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HISTORY 665

HISTORY OF THE FEDERAL ROLE IN AMERICAN EDUCATION

3 credits.

Examines the history of federal aid to education from 1776 to the present, with heavy emphasis on the post-World War II period. Explores the federal role in public education in the Early Republic and during Reconstruction; Traces the evolution of federal policies concerning racial desegregation, compensatory education for low-income students, bilingual education, and special education for the disabled. Critically reflect on the tradition of "local control," policy implementation and evaluation, accountability, block grants, interest groups and lobbies; nationally standardized testing, and the different goals assigned to public schooling in the United States (e.g., social integration/inclusion, individual academic achievement, etc.).

Prerequisites & course information

Requisites: Junior standing Course Designation: Core GenEd - Humanities & Arts Level - Advanced L&S Credit - L&S Liberal Arts and Science Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Fall 2026 Learning Outcomes: 1. Demonstrate an understanding of diverse historical and qualitative social-science theories, epistemologies, and methodologies related to education research. Audience: Both Grad & Undergrad 2. Develop a researchable question and design an historical or qualitative social-science research project on some aspect of education policy, past or present. Audience: Both Grad & Undergrad 3. Gain experience conducting a field-based and/or archival research project and presenting their research in a thesis. Audience: Both Grad & Undergrad 4. Write clearly and compellingly for diverse audiences about complex topics in educational history and policy. Audience: Both Grad & Undergrad 5. Understand professional standards for conducting scholarship ethically and responsibly. Audience: Undergraduate 6. Understand professional standards for conducting scholarship ethically and responsibly and conducting historical research related to their specific research inquiry and project. Audience: Graduate Learning Outcomes: 1. Demonstrate an understanding of diverse historical and qualitative social-science theories, epistemologies, and methodologies related to education research. Audience: Both Grad & Undergrad 2. Develop a researchable question and design an historical or qualitative social-science research project on some aspect of education policy, past or present. Audience: Both Grad & Undergrad 3. Gain experience conducting a field-based and/or archival research project and presenting their research in a thesis. Audience: Both Grad & Undergrad 4. Write clearly and compellingly for diverse audiences about complex topics in educational history and policy. Audience: Both Grad & Undergrad 5. Understand professional standards for conducting scholarship ethically and responsibly. Audience: Undergraduate 6. Understand professional standards for conducting scholarship ethically and responsibly and conducting historical research related to their specific research inquiry and project. Audience: Graduate

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