Ashcan School

Examples of Ashcan School in the following topics:

• The Rise of Realism

  • The Ashcan School, also known as "The Eight," along with the group called "Ten American Painters," created the core of American modernism in the visual arts.
  • The Ashcan School was a group of New York City artists who sought to capture the feel of turn-of-the-century New York City through realistic portraits of everyday life.
  • At least one critic of the time did not like the Ashcan School's choice of subjects, which included alleys, tenements, slum dwellers, and taverns frequented by the working class.

• American Modernism

  • The Ashcan School gathered around realism (Robert Henri or George Luks), while the Stieglitz circle glorified abstract visions of New York City (Max Weber, Abraham Walkowitz).

• Early Public Schools

  • Early public schools in the United States took the form of "common schools," which were meant to serve individuals of all social classes and religions.
  • The earliest public schools were developed in the nineteenth century and were known as "common schools," a term coined by American educational reformer Horace Mann that refers to the aim of these schools to serve individuals of all social classes and religions.
  • Typically, with a small amount of state oversight, an elected local school board controlled each district, traditionally with a county school superintendent or regional director elected to supervise day-to-day activities of several common school districts.
  • Because common schools were locally controlled and the United States was very rural in the nineteenth century, most common schools were small one-room centers.
  • In the early 1900s, schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and toward professionals.

• The Spread of Public Education

  • A "common school" was a public, often one-roomed school in the United States or Canada in the 1800s .
  • In the early 1900s schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and towards professionals.
  • From 1750–1870, parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools.
  • The school curriculum resembled that of schools in the north.
  • School house.

• Vocational Training

  • A rise in formalized vocational training followed the Panic of 1893, with vocational high schools and normal schools preceding.
  • Normal Schools began in Massachusetts in the 1880s as extensions of local high schools.
  • Paul's Public School District established a "City Training School" for preparing teachers.
  • Paul School's first principal; Mrs.
  • There were also non-cooperative high schools; two examples were the Girl's Vocational High School in Kansas City, Missouri and the Delgado Trade School in New Orleans.

• Desegregation in Little Rock

  • A crisis erupted, however, when nine African-American students attempted to attend an integrated school, Little Rock Central High School.
  • The decision declared all laws establishing segregated schools to be unconstitutional, and it called for the desegregation of all schools throughout the nation.
  • Virgil Blossom, the Superintendent of Schools, submitted a plan of gradual integration to the school board on May 24, 1955, which the board unanimously approved.
  • Only one of the Little Rock Nine, Ernest Green, got the chance to graduate; after the 1957–58 school year was over, the Little Rock school system decided to shut public schools completely rather than continue to integrate.
  • Other school systems across the South followed suit.

• Educational Reforms

  • Education in the United States had long been a local affair, with schools governed by locally elected school boards.
  • A "common school" was a public, often one-roomed school in the United States or Canada in the 1800s.
  • Each district was typically controlled by an elected local school board; a county school superintendent or regional director was usually elected to supervise day-to-day activities of several common-school districts.
  • In 1838, he founded and edited The Common School Journal.
  • The school curriculum resembled that of schools in the North.

• No Child Left Behind

  • If the school's results are repeatedly poor, then steps are taken to improve the school.
  • Schools that miss AYP for a second consecutive year are publicly labeled as being "in need of improvement" and are required to develop a two-year improvement plan for the subject in which the school under-performing.
  • Students are given the option to transfer to a better school within the school district, if any exists.
  • A fifth year of failure results in planning to restructure the entire school; the plan is implemented if the school fails to hit its AYP targets for the sixth year in a row.
  • Common options include closing the school, turning the school into a charter school, hiring a private company to run the school, or asking the state office of education to run the school directly.

• The Brown Decision

  • Brown's daughter Linda, a third grader, had to walk six blocks to her school bus stop to ride to Monroe Elementary, her segregated black school one mile (1.6 km) away, while Sumner Elementary, a white school, was seven blocks from her house.
  • School Board of Prince Edward County (filed in Virginia), Gebhart v.
  • William Frantz Elementary School, New Orleans, 1960: U.S.
  • Marshals escorting a young black girl, Ruby Bridges, to school.
  • In 1960, the New Orleans school desegregation crisis ensued.

• Compassionate Conservatism

  • If the school's results are repeatedly poor, then steps are taken to improve the test performance of the school.
  • Students are given the option to transfer to a better school within the school district, if any exists.
  • If a school misses its AYP target for a fourth consecutive year, the school is labelled as requiring "corrective action," which might involve wholesale replacement of staff, introduction of a new curriculum, or extending the amount of time students spend in class.
  • A fifth year of failure results in planning to restructure the entire school; the plan is implemented if the school fails to hit its AYP targets for the sixth year in a row.
  • Common options include closing the school, turning the school into a charter school, hiring a private company to run the school, or asking the state office of education to run the school directly.