External Influences on Education Timeline

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EXTERNAL INFLUENCES ON EDUCATION TIMELINE 1 External Influences on Education Timeline Morgan Easter School of Education, Liberty University Author Note Morgan Easter I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Morgan Easter Email: mteaster1@liberty.edu

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 2 Abstract Education is one of the most important aspects of our lives. It shapes us into the individuals we become and prepares us for the future. However, education timelines can be influenced by a variety of factors, some of which are beyond our control. It is crucial that educators and policymakers know the key influences on education timelines and why it is important to understand them, so that they can create programs and policies that support all students. Understanding the various influences on the educational timelines is essential for creating an equitable educational system. By recognizing and addressing these factors/groups, we can help ensure that every student has access to quality education and opportunity for success. Keywords : curriculum, influence, content, process, product

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 3 External Influences on Education Timeline First Event: Late 1970s External Influence: Advocacy Group. Summary of the Event The Back-to-Basics education movement in the late 1970s was a response to the perceived decline in academic standards, student performance and lack of discipline in schools. The movement emphasized the importance of traditional academic subjects such as reading, writing, mathematics as well as traditional teaching methods, such as memorization and drill exercises (Kaestle & Vinovskis, 1980). Proponents of the movement argued that students were not receiving a solid foundation in these core subjects, therefore hindering their ability to succeed. They believed that too much emphasis had been placed on creative expression and self- discovery at the expense of academic success. Back-to-Basics supporters believed that students needed more structure and discipline in their lives, both inside and outside of school. Critics of the movement argued that it placed too much emphasis on standardized testing and ignored other important aspects of education, such as critical thinking and creativity (Kauchak & Eggen, 2014). They also pointed out that many students were already struggling with basic literacy skills due to poverty or language barriers, which were not controlled by the school. Impact on Education The impact of the Back-to-Basics Education Movement was significant. Many schools adopted the new curricula and teaching methods that emphasized traditional academic skills. Teachers were encouraged to focus on the basics and to use more structured lesson plans. Standardized tests became more common so educators could measure student progress. Despite initial popularity along with some critiques, the back-to-basics movement had a lasting impact on

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EXTERNAL INFLUENCES ON EDUCATION TIMELINE 4 education in America. It helped to refocus attention on core subjects and paved the way for other educational reforms down the road (Kaestle & Vinovskis, 1980). Today, the legacy of the movement can still be seen in many parts of education. Standardized testing remains an important part of measuring student progress, and there is still often a debate on how much emphasis to place on basic skills, then advanced concepts, i.e., basic addition, reading, writing, vs. critical thinking. While controversial at the time, the movement represented an attempt to address real concerns regarding academic decline in American schools. Back then, it may have been too narrow in focus for some, however, today’s educational system continued to struggle with many similar issues (Kleinheider, 2016). Personal Thoughts on Influence As an educator looking back on this advocacy event in education, I can’t help but to understand both sides of the concern. Currently, I teach 3 rd grade at a public charter school whose charter is about Project-Based Learning. Project-based learning is all about hands-on learning, collaboration, learning through doing, critical thinking and real-world problems, however, we of course learn the basics through doing these projects. At my school I can recall often feeling frustrated with the lack of rigor and accountability in my classes and the emphasis on other things rather than academic subjects. While I greatly appreciate my student’s ability to think critically, work together, create products to demonstrate with their projects and more, I often feel the traditional subjects ESPECIALLY math and science are pushed to the side, which I do not appreciate. So, I say that to say, I understand the movement and agree that often our schools are lacking accountability and the memorization/drill skills that were prevalent when I was in school and unfortunately, it is having an impact on student learning. Many students do not know their multiplication tables, beginner fractions and the list goes on, however I do also believe that

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 5 education should be inclusive of all aspects of human development and be more about the whole child than solely these core subjects. The Back-to-Basics movement was well-intentioned, and I understand the movement and somewhat agree with it, but ultimately because it is so limited to just those specific subjects/learning methods, it has less effectiveness in preparing students for success in our ever-changing world. Second Event: 1996 External Influence: Business Group Summary of the Event The Telecommunications Act of 1996 was a significant piece of legislation that had a substantial impact on the telecommunications industry in the United States. The act aimed to promote competition and innovation in the telecommunications department while also expanding access for consumers. One of the key provisions of the act was the creation of the E-rate program, which provided funding for schools and libraries to access affordable internet connectivity (Federal Communications Commission, n.d.). This was crucial for educational institutions as it allowed them to expand the use of technology and provide students with greater access to online and digital resources. In addition to expanding access to connectivity, it also paved the way for larger investments in educational technology. The act encouraged private investment in telecommunication technologies, which helped drive innovation in education (Federal Communications Commission, n.d.). The developments helped transform education over the past two decades, enabling students and teachers to take advantage of new resources and tools. Impact on Education

