Equality of Educational Opportunity and Knowledgeable Human Capital

This work explores how the generally accepted definition or measure of equality of educationalopportunity at the beginning of the twenty-first century differs from what it was in theimmediate postwar era. While there have been differing definitions or measures of equality ofeducational opportunity, there has been a continual call from education critics and educationreformers for more and better mathematics, science, and foreign language in the nation’sschools.This work maintains that public education acquired significance as a vital part of a nationalagenda in conjunction with three developments. First, the prosperity of the United States afterWorld War II contributed to a consumer dominated culture and the phenomenon of the citizenconsumer.The nation had to expand educational opportunities in response to the increased birth rate in the postwar years and inresponse to the increased qualifications that the workplace required for entry and employment. Significantly, the nation had theresources to send its children and youth to school for longer and longer periods of time. Better-educated citizens soon took better jobsand they spent paychecks buying everything from new technologies to new and bigger houses and new and bigger cars. Increasedhousehold income allowed young members of the family to attend and even complete high school and increased the chance of affordingthe cost of attending college. Second, by the end of World War II the globalization of the international community was underway, andthe United States’ position and role in the international community were clearly challenged by the Soviet Union. As the United Statesfound itself in the Cold War, its national security required an ideological, a military, and a technological strategy. Each of thesestrategies ultimately depended on higher or post-secondary education, and that had lastingimplications for the nation’s elementary and secondary schools. The nation’s engagement inthe Cold War required well-educated professionals to secure intelligence and to developeffective propaganda. That engagement also required scientists, mathematicians, andengineers to develop and to maintain the technology the nation required for its defense andsubsequently for the space race with the Soviet Union. Third and perhaps most importantly,it was becoming increasingly clear in the Cold War Era that the nation would have to addressits long history of denying civil rights to some of its citizens, especially but not exclusively,African Americans. As the Supreme Court’s 1954 Brown decision signified, publiceducation was the initial venue where the struggle for racial equality took place.