Education is a broad instrument for social order. Viewing educational policy from the sociological point provides a more profound comprehension of the educational process at an individual and organizational level. Education roots are deep and wide and they penetrate every angle of society. Sociologists examine the provision of education including approaches made at different dimensions of government, policy implementation and the results for the individual and organization. Educational policies influence a wider population of traversing from birth to adult learning. In the U.S educational policies have always been delegated to state and local entities since the 1960s but the federal government has also increased its effort too since then ( Hammersley & Woods, 2017) . In particular, the federal government has emphasized accountability through teacher evaluation, testing, and school rankings. This article focuses on the basics of education and the sociological theory that directly ties to educational policies in America.
The Basics of Educational Policy in America
American society depends on the formal education of its people and the informal socialization of immigrants and youths to keep the polity and enable people’s collective preferences. Due to this mediating mandate of supporting the society, formal education systems, and those who guide them are always sensitive to changes in citizen’s shifts or will in those who make decisions. When society feels threatened or cornered in a major technological, ecological, economical or demographical transformation, it turns to the education system so that it adjusts to change and adapt to a different social equilibrium.
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The Sociological Theory that directly ties to Educational Policies in America
Functionalism
While unmistakably education assumes a fundamental role in people's lives. Functionalists think that education equips individuals with unique skills needed to perform distinctive roles in society. Functionalists envision education as crucial social institutions in American society. They argue that education provides two distinct roles: primary (or manifest) roles which are visible and intended education functions and secondary (or latent) roles which are the unintended and unseen roles.
Manifest Roles
There are a number of great manifest roles related to education in the U.S. The first is socialization. Starting in preschool and kindergarten, learners are educated to rehearse different societal roles. The French humanist Émile Durkheim (1858–1917), who set up the scholastic of sociology, portrayed schools as "socialization organizations that teach youngsters how to coexist with others and set them up for adult economic functions" ( Hammersley & Woods, 2017) . For sure, it appears that schools in the U.S have assumed this role fully. This socialization additionally includes learning the principles and standards of the general public as a whole. In the early days when education was mandatory, learners were taught the dominant culture. Today, since the way of life of the United States is becoming more diverse, students are taught different cultural norms, not just that of the dominant culture.
Educational systems in the U.S likewise transmit the fundamental beliefs of the country through manifest roles like social control. One of the functions of schools is to teach students adjustment to law and regard for power. Clearly, such regard, given to educators and administrators, enables a student to explore the school environment. This role also equips the learners with the right skills to enter the working environment and the world at large, where they will keep on being liable to individuals who are in authority ( Mitchell, 2018) . The satisfaction of this role rests principally with classroom instructors’ teachers who spend more time with students. Additionally, education gives one of the real techniques utilized by individuals for upward mobility. This function is alluded to as social placement. Graduate schools and colleges are perceived to be vehicles for drawing learners closer to the professions that will give them security and financial related opportunities they seek.
Latent Roles
Education fulfills latent roles. Educational settings introduce learners to social networks which may go for a considerable length of time and can help individuals secure jobs after completing studies. Obviously, with social media, for example, LinkedIn and Facebook, these networks are simpler than at any other time to maintain ( Mitchell, 2018) . The other latent role is the teamwork, an expertise that is transferable to a work environment and that probably won't be learned in school. The education system like university campuses has customarily provided a spot for students to study social issues. There are abundant opportunities for political and social advocacy, just as the capacity to create resistance to the numerous perspectives represented on campus.
Functionalists perceive different ways that schools enculturate teach students. Individualism is a standout amongst the most significant U.S. values that learners obtain from school in the United States. In nations, for example, Japan and China, value the good of a group rather than an individual as it is done in America where the most noteworthy prizes are taken by the "best" person in scholastics just as games. One of the functions of schools in the U.S is to encourage confidence; on the other hand, schools in Japan center around cultivating social esteem; respecting of the group or society over one person.
Policy-Based suggestions to improve Educational Equality, Outcomes or Achievement
Avail a tutor for children performing below grade level
According to Mitchell (2018), the American education system needs to scale up proper tutoring models via volunteers, fellowships and quality virtual tutoring. This should encompass quality teaching skills to any student scoring below grade level. Other than the available local and state funds, district schools that greatly utilize federal funds; ESSA Title I, Title II and Title IV; the government can also seek resources from American Corps, educational research and innovation a many more. Providing an extra tutor to low performing students can help in understanding the high-needs students in Lawrence, Chicago or Massachusetts.
Provide free breakfast and lunch to every student, regardless of income
However much needy students are being provided with meals in schools, shame, and stigma, especially in high school level, prevent them from serving the meals. This is one of the greatest challenges in American schools since hunger remains an urgent concern. Currently, 41 million Americans and 13 million children lack sufficient food to eat. Therefore, cooking healthy nutritious breakfast and lunch for all students will address the challenge of food access.
Change to a 9-to-5 school day to suit parent’s needs
As of now, the school schedule in the U.S is become obsolete and create confusing between striking a balance of work and child care. Schools days in the U.S are less than seven hours while the median school ends at 2:50. This means that parents have to make tough decisions regarding parental involvement in their children schooling routine, income, and childcare. This calls for the piloting from the federal and state governments which will align the school timetables and working hours.
To sum it up all, this article has addresses there main parts of educational policies in America. It is clear from the discussion that the U.S heavily relies on its education system to produce the best individuals suitable to hold positions in the country. The main sociological theory that directly ties to educational policies in America is the functionalism theory which is divided into latent roles and manifest roles. The best policy-based suggestions that can improve the educational equality, outcomes or achievement include availing a tutor for children who are scoring dismally at grade level, providing meals to all students regardless of family background and adopting a 9-to-5 school day to match parent’s needs.
References
Hammersley, M., & Woods, P. (2017). School experience: Explorations in the sociology of education . Routledge.
Mitchell, M. (2018). Educational Policy Development for Closing the Black and White Achievement Gap .
