Educational equity policies

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This article is part of the community project
Project:Asian American Public Policy
by students at the University of Maryland.

Articles are under construction until late May, so please refrain from editing until then.


Early Education Reformers

             Late 18th –Early 19th Century reformers such as Robert Coram and Horace Mann formulated the beliefs they

had about education from the problems they encountered in society.To put a definition to the term, education is the process by which a person is

intellectualized, beginning at a young age when children are merely a blank canvas, and taught writing, arithmetic, mathematics, natural history etc. in order to perpetuate the growth of the human mind (Coram). [1] One reason Coram and Mann felt that it was necessary to establish the education system was to maintain equality among the population. With a hasty rise in capitalism placing the wealthy at the top of the societal food chain, complete with advantages such as education and property, and everyone else at the bottom, depleted of clothes, food and knowledge, human rights activists such as Coram and Mann sought to eliminate these feudalistic boundaries. Education was something that was limited to the fiscally advantaged portion of society. Those with monetary benefits received even further benefits while the poverty stricken underwent further suffering.

             Horace Mann and Robert Coram, both advancers of the educational field stood for equality and prosperity of

 society. They believed that each individual deserved the opportunity for success from birth and that public education was the way to achieve this.