0.13 Sampson, p., & Roberts, k. (october 2011). historical comparison  (Page 4/14)

Limitations

Limitations to this study were that primary sources were used in this study that included artifacts that had been digitized and therefore, the accuracy is dependent on the clarity of the source as well as an assumption that it was the actual document. Another limitation is that the connections were made from one person’s interpretations and there may be more than one interpretation for the discourse analysis.

Political legislative acts

Some of the legislative acts that have impacted the reform of public schools are, the Keating-Owen Child Labor Act 1916, the Smith-Hughes Act of 1917, the 19 ^th Amendment, the 1939, the Aid to Dependent Children Social Security Act of 1935, the GI Bill of 1944, the National Interstate Highway Act of 1956, National Defense Education Act of 1958, Child Rights Acts 1964, ESEA 1965, Rehabilitation Act Section 504 1973, Education of All Handicapped Children Act PL 94-142, Title IX Women’s Educational Equity Act, 1974, Education of All Children Act 1975 PL 94-142, Bilingual Immigrant Act of 1980, Carl D. Perkins Vocational and Technical Education Act PL 105-332 of 1984, Individual with Disabilities Education Act PL 101-476 of 1990, Goals 2000 Educate America Act 1994, and Elementary and Secondary Act 2001.

President’s inaugural addresses

The inaugural addresses of the following presidents led to the discourse analysis of the No Child Left Behind Act 2001.nation’s leaders in relation to public education: Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Warren Harding, Calvin Coolidge, Herbert Hoover, Franklin D. Roosevelt, Harry S. Truman, Dwight Eisenhower, John F. Kennedy, Lyndon Baines Johnson, Richard Milhous Nixon, Jimmy Carter, Ronald Reagan, George H. W. Bush, William Clinton, George W. Bush, Barack Obama. According to Sarason (1993), President Thomas Jefferson was identified as the first education president (p. 2-3) and these twentieth and twenty-first century presidents’ speeches provided a glimpse into their initial thoughts on education. Their speeches provided a sense of the priorities for the United States as viewed from the presidential leadership in the context of the social and economic factors during the time of the speeches.

Theodore Roosevelt gave his inaugural address on March 4, 1905 with no mention of education. He did mention that we should leave our children and grandchildren a heritage and that this would require “practical intelligence”. His address presented peace and relationships among our citizens as well as the world (http://www.bartleby.com/124/pres42.html).

William Howard Taft gave the inaugural address on March 4, 1909 with no reference to education, except a brief statement about an “ignorant electorate”. This was in reference to the passing of the thirteenth and fourteenth amendments and that no longer allowed the exclusion of people from voting because they did not have an education; yet minimal information was shared on how people should be educated in order to not be an ignorant electorate. He did mention reform several times however, the reform related to railroads, industry, banking restrictions, taxes to fund the army, expenditures of the government, foreign trade, building the Panama Canal, tariffs, and rights of the negro race. His address was the longest address of those studied for this research ( www.vlib.us/amdocs/texts/31taft1.htm ).