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-- nixie 04:48, 21 June 2005 (UTC)
I corrected most of these issues. In the comparison of public and private schools to which you referred, I actually just removed the figures, which eliminates in real need for a source. I don't think one exists, I think that's an estimate on the part of the originl author. Much of the current article was once worded in such a manner, which subtley cast public education in a bad light. I changed up the wording. See if you like the changes.-- naryathegreat | (talk) June 28, 2005 14:52 (UTC)
I think this article has significantly improved since it was listed on peer review. Well done to all the editors. Below is a list of further improvements that might be made:
Cedars 08:41, 21 Jun 2005 (UTC)
I finally got around to fixing these. I hope to post it to FAC soon. Thanks for all the help.-- naryathegreat | (talk) 21:13, 12 August 2005 (UTC)
I'm wondering who came up with the statement that the average child in the US goes to Kindergarten between 5 to 7 years old. Some children do not go until 6, but 7 is right out! Many states now have an age restricted system where children cannot be skipped ahead or held behind. This was the case when we were in Kentucky many moons ago. Heather Ceana K. Schmidt
I've largely rewritten the subsection comparing private and public education. It now includes an explanation of what a school board is, a brief discussion of magnet schools, and more information on the variety of private schools (funding sources, special vs. general education).
I've removed much of the discussion comparing the merits of private and public school systems. The previous version was not NPOV. For instance, it said, "Some private schools...provide a challenging and varied curriculum," but it neglected to mention that the same is true of some public schools. The previous version also made some controversial claims for which no source was provided. (For instance, "Most public K-12 schools are moderately underfunded by their respective governments.") I think it's best for this article to avoid a discussion about whether public or private education is better. There's no way to do this without violating the NPOV and original research rules.
Empiricallyrob 06:07, 18 July 2005 (UTC)
All can be used more or less interchangibly and without futher explanation but to conform with the Middle-, junior high, intermediate- pattern below I added these alternatives to the first section mentioned above. Are "public school" and "intermediate school" used outside of New York City? Most pre-high schools in NYC are numbered and are preceded by P.S. or I.S. This may be a NYC thing only though. 69.203.126.148 06:17, 27 September 2005 (UTC)KRP
I'm not positive but I believe I heard or read in the news a while back that the 2006 budget for the Department of Education was something like $50 billion. Anybody have a source for the $120.3 billion number? I'll do some searching later when I get more time to be sure.
It's actually $69.4 billion. I just added up the mandatory and discretionary at United States Department of Education when I made the box, but the mandatory is overstated their by about $50 billion (maybe an accident with the total). The data is at [2]-- naryathegreat | (talk) 03:32, 27 October 2005 (UTC)
My brief skim of this indicates that it is a good candidate for featured article status and that the number of lists have been cut-down with only 2 so that those of us not from the [[United States|USA] understand the rest of the article. -- Chazz88 16:41, 30 December 2005 (UTC)
While America technically has a form of national education (The Department of Education), it is far less centralized than the education system of more nationally centeralized countries like France. America's federal education system originated with Lyndon Johnson's 1979 Elementary and Secondary Education Act (ESEA), which functioned mainly to close acheivement gaps between the majority of students and students from low-income families, students with disabilities, or students with limited English profficiency. The ESEA did not create federal regulation of education, but rather provided funds to help the specified struggling groups of students (Title I funds). Its ammending acts--Bill Clinton's Improving America's Schools Act (IASA) and George Bush's No Child Left Behind Act (NCLBA)--have broadened federal influence on public education, but public education is still largely centered around the state education systems. This is most apparent in the sources of funding for public education. While federal "Title I" funds help states supplement education funds, the vast majority of funding still comes from state funding and local property taxes, and it is the states and local districts that decide how these funds should be spent.
Recently, public educaiton has been moving towards a more nationally centralized system. No Child Left Behind is the most broad affecting piece of national education legislation to date. No Child sets specific requirements for schools to meet and punishes shortfalls with specific sanctions like requireing tutoring for struggling students, after school programs, and even restructuring if absolutely necessary. It does not offer more funding, nor does it withhold funding when schools are sanctioned. However, the sanctions often require money to be implemented, and as a result, state funds are spread thin and some schools recieve less than they otherwise might. Whether No Child Left Behind unconstitutionally encroaches on state political sovereignty is still being debated. A flurry of litigation between states and the federal government has resulted.
However, it can still be quite reasonably argued that America does not have a nationally centralized education system. Especially not to the extent that more nationally centralized countries such as France have.