The Study Of The United States Ethnic Minorities Education Policy After 1960s

Education policy is the government agency in a particular period of time to achieve specific objectives and guidelines developed, which arise due to practical education, in order to tackle the education problem formulated. The purpose of education policy, relevant, reality determines the right of minority educational policy research must focus on policy.What is the background Development? Implement it to achieve the desired the effect? And so on.In this paper, literature law, comparative law in the argument the United States a few basic concepts and practices of national education policy,based on the 1960'basic education policy since the ethnic minorities as research object,basic education to U.S. minority policy analysis and research, look forward to evolution from a policy enshrined in the United States of minority basic education, basic values. Full-text is divided into four parts.The first analysis of the 20th century, some of the major policy-making since the 60's background is revealed so far is 60 years of minority basic education. The 19th century to the 20th century, 60 years 20 years the U.S. experienced minority education policy of "assimilation", "subject English" and "isolation", resulting in the loss of the rights of minority children's education. Nowdays economic globalization, democratize of education, civil rights awareness of the rise of the U.S, the tradition of minority education policy and challenges.PartII mainly analyses the basis of the minority education policy-making in1960's.. In a multi-cultural and multi-cultural education theory, the growing minority academic achievement attribution analysis become more sophisticated, in-depth understanding of equal opportunities in education for the United States in the 1960's active and effective implementation of minority education policy has laid a theoretical basis. The pursuit of equal educational opportunities, improve the quality of education of minority children has also been an education policy demands.Part III focuses on ethnic minorities since the 1960's of basic education policy, the main content. The U.S. federal government to promote the abolition of apartheid, school integration, and focus on minority bilingual education, to promote multicultural curriculum reform put to the arduous efforts and aspirations to achieve their educational policies formulated and promulgated a series of education policy. The fourth component is the 20th century, developed by the United States since the age of 60 minority-based analysis of the effectiveness of education policies. In American education policy-making process, Education policy research institutions play an active role in a comprehensive legislation to ensure the effective implementation of the policy. Active policy promote to the implementation of economic regulation and control. On the other hand, we see that the U.S. policy of its own deficiencies, reflected in the policy objectives is not clear, insufficient resources, lack of negative considerations. interaction of the administrative system, the persistence of racism and seriously hampering the implement.Based on this study that: the U.S. minority basic education policy formulation and implementation, aimed at resolving the ethnic minority children in basic education, practical problems, which aims to achieve "equality of educational opportunity and improve the quality of education," The goals and values. Throughout 60 years of basic education, after the United States series of ethnic minority policies, and to the development of our own national basic education thinking. To truly improve the basic education and improving China's ethnic minorities policy to come from to build a "pluralistic integration" educational philosophy, improving the national educational legislation, increase funding for education investment to improve several aspects of power to start the implementation of policies to effectively promote China's national basic education development.