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In most jurisdictions, secondary education in the United States refers to the last four years of statutory formal education (grade nine through grade twelve) either at high school or split between a final year of 'junior high school' and three in high school.〔(【引用サイトリンク】title=Comparative Indicators of Education in the United States and Other G8 Countries: 2004 )〕 ==History== The United States historically had a demand for general skills rather than specific training/apprenticeships. High school enrollment increased when schools at this level became free, laws required children to attend until a certain age, and it was believed that every American student had the opportunity to participate regardless of their ability. In 1892, in response to many competing academic philosophies being promoted at the time, a working group of educators, known as the "Committee of Ten" was established by the National Education Association. It recommended twelve years of instruction, consisting of eight years of elementary education followed by four years of high school. Rejecting suggestions that high schools should divide students into college-bound and working-trades groups from the start, and in some cases also by race or ethnic background, they unanimously recommended that "every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease." At the turn of the 20th Century, it was common for high schools to have entrance examinations which restricted entrance to fewer than 5 percent of the population in preparation for college. Most were expected to be ready for a job or a family after junior high school. The first public secondary schools started around the 1830s and 40's within the wealthier areas of similar income levels and greatly expanded after the American Civil War into the 1890s. Between 1910 and 1940 the "high school movement" resulted in rapidly increasing founding of public high schools in many cities and towns and later with further expansions in each locality with the establishment of neighborhood, district, or community high schools in the larger cities which may have had one or two schools since the 19th Century. High school enrollment and graduation numbers and rates increased markedly, mainly due to the building of new schools, and a practical curriculum based on gaining skills "for life" rather than "for college". There was a shift towards local decision making by school districts, and a policy of easy and open enrollment. The shift from theoretical to a more practical approach in curriculum also resulted in an increase of skilled blue-collar workers. The open enrollment nature and relatively relaxed standards, such as ease of repeating a grade, also contributed to the boom in secondary schooling. There was an increase in educational attainment, primarily from the grass-roots movement of building and staffing public high schools. By mid-century, comprehensive high schools became common, which were designed to give a free education to any student who chose to stay in school for 12 years to get a diploma with a minimal grade point average. In 1954 the Supreme Court case ''Brown v. Board of Education'' made desegregation of elementary and high schools mandatory, although private Christian schools expanded rapidly following this ruling to accommodate white families attempting to avoid desegregation. 〔 〕 〔 〕 〔 〕 By 1955, the enrollment rates of secondary schools in the United States were around 80%, higher than enrollment rates in most or all European countries. The goal became to minimize the number who exited at the mandatory attendance age, which varies by state between 14 and 18 years of age, and become considered to be dropouts, at risk of economic failure. In 1965 the far-reaching Elementary and Secondary Education Act ('ESEA'), passed as a part of President Lyndon B. Johnson's "War on Poverty", provided funds for primary and secondary education ('Title I funding') while explicitly forbidding the establishment of a national curriculum.〔"The Elementary and Secondary Education Act of 1965 forbids federally determined curricula." (Hoover Institution – Daily Report Archives – Secretary Riley Reignites the Math Wars )〕 It emphasized equal access to education and established high standards and accountability.〔(Elementary and Secondary Education Act (ESEA) )〕 The bill also aimed to shorten the achievement gaps between students by providing every child with fair and equal opportunities to achieve an exceptional education. After 1980, the growth in educational attainment decreased, which caused the growth of the educated workforce to slow down.〔Goldin, Claudia, "The Race between Education and Technology." Cambridge, MA: Harvard University, 2008, p. 6–7.〕 Under the education reform movement started in the early 1990s by many state legislatures and the federal government, about two-thirds of the nation's public high school students are required to pass a graduation exam, usually at the 10th and higher grade levels, though no new states had adopted a new requirement in 2006.〔"A 'kickback' against graduation exams, ''USA Today'', August 17, 2006 6D〕 This requirement has been an object of controversy when states have started to withhold diplomas, and the right to attend commencement exercises, if a student does not meet the standards set by the state. Pressure to allow people and organizations to create new Charter schools developed during the 1980s and were embraced by the American Federation of Teachers in 1988. These would be legally and financially autonomous public school free from many state laws and district regulations, and accountable more for student outcomes rather than for processes or inputs. Minnesota was the first state to pass a charter school law in 1991. By 2009 charter schools were operating in 41 states (and the District of Columbia) and 59% of these had waiting lists. The No Child Left Behind Act of 2001 required all public schools receiving federal funding to administer a statewide standardized test annually to all students. Schools that receive Title I funding must make Adequate Yearly Progress (AYP) in test scores (e.g. each year, fifth graders must do better on standardized tests than the previous year's fifth graders) and Schools that miss AYP for a second consecutive year are publicly labeled as ''in need of improvement,'' and students have the option to transfer to a better school within the school district, if any exists.〔Dillon, Erin & Rotherham, Andy. ("States' Evidence: What It Means to Make 'Adequate Yearly Progress' Under NCLB" ). Retrieved August 19, 2009.〕 Standards-based education has been embraced in most states which changed the measurement of success to academic achievement, rather than the completion of 12 years of education. By 2006, two-thirds of students lived in states with effective standards requiring passing tests to ensure that all graduates had achieved these standards. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Secondary education in the United States」の詳細全文を読む スポンサード リンク
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