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The Bing Law and youth education policy: The administration of compulsory school laws in Cleveland, Ohio, 1910-1930
| Title: | The Bing Law and youth education policy: The administration of compulsory school laws in Cleveland, Ohio, 1910-1930 |
| Author: | Venkateswaran, Uma |
| Description: | In contrast to previous studies that have regarded compulsory schooling legislation as a precursor of rising school enrollments, an analysis of the implementation of the Bing Compulsory School Law shows that the legislation did not cause significant changes in educational behavior in Cleveland, Ohio. The Bing law of 1921 revolutionized the orientation of compulsory education policy in Ohio. The legislation, which was designed to achieve a certain measure of flexibility in attendance policy, sought to articulate a guidance policy for youth rather than mandate universal school attendance. In Cleveland, the administration of the Bing law was mediated by the practical needs of a big city school system. During the decades prior to and after the passage of the Bing law, there were major changes in the educational behavior of youth. But these changes were due more to changes in the economy than the Bing law. In 1910, prior to the passage of the Bing law, there were locational as well as class variations in school enrollment patterns. Working class youth, residing in the inner city business districts, left school earlier than their counterparts from more affluent families in the outlying reside ntial areas of the city. In the 1920's, after the passage of the Bing law, schools reinforced class and neighborhood differences in educational behavior because they granted more work permits to children who attended schools in the poor inner city neighborhoods than to children from affluent families in the outskirts of the city. The school district also placed special schools in the inner city area. Children in these schools were given special work permits which enabled them to leave school without completing mandatory educational requirements. The literature on compulsory education has focused primarily on the ideological underpinnings of compulsory schooling legislation. An emphasis on the social context in which compulsory school laws were administered shows that practical realities overwhelm ideology in shaping educational behavior. The study used quantitative material derived from the U.S. Federal Census and the Cleveland Public School Census as well as other documents of the Cleveland Board of Education, published articles and papers of participants. |
| Permanent Link: |
http://rave.ohiolink.edu/etdc/view?acc_num=case1054747433
http://hdl.handle.net/2374.OX/16467 |
| Date: | 1990 |
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