A policy analysis of the United States and District of Columbia's Character Education initiatives of 1995--2000.

摘要

A National Character Education (CE) policy analysis was conducted to examine federally funded CE programming in the fifty states and District of Columbia. The reauthorization of the Education for Secondary and Elementary Schools Act of 1995 (ESEA) included direction to the Fund for the Improvement of Education (FIE) Program to provide Character Education grant monies to State Education Departments to develop Character Education programs K-12 in the nation's public schools.; This exploratory study was guided by five research questions and one ancillary question that examined ten specific components of CE programming in the United States. A taxonomy was created to classify states' CE programs, and states demographic data were compiled to evaluate potential patterns among the states. In each of the five demographic categories of Geography, Political Party, Social Economics, Religion and Race, there were differences in the percentiles of those states that had ESEA funded CE programming and those that did not access ESEA funding. Substantial differences in demographic characteristics were also found among states that had mandated CE programs with and without ESEA funding and those states that failed to mandate CE programming.; Variations in the demographics of funded and un-funded states may help to explain disparities in CE programming and access to federal funds. Community members in urban, highly mobile and diverse environments accessed formal Character Education funding and programming for their children in the public schools at percentages higher than rural community members. The state percentile of the population enrolled in formal religious practices was associated with less access to federal CE funding. Low minority population percentages were also associated with less access to federal CE funding. In addition, a trend analysis yielded counter-intuitive evidence that states with greater socio-economic need accessed federal funding for CE programs less than those with lower percentages of socio-economic need.; The results of this study showed that more than 80% of the states believe in the basic tenets of Character Education and have mandated it in public schools, and more than 90% of states agree on up to ten virtues that should be taught to all students. Those virtues were caring, civic virtue and citizenship, justice and fairness, respect, responsibility, trustworthiness and any additional elements appropriate to individual school culture and community. Disagreements over models and delivery systems were also found through this study to be of a more limited nature than what is typically represented in education journals, books and other media. The pervasive, school-wide models of CE have been identified by a number of states as the most effective form of Character Education.; It is recommended that further study include an in-depth examination of the efficacy of specific Character Education programs designed through the ESEA funding process in the fifty states and District of Columbia. Also, an examination of other federal grant programs, such as Drug Free Schools, National School Improvement Program and Safe Schools Program may reveal common barriers or obstacles to accessing Federal funds that are related to states' demographic characteristics.