The 1944 G.I. Bill is often thought to have democratized higher education in the United States. This paper reviews evidence showing that the G.I. Bill's impact on education enrollments was more limited than is generally recognized. It attributes the gap between the law's perceived and documented effects to the symbolism surrounding postwar educational expansion and concludes by discussing the legacy of the G.I. Bill for contemporary policies in higher education.

Policy as Symbol: Title II of the 1944 G.I. Bill

The engines that drive market forces are inappropriate for the schools, Mr. Tanner warns. Aside from our history, which demonstrates the necessity for public regulation of these forces so as to protect the democratic public interest, there is the need to recognize that the mission of business is maximizing profits, while the mission of public education is serving the social good. THE AMERICAN people's faith in education has survived a long tradition of excoriation of the public schools over a time span extending from World War I, through the Great Depression and the opposition to Franklin Roosevelt's New Deal, through the nationalizing influences on education from the Cold War and the space race, to the present-day demands of the global marketplace. Of course, the incessant and ever- heightening forays against the public schools on the part of right-wing politicians, special-interest groups, elements of the corporate sector, the Righteous Right, tax conservatives, opportunists, the mass media, and commissions churning out national reports on education reform have all extracted their pound of flesh. So it is all the more remarkable that the American people's belief in education has been so unshakable and enduring. Public Schooling as Scapegoat One would expect that, after a half-century of the Cold War, the "scold war" against America's schools would have been laid to rest. After all, if America's public schools were responsible for the alleged Soviet supremacy in the arms race or the space race and subsequently for placing the nation at risk in the race for dominance over the global marketplace, then the collapse of the Soviet Union and the emerging American hegemony on all fronts in world affairs - economic, political, and military - would logically lead one to believe that the nation's public schools deserve some measure of credit. Or perhaps one might have expected that the course of national and global events, including the sustained and unprecedented economic boom in America, might have taken the heat off the public schools and led to a concerted national effort to provide adequate school buildings, facilities, learning resources, a full and rich curriculum, smaller classes at all levels, and qualified teachers in all classrooms. Most important of all, one might have expected that at last a concerted national effort would have been launched to close the shameful gap between the facilities and resources provided the schools in the wealthiest communities and those in the poorest ones. Instead, the American people were told by President George Bush as part of the America 2000 strategy (many of the provisions of which were adopted by the Clinton Administration as part of Goals 2000) that school funding would not help the public schools; he called instead for the revolutionary reinvention of American public education by channeling public funds in ways that would allow parental choice to "create the competitive climate that stimulates excellence in our private and parochial schools."1 How has it been possible to sustain the attacks against American public education over such an extended period? Because "the belief in education is a part of, or a principal conclusion from, the American Creed,"2 as Gunnar Myrdal observed, public education becomes a ready scapegoat, and politicians can perform easy sleights of hand (or mouth) in making it appear that public education is foremost on their agenda even as they proceed to attack the schools. Further, leading politicians opportunistically capitalize on the penchant of Americans to shout their faults from the rooftops,3 and, in an age of television and global communication, politicians can transmit their anti-public school campaigns to the nation and the world under the guise of an abiding concern for the schools. Abandoning the Shared Sense of Vision and Mission The idea of progress is native to the American experience. …

Manufacturing Problems and Selling Solutions: How To Succeed in the Education Business without Really Educating.

Past research on ethnicity in outdoor recreation has focused on park use and participation in recreation activities. Explanations of differences in park use and participation rates by minorities and non-minorities have emphasized the marginality and ethnicity hypotheses. A different approach can be used that emphasizes visitor's expectations and preferences for appropriate behaviors at an urban proximate forest recreation site. Four social regularities are identified based on birth place and ethnic identity: cross cultural, United States indigene, Mexican born Hispanic, and Hispanic. The complexity of social regularities means that managers must maintain a high degree of familiarity with different visitor groups and the problems they encounter.

https://www.fs.fed.us/psw/publications/documents/psw_gtr156/psw_gtr156_3_heywood.pdf

Differences in behavioral conventions: a comparison of United States-born and Mexico-born Hispanics, and Anglo Americans

This dissertation is based on the ideas that: (1) metaphor is essential to the conception of and life in organizations; (2) the dominant organizational metaphor of life within universities, particularly from an administrative perspective, is Newtonian/mechanical; and (3) a metaphoric perspective grounded in chaos theory might be helpful in approaching the specific institutional function of planning. Put forward are 10 propositions derived from a coincident consideration of chaos theory--the study of complex, replicated patterns in seemingly random phenomena--and of classic and progressive prescriptions for strategic planning. These propositions include: (1) the ideal outcome of planning is planning, not a plan; (2) planning begins with a distillation of the institution's key values and purposes; (3) the widest possible universe of information should be made available to all members of the institution--this universe includes ongoing, rich, and current feedback; and (4) dissent and conflict are creative, healthy, and real. These propositions were examined in the context of planning experiences at four diverse institutions. The propositions and the descriptive enrichment they received through the case-study database formed an extended metaphor that provided a conceptual coherence for successful practices in strategic planning, and therefore, a general, prescriptive approach or model for institutions embarking on planning efforts. (Contains 133 references.) (GC) Reproductions supplied by EDRS are the best that can be made from the original document. o A CHAOS-THEORY METAPHOR FOR STRATEGIC PLANNING IN HIGHER EDUCATION: AN EXPLORATORY STUDY A Dissertation Presented for the Doctor of Education Degree The University of Tennessee, Knoxville U.S. DEPARTMENT OP EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION )43 CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

/pdf/a-chaos-theory-metaphor-for-strategic-planning-in-higher-1h8ztb06zc.pdf

A Chaos-Theory Metaphor for Strategic Planning in Higher Education: An Exploratory Study.

/pdf/experiences-of-military-trained-educational-leaders-dpq31eudc3.pdf

Experiences Of Military-Trained Educational Leaders: Transference Of Military Leadership Skills To Public School Administration In Texas

The G.I. Bill May Be the Best Deal Ever Make by Uncle Sam.

Germany Prepares Kids for Good Jobs; We Were Preparing Ours for Wendy's.

A New Park Saved the Tall Trees, but at a High Cost to the Community.

SUBTITLE: PLANES ARE STACKED ON THE RUNWAYS AND CIRCLING IN HOLDING PATTERNS, DELAYS ARE PILING UP... ACTIVITIES OF FAA'S AIR TRAFFIC CONTROL SYSTEM COMMAND CENTER AND AIRLINE FLIGHT DISPATCHERS ON A DAY WHEN SEVERE WEATHER AFFECTED OPERATIONS AT ATLANTA WITH DISRUPTION TO THE NATIONAL SYSTEM.

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The G.I. Bill May Be the Best Deal Ever Make by Uncle Sam.

Germany Prepares Kids for Good Jobs; We Were Preparing Ours for Wendy's.

A New Park Saved the Tall Trees, but at a High Cost to the Community.

The dominoes are falling