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 6 One of the most significant impacts of the Telecommunications Act on education was its provision for funding for schools and libraries to connect to the internet. The Act established a program that is known as E-rate, which gave discounts to eligible schools and libraries to gain affordable internet access. The program played a major role in bridging the digital divide and ensuring that all students have access to educational resources online. Another way that the act impacted education was through its promotion of distance learning. The Act recognized that advances in technology could enable students to learn from anywhere, at any time, and encouraged schools to explore distance learning options (Federal Communications Commission, 2021). This quickly led to an increase in online courses, virtual classrooms, and other forms of remote learning, many of which we use today. Personal Thoughts on Influence The Telecommunications Act of 1996 has had a positive impact on education by increasing access to educational resources and promoting innovation for teaching methods, including distant learning. While this is an incredible discover and, in my opinion, beyond its time, there are still challenges related to equity, accessibility and the digital divide that need to be addressed as technology continues to evolve. I do think at the time of this event, this was mind- blowing and advances education to a new degree of being able to learn anywhere at any time. With internet, students can now access a wealth of information on any topic they are studying or want to study (Prensky, 2001). Therefore, it seems this Telecommunications Act was the start of something new that has led to decades of innovation and online learning discoveries. I am grateful this Act took place, even though it did not solve all problems with the digital divide, there had to be a starting place of getting more technology into schools and it sounds like this Act took care of that. I appreciate the use of technology in my classroom as I am setting my

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EXTERNAL INFLUENCES ON EDUCATION TIMELINE 7 students up for success in the real-world, and who knows, without this Act, that may not have been possible until a much later time. Third Event: 2002 External Influence: Advocacy Group Summary of the Event In 2002, the Common Core State Standards Initiative (CCSS) was introduced with the aim of creating a set of educational standards for K-12 students in the United States. The initiative was a response to concerns about the varying academic standards across states and the need to ensure that all students regardless of state were prepared for college and careers. The CCSS was developed by a group of educators, researchers, and policymakers from across the country. The standards were designed to be rigorous, relevant, and aligned with the college and career readiness program. They cover all traditional subjects such as, English, language arts, mathematics and additionally social studies and science. Many states were hesitant to hop on board so early on, but as of 2021, all but five states have adopted these standards. Critics of Common Core would argue that the federal government is overstepping into education and that it is too prescriptive in its approach to teaching (Common Core State Standards Initiative, n.d.). Proponents argue that the standards provide a clear set of expectations for what students should know and be able to do at each grade level and that it promotes critical thinking skills in preparation for college and careers. Impact on Education Implementation of Common Core has had a great deal of impact on education in the United States, both positive and negative. One of the main benefits of CCSS is that it has helped to ensure all students receive a high-quality education, regardless of where they live or attend

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 8 school. By setting these clear standards for what students should know and be able to do at each grade level, the CCSS has provided teachers with a roadmap for instruction and assessment. This has helped to reduce variability in educational outcomes based on city and state of education. However, not everything about CCSS has been unicorns and rainbows, some critics argue that it places too much emphasis on standardized testing and does not consider the individual differences in students (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Others have concerns regarding the cost of implementing the CCSS, which is substantial due to the need for new textbooks, teacher training, and more. Despite some challenges, it’s clear to see CCSS has had a significant impact on education in the U.S. over the past two decades. Personal Thoughts on Influence Personally, I believe the Common Core State Standards have been instrumental in improving the quality of education across our country. The initiative was a bold move toward ensuring that every student in America receives a high-quality education, regardless of background or location. By providing clear and consistent learning goals for students, teachers are better suited to prepare them for success beyond school. The standards have helped to level the playing field and bridge the gap between urban city schools and rural schools to create less of a disadvantage based on backgrounds. All students now have access to the same rigorous curriculum and are held to the same higher standards. From personal experience I have witness, what learning was like before common core. For example, my fiancé, moved here to NC when he was 7 years old in 2 nd grade from Boston, Massachusetts. When he first moved and began finishing 2 nd grade here in NC he was taken aback because he knew the material they were learning, and the same thing continued for him for several more school years. Between NC and

