The justification for this goal concerned the need for students to acquire prerequisite skills and knowledge in order to progress through his challenging curriculum. A teacher’s failure to provide a sound grounding in key content at one level can seriously jeopardize a student’s chances for success at the next level (Duke & Daniel, 2013). School improvement planners assumed the school should pay very close attention to its vertical articulation, since the school’s curriculum was constantly evolving. The second goal addressed ethical concerns. In a high-performing environment, students are tempted to cheat, plagiarize and take advantage of teachers’ trust. To maintain the integrity of program provided, steps were to be taken to apprise students and parents of ethical violations and school expectations. The third goal recognized the importance of maintaining a school climate that welcomes and supports diversity (Duke & Daniel, 2013). The school improvement planners did not believe that excellence and equity were mutually exclusive. In addition, the goal included obtaining scholarships to enable needy students to attend summer programs designed to prepare them for Jefferson’s curriculum and providing liaisons to high-need elementary and middle schools so that young students would understand what they needed to be successful citizens.
The credence public schools were only for children of the poor, long hampered the acceptance of the idea that they should exist for all children. Mann had a different view on education that encompassed having a common school for every citizen. It was his utter commitment in ensuring common schools that political stability and social harmony depended on universal education. He cited common schools would be open to all children by declaring that support for nonsectarian common schools was a religious as well as a civic duty. Capability can be thought about at both the individual and social ...Show more