The Study Of The United States Policies On Basic Education Equality Since The World War Ⅱ

During the critical period of education reform and development, basic education equality becomes an urgent requirement and a big challenge that society proposed to education. Education policy is an educational operative norm that initiated by certain education issues and for solving them. It is made in certain time and for certain education issues and purposes. Education equality policy has extensive and complex link with a country's political and economic system and the legal system,and thus, the social practice of education equality is complex and arduous.It is urgent to solve inequities in basic education as how to found and perfect the basic education equality policy system, which is expected to be in accordance with our system of socialist market economy. Therefore, the development of education has necessitated referring to advanced experience of developed countries to make up for our weaknesses. This paper, taking the disadvantaged group in basic education includes Afro-Americans, minorities, low-income and disability groups as its subjects, starting from analysis their disadvantaged situation in basic education after WWII and the government's policies for pursing equality in basic education, and using the method of literature review and comparison, tends to explore and summarize advanced experience and weakness of them to shed lights on similar problems in Chinese basic education.The main body of this thesis consists of four parts.In the first part of the article, starting from the changes of American society and conditions of Inequality in basic education after WWII, promotion of the Civil Rights Movement, multicultural education theory, the pursuit of equality of educational opportunity and higher quality of education, and analyzing the background and philosophy of American policies pursing for basic educational equality.In the second part—"The main content and implementation of the American policies in basic educational equality after WWII", displays the American statutes and policies in basic educational equality since WWII, according to the aim which changes from ensuring the equal opportunity of accessing schools, and then promoting equality in the process of education, at last seeking the equality of educational outcomes. Further, summarizes the implementation effect of the policies.In the third part—"The analysis of the American policies in basic educational equality after WWⅡ", summarizes the characteristics and shortcomings in American statutes and policies in basic educational equalization after WWII. Their characteristic is mainly embodied in the following aspects:Making guarantee by lawmaking and enough funding; continuity of policies and broad political participation; educational equalization changes from the form equal to essential equal; value the system innovation. Its shortcoming mainly displays in the aspects of insufficient of the policy itself; deeply rooted racism; irrational allocation of resources for basic education.In the fourth part—"The enlightenments given by the American policies pursing for basic educational equality after WWII", considering characteristics and weaknesses of the policy, and combined with inequality phenomena of basic education in China, clarify the enlightenments for us given by the American statutes and policies in basic educational equalization. The enlightenments includes:clarify the government's responsibility, and establish the idea that equality comes first; improve legislation mechanism of educational, and establish policies and mechanisms for compensation of disadvantaged groups; increase investment in education, and optimize the investment structure; promote the diversify of education, and pursuit the equality of educational outcomes.