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 9 MA there was a learning difference in curriculum so for years, my fiancé sat bored in classrooms because he had already learned the material and unfortunately teachers were not challenging him and asked that he sit and wait for the others to learn the skills he was already proficient in. When he got to high school, he had become so used to just sitting and waiting around for everyone to catch up, that he tuned out most things, and as a result had somewhat of a difficult time, getting to where he needed to be. I am certain he is not the only person this happened to; therefore, I am grateful for CCSS and its ability to provide equal learning opportunities across America. Of course, nothing is perfect, so I am sure as we continue to refine our approach to teaching and learning, we will see even greater progress towards ensuring that every student receives an amazing education. Fourth Event: 2010 External Influence: Political Summary of the Event Every Student Succeeds Act (ESSA) was signed into law by President Barack Obama on December 10, 2015. This act replaced the No Child Left Behind Act of 2001 and aimed to improve education for all students in the United States. ESSA is a bipartisan legislation that focuses on improving academic standards, increasing accountability, and providing more flexibility to states and local school districts (U.S. Department of Education, 2016). One of the bigger changes brought by ESSA is the shift of power from the federal government to the States and local school districts. Under the No Child Left Behind, schools were required to meet specific guidelines or face consequences. With ESSA states are given more control over their education systems and can create accountability plans based on their needs. ESSA emphasizes the importance of high-quality assessments that measure student progress accurately. It requires

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EXTERNAL INFLUENCES ON EDUCATION TIMELINE 10 state annual assessments in reading and math for grades 3-8, the assessments must align with state standards and must be used to identify struggling students who need additional support. Another significant change brough about by ESSA is the focus on supporting disadvantaged students such as English language learners, homeless children, or those with disabilities. Because of the act, we now have funding for programs to support these students’ needs, while promoting equity in education. ESSA represents a shift in education policy in the U.S. It aims to improve academic standards while providing more flexibility to states and local school districts, to ensure that every student succeeds (U.S. Department of Education, 2016). Impact on Education The impact of ESSA on education has been credible since its implementation in 2010. One of the most viewed impacts of ESSA is the shift from standardized testing to a more holistic approach to evaluating student achievement. The law requires states to develop their own accountability systems, which include multiple measures of student success, such as graduation rates, college readiness, and student engagement (U.S. Department of Education, 2021). This allows educators to focus on meeting students where they are at and providing a more accurate picture of their progress. ESSA also emphasizes the importance of supporting disadvantaged students and closing achievement gaps. Thankfully, the law provides funding for programs to assist with low-income, English language learners, and students with disabilities. There has been a positive impact on education from the ESSA due to promoting equity and providing flexibility from states to meet the needs of their unique students. Personal Thoughts on Influence As a student and educator, I have mixed feelings about ESSA and its impact on education. On one hand, ESSA gives states more control over their education systems, which

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 11 means states can tailor their education policies to meet the needs of their students. In addition, ESSA emphasizes the importance of well-rounded education by including subjects like music and art, which I appreciate because I feel education should be more about the whole child. However, I have concerns about how ESSA will continue to be implemented. Over the past two decades the U.S. has been working on providing consistency in education through the CCSS, and now here we are going right back to giving control to the States, which in my opinion leads to a lack of consistency across the country, back to square one. I also wonder with the accountability piece how that works and is being enforced. If students in New York are retained in 3 rd grade for failing the math EOG, but passed on in North Carolina, then are we really benefiting the children and meeting them where they are at or are we continuing to pass them along for no good reason. In order for every student to truly succeed under ESSA, we must prioritize equity and access for all learners and not leave out those who are at a disadvantage. Fifth Event: 2020 External Influence: Political and Advocacy Group Summary of the Event The year of 2020 will forever be remembered as the year of the Covid-19 pandemic. The outbreak of the virus had a significant impact on every aspect of life, especially education. With schools being shut down to prevent the spread of the virus, there was a sudden shift to remote learning that no one was prepared for. In response to Covid-19, educational institutions around the world had to quickly adapt their teaching methods and move their classes online, which was not an easy task for many educators and students who were used to face-to-face learning. Shifting to remote learning brought challenges for both educators and students. One major challenge was the fact many students did not have access to computers or reliable internet

