Research On The Formation And Transition Of The Policy Of Compensatory Education For The Disadvantaged Groups In The United States

Educational equity is a hot topic in educational reform. Compensatory education is the basic way for countries to pursue educational equity.Based on the "freedom","democracy" and "equality" in political ideology, the education reforms and policy-making in the United States has always been around education democratization, education equality and education fairness. Implementation of compensatory education for disadvantaged groups in order to achieve a fair education results in theory and in practice, it is the embodiment of this point.This paper mainly focuses on the formation and transition of the disadvantage groups to discuss compensatory education policy.According to the different characteristics of each period, this research has elaborated on policy issues, policy initiative, the policy development and the policy evolution. The fifth part is the policy analysis and policy reference. Details are as follows:Chapter one discusses the social history background and education reform on the compensatory education policy, trying to clarify the reasons compensatory education policies generated. First discusses the social background of the cold war, the federal government of the education situation and curriculum reform; then describes the formation and development of segregated schools, Brown v. Board of Education and the civil rights movement, and the anti apartheid education reform; finally discusses the poverty in the United States,equal opportunities movement in education and education reform.Chapter two discusses the formation of compensatory education policy, focusing on the formation of the "Elementary and Secondary Education Act of 1965" and the implementation process. Firstly, the author describes in detail the federal education task force, President, the Department of Health, Education, and Welfare, and other opponents. Secondly, discusses the main contents of the Act and its amendment. Finally, describes the implementation process and the evaluation of the Act.Chapter three focuses on the development of policy, in the face of the Reagan administration’s "new federalism" policy, the development of compensatory education is restrained, but the educational crisis of the 1980s prompted the federal readjust the education development strategy. Subsequently, the Clinton administration had carried out the education reform about national goal, from the importance of education input turn to output, the development of compensatory education is also facing new challenges. Finally, try to make a comparative study on the three compensatory education Acts.Chapter four describes the evolution of compensatory education policy. At the beginning of the new century, the federal government has put forward higher requirements on the development of education. At the same time, the Bush Administration had enacted the "No Child Left Behind Act of 2001, the law again raised the requirements of compensatory education for the disadvantaged groups. Then, the Obama administration had carried out a series of initiatives to reform its education; the Congress has enacted the"Every Student Succeeds Act"in 2015. It draws a full stop to the Obama administration’s education reform.Chapter five analyzes the characteristics of compensatory education policy, and mechanism of modified compensatory education Acts, and the function of compensatory education policy; and then describes situation of compensatory education for the disadvantaged groups in China; and finally try to summarize some enlightenments. The conclusion part explains the internal logic of the development of compensatory education policy.