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The potential for No Child Left Behind Act (NCLB) initiated for nation's educational reform is analyzed. The progression of American social policy and its relation to the success of NCLB is also analyzed.

The Protein Data Bank (PDB) archive is a rich source of information in the form of atomic‐level three‐dimensional (3D) structures of biomolecules experimentally determined using macromolecular crystallography, nuclear magnetic resonance (NMR) spectroscopy, and electron microscopy (3DEM). Originally established in 1971 as a resource for protein crystallographers to freely exchange data, today PDB data drive research and education across scientific disciplines. In 2011, the online portal PDB‐101 was launched to support teachers, students, and the general public in PDB archive exploration (pdb101.rcsb.org). Maintained by the Research Collaboratory for Structural Bioinformatics PDB, PDB‐101 aims to help train the next generation of PDB users and to promote the overall importance of structural biology and protein science to nonexperts. Regularly published features include the highly popular Molecule of the Month series, 3D model activities, molecular animation videos, and educational curricula. Materials are organized into various categories (Health and Disease, Molecules of Life, Biotech and Nanotech, and Structures and Structure Determination) and searchable by keyword. A biennial health focus frames new resource creation and provides topics for annual video challenges for high school students. Web analytics document that PDB‐101 materials relating to fundamental topics (e.g., hemoglobin, catalase) are highly accessed year‐on‐year. In addition, PDB‐101 materials created in response to topical health matters (e.g., Zika, measles, coronavirus) are well received. PDB‐101 shows how learning about the diverse shapes and functions of PDB structures promotes understanding of all aspects of biology, from the central dogma of biology to health and disease to biological energy. [ABSTRACT FROM AUTHOR]

In this review essay, Harvey Kantor and Robert Lowe explore the history of the culture wars in public education in the United States. Drawing on three books — David Tyack’s Seeking Common Ground, Jonathan Zimmerman’s Whose America? and Amy Binder’s Contentious Curricula— Kantor and Lowe review the history of struggles over the content of history texts and over the place of religion and religious values in the classroom. They suggest that while these struggles have been partially successful in freeing public education from the racial and ethno-religious particularisms that informed its origins, the more inclusive curriculum that resulted from these efforts has been rendered largely symbolic by the persistence of segregation and the inequality of resources that accompanies it. [ABSTRACT FROM AUTHOR]

This essay questions the commonly held assumption that schools today are worse academically than they were in the past. It argues that schools have seldom been chiefly interested in intellectual inquiry. Nor have they ever been committed to providing a quality intellectual education to all students. We argue that if history has anything to tell us about quality education today, it is not that we must try to recapture a lost age of academic excellence but that we cannot create truly excellent schools without addressing the inequities that have long been embedded in them or without understanding how those marginalized by the educational system have struggled to confront inequities. [ABSTRACT FROM AUTHOR]

Focuses on role of public education system in ameliorating social and economic problems. Reasons why relations of production have to be changed to bring in educational reforms in society; Factors that have led to wide promotion of market solutions to education.

Examines the results of the efforts of the General Education Board to promote the agricultural and educational needs of the people of the Southern States from 1906 to 1920. Inculcation of progressive ideology among white agrarians; Weaning of southern farmers from political activism; Rejection of political thinking in favor of market thinking.

The article focuses on the growth of community college, a junior college for nonresident students that offers a curriculum fitted to the needs of the community in the U.S. Community partisans have viewed its expansion as the product of a broad-based movement to address the nation's social and economic needs. Its diversified educational programs, openness to nontraditional students, and decentralized location make them the most democratizing agent in higher education. Community college has become the chief entryway to higher education for minority and economically disadvantaged students, as it offers short-term courses.

The author offers insights on the education of the sensibilities. He notes that sensibility, experience and consciousness are mutually related. He believes that the relation between mind and reality is the basic issue in discussions of the education of the sensibilities. He also thinks that the organ of sensibility cannot be separated from its functioning in consciousness.