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 12 connection making it difficult for them to participate in online classes. Second, was the challenge of maintaining student engagement and motivation in a virtual environment. Without the physical interaction everyone was used to, some students including myself, found it challenging to stay focused during online classes. 2020 will go down in history as a year that changed education forever due to the pandemic. The shift towards remote learning has been challenging but beneficial in order for educational institutions around the world to continue providing quality education during the unforeseen time (World Health Organization, 2021). Impact on Education While the Covid-19 pandemic brought great tragedies and misery, the shift to remote learning has been one of the most outstanding impacts of the pandemic on education. The shift to remote learning was necessary due to the closure of schools and universities to prevent the spread of the pandemic. Remote learning has had both positive and negative impacts on students. One positive impact is that it has allowed students to continue their education anywhere any time despite when schools were closed. It has provided flexibility in scheduling, and allowing students to learn at their own pace, however, it has made people aware of the lack of access to technology in rural counties, the distractions at home and difficulty in maintaining motivation (National Center for Education Statistics, 2020). Unfortunately, the lack of access to technology has only highlighted the existing inequalities among students from different backgrounds, which can have long-term consequences for students’ academic achievement, even though it’s out of their control. The Covid-19 pandemic has had an immeasurable impact on education through the shift towards remote learning. While it gives opportunities for flexibility and continuing education, it also highlights the existing inequalities that continue to need addressing. Personal Thoughts on Influence

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EXTERNAL INFLUENCES ON EDUCATION TIMELINE 13 As someone who was a student and a teacher, I experienced this shift to remote learning firsthand and have mostly positive feelings about it. Remote learning allowed me to continue my education without putting myself or family members at risk for Covid-19. I appreciate that it has given me more flexibility in terms of when and where I study, even today, with the pandemic being over. The semester after Covid began, I was a student teacher, therefore learning to teach and teaching at the same time. At this time some schools were allowing students to come in, but only two days per week. Group A students came to school Monday/Tuesday, Wednesday was a cleaning and planning day, then Group B came to school Thursday/Friday. This was a very interesting way to enter the teaching field, as I had to juggle, connecting students from home to the classroom for whole group instruction, then juggle in class assignments vs online assignments and so much more. However, through this, I feel I have only bettered myself. I obviously would never wish a global pandemic, however in my opinion there was a silver lining in learning how to have remote instruction and remote work. Parents can work from home, giving them more freedom to be with their children and travel. College students can take courses from anywhere at any school just about, so yes, it can be difficult to stay motivated when you’re not physically in a classroom and not everyone has access to reliable internet, but if we could find ways to solve those issues, we would be thriving. The Covid-19 pandemic was anything but easy, but it also taught us how to adapt and find new ways of doing. As we continue to move forward in the future, I hope we can continue to learn from this and find ways to make our world a better place for everyone.

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 14 References Common Core State Standards Initiative. (n.d.). About The Standards. Federal Communications Commission (2021). E-Rate Program Overview. Federal Communications Commission. (n.d.). E-Rate: Universal Service Program for Schools & Libraries. Kaestle C.F., Vinovskis M.A., (Eds.). (1980). Education And Social Change In The Midwest: Programs And Policies In The 1960s And 1970s [ebook]. University of Chicago Press. Kauchak, D., & Eggen, P. (2014). Introduction to Teaching: Becoming a Professional (5th ed.). Pearson Education. Kleinheider, K. (2016). The back-to-basics movement: A critical analysis of its assumptions and effects on curriculum reform efforts. Journal of Curriculum Studies, 48(5), 630- National Center for Education Statistics (2020). Fast Facts: Back To School Statistics (NCES 2020-064). U.S Department Of Education. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards Initiative: Preparing America's Students for College & Career [PDF]. Prensky M (2001). Digital Natives Digital Immigrants Part 1. On the Horizon; MCB University Press; Vol 9 No. U.S Department of Education (2021). Every Student Succeeds Act (ESSA). U.S Department of Education (2016). Every Student Succeeds Act (ESSA). World Health Organization (2021). Coronavirus disease (COVID-19) pandemic [Online]. Available at: https://www.who.int/emergencies/disease-outbreak-news/item/2021-DON303#:~:text=As

EXTERNAL INFLUENCES ON EDUCATION TIMELINE 15 %20of%2017%20January%202022,the%20previous%20week%20(3%2C655) .[Accessed 18 January 2022].

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