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Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Social class is an important theme for historians of the United States for decades. The subject touches on many other elements of American history such as that of changing U.S. education, with greater education attainment leading to expanding household incomes for many social groups.
A more precise reading of the Coleman Report is that student background and socioeconomic status are much more important in determining educational outcomes than are measured differences in school resources (i.e. per pupil spending). Coleman found that, on average, black schools were funded on a nearly equal basis by the 1960s, and that black ...
Since practically all students, no matter what their socioeconomic background, attend the same daycare centers, equalization alongside educational development begins early and in the public sphere. Furthermore, parental leave consists of 12 months paid leave (80% of wage) whereas one month is awarded solely to the father in the form of "use it ...
Research into the causes of the disparity in academic achievement between students from different socioeconomic and racial backgrounds has been ongoing since the 1966 publication of the Coleman Report (officially titled "Equality of Educational Opportunity"), commissioned by the U.S. Department of Education. The report found that a combination ...
A Documentary History of Education in the South Before 1860 (5 vol 1952); vol 5 online; Thelin, John R. ed. Essential documents in the history of American higher education (Johns Hopkins University Press, 2014) online; Willis, George, Robert V. Bullough, and John T. Holton, eds. The American Curriculum: A Documentary History (1992)
The economic history of the United States spans the colonial era through the 21st century. The initial settlements depended on agriculture and hunting/trapping, later adding international trade, manufacturing, and finally, services, to the point where agriculture represented less than 2% of GDP .
These debates over state-school history curricula in the United States in the mid-1990s were influenced by the culture wars, in which education reform skeptics, including prominent public figures as Lynne Cheney, Rush Limbaugh, and American Enterprise Institute fellows responded to the "Standards" in numerous publications and interviews, starting in October 1994, before its official publication.