4. Other Social Factors
4.4.1. Home Environment
4.4.2. Socio-Economic Status
4.4.3. Ethnicity
4.4.4. Gender
4.4.5. Media
Conclusions

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?Introduction

There are several reasons why I chose this theme. First, I wanted to study the education system of these two countries thoroughly, so as to be able to evaluate the present Romanian education system better. Then, I thought it was interesting to study the British and the American education systems and their evolution, especially several aspects—types of schools, state and independent, politics’ and church’s involvment in education, the governing bodies, teacher organizations, types of independent schools and their characteristics, the organization and administration of schools, and more significantly, the interaction of school and society—considering that the first has a long history behind it, while the second borrowed some elements and then developed them.

The difficulties encountered in the research process refer to several aspects. First, since the education system is very vast, I had to focus only on several aspects, so as not to illustrate only a general view of the theme. Then, there were situations when I met difficulties in finding the information for one particular aspect, in the case of one country or another. For example, it was the case of the chapter “Independent Schools”, or the last chapter, “Role of School and Social Context on Academic Achievement”.

As I have mentioned before, the choices or decisions I had to make regarding the paper refer to the four chapters. For example, if at the beginning of my research I planned to include a chapter with the history of the British and the American education system, finally, I decided to drop this chapter and sketch contemporary issues regarding this theme, that is the influence of school and social context on academic achievement. The reasons for my choice are that I considered that present-day aspects of the theme to be more important than out-dated information and that coexistent information helps us to understand better the world we live in. All in all, this is why the paper has finally got this form.

1. State Schools and Their Development Since the Nineteenth

Century

1.1. Introduction

In both United Kingdom and United States, a state school is usually a primary or secondary school that is non-fee paying, as distinct from an independent school. In United States, a state school is also called a public school and is “controlled by state, government or any of its agencies” (Good 516), whereas in United Kingdom such a school is run by the state through LEA.

At the beginning of the nineteenth century, however, most schools were independent schools, whereas state schools were established mainly to provide education for the poor. Though, there was a particular situation in United Kingdom, because political and influencial groups opposed educating the poor. Therefore they took a reactionary stance regarding this issue, mainly as they considered that it would rather “stirr them up and make them discontented with their lot in life” (Sharp 1).

One other aspect that should be mentioned is the historical background. In United Kingdom, for example, it had already existed an education system by the time the one in United States started to shape. The argument for this statement is simple. The British have had an old history with traditions and customs, by the time the Americans began to set up their own state.

1.2. The Church and Its Role in Education

In United Kingdom, the Church and therefore religious instruction had a great significance in education, as it was considered to provide “a particular kind of social education” (Sharp 1) along with Bible stories. It implied that churches were mostly resposible for the organization of education, and many church schools “were operated on the lines of monitorial system which involved some of the older and more able children teaching younger pupils” (Sharp 2). Later on, this monitorial system was abandoned because it provided a very limited education.

Emphasis was placed upon discipline, good order and religion was provided by reading from the Bible and other means. In this period, the Churches were keen to extend their educational work and they set up new new organizations to promote these developments. In 1811, the Anglicans formed the National Society for Promoting the Education of the Poor in the Principles of the Established Church, and three years later the non-conformists followed with their British and Foreign School Society. (Sharp 3)

In United States, on the other hand, religious organizations had no role in education and there was a clear distinction between the Church, State and education. Another relevant fact to this lack of involvment of religious bodies and organization in education is that American elementary and secondary education was organized on local and regional level with no federal interference, and moreover, each school had its own instruction methodologies and private funding.

1.3. Politics and Education

In United Kingdom, during the first three decades, the Parliament began to involve in education by issuing a number of parlamentary bills which “aimed at aiding education of the lower orders from public funds” (Sharp 3). Moreover, the Parliament’s first bill regarding education was the one issued in 1833, when it was “voted a grant of £20,000 to assist the building of elementary schools” (Sharp 3). This was the first time when public money was spent on education. But since it was a very limited system of aid, it lasted for only 6 years.

In United States, on the other hand, Jefferson’s proposal in 1779 for an education plan has been considered the basis of the American education system that developed furthermore during the nineteenth century. The plan aimed to support “free schooling for all children in the state of Virginia for three years” (Encarta Encyclopedia 1). In addition, it included the continuation of studies of the best students on public expense through adolescence, and then, the most advanced of them would have been supported in publicly founded colleges. Although Jefferson’s plan was never enacted, it has resided as the first most important step in developing the American education system.

1.4. The First Governing Bodies

In United Kingdom, the first govening body in education was set up in 1830. The British Parliament established by Order in Council a Committee of the Privy Council for Education with no recourse to legislation. Through this innovation, the Parliament attempted to “put the existing system of aid on to a firmer and regular footing” (Sharp 3) and to avoid controversies among the old religious rivalries.