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The article focuses on the history of the Catholic Library Association (CLA) from 1919 to 1929. Topics discussed include centuries-old institutions included in value of libraries and mission within Catholic experience, creation of the Compulsory Education Act to help immigrants, founding of the CLA as unit of National Catholic Educational Association in 1921 and examination of the development of librarianship.

State laws compel school-aged children to attend school while fully funding only public schools. Especially following the COVID-19 pandemic, this arrangement is under attack-from some for unconstitutionally coercing families to expose their children to nonneutral values to which they object and from others for ignoring the developmental needs of students, particularly students of color and in poverty whom public schools have long underserved. This Article argues that fully subsidized public education is constitutional as long as public schools fulfill their mission to model and commit people to liberal democratic values of tolerance and respect for all persons as equal choosers. To be sure, those values are not neutral. But as Brown u. Board famously concluded, their promotion in public schools is perhaps the nation's and states' single most compelling interest, because it is essential to the ability of people with diverse beliefs to live together harmoniously while preserving their vast freedoms in other respects. To keep public education from qualifying those freedoms any more than necessary, states give families a right to opt for private education, but at their own expense. This arrangement serves the compelling interest in public education, however, only if public schools-bolstered by compulsory education laws and their uniquely full public subsidization-attract enough families. For well over a century, public schools have attracted around 90% of all school children. Today, however, family moves away from public education are eroding its ability to attract children due principally to public education's conflation of "public" with bureaucratically "uniform" education-precluding pedagogically, democratically, and equitably essential differentiation among students. The Article proposes ways public schools can better model liberal democratic values by engaging all families in the cooperative and differentiated direction of their children's learning. [ABSTRACT FROM AUTHOR]

The Right of Children to Free and Compulsory Education Act, 2009 (hereinafter referred to as RTE Act) enacted by the Indian Parliament in 2009 has been a kernel of constitutional controversies. There are spate of controversies emerging from polemical provisions under the RTE Act. In this article, the rabid principle slating out free education for children for economically weaker section and disadvantaged category has been dissected in its design, content, function, and perception. The first part of the article explores different state-private welfare function models and locates the 25 per cent reservation clause under the gamut of one of its classifications. The second part of the article evaluates the Formalist and Realist arguments, and while mapping the role played by objective purpose of the education statute, it argues for the suitability of Holmesian approach to interpreting the 25 per cent reservation clause. In the backdrop of the debate between formal interpretation and Holmesian interpretation, the third part of the article sets out the approaches adopted by different High Courts in interpreting 25 per cent reservation clause and argues for adopting a coherent approach across different courts in India. The final part of the article concludes. [ABSTRACT FROM AUTHOR]

This policy analysis will explore the prevalence and purpose of compulsory practical English courses for students across all faculties in universities in Japan. Special attention will be given to English courses taught in two non-English major colleges within a large private Japanese university in Western Japan, which since their inception have been partially outsourced to external education institutions. The first part of this analysis will explore the broader social, cultural, political, and economic context of compulsory English courses in Japanese universities. The second part of this analysis will critically examine the policy of compulsory English courses regarding the role of teachers at Japanese universities and identify opportunities for positive change. This analysis should be particularly insightful for anyone teaching or designing curriculum for English language courses in a Japanese university, especially those who are less familiar with the policies and broader contextual forces that affect their classrooms. [ABSTRACT FROM AUTHOR]

This paper studies the relationship between education and early marriage by exploiting the 1986 Compulsory Schooling Laws in China. We find that one additional year of schooling decreases the probability of marriage before age 18 by 1.7% points and increases the age at first marriage by 0.734 years. We examine the role of labour market outcomes, marriage traditions, assortative mating, and peer marriage behaviours. We also find evidence that education decreases fertility outcomes and affects the marriage outcomes of the next generation. This suggests that policies aimed at combating early marriage could start with improving children's educational attainment. [ABSTRACT FROM AUTHOR]

In 2018, in his lawsuit against Governor Andrew Como, Naftuli Moster alerted the world to the inequality between public and private education in New York State. This Note proposes amending the Felder Amendment to ensure that private school students in New York State are given a "substantially equivalent" education to those students in public schools. By making the Felder Amendment more specific in the guidelines it uses to assess the quality of the private schools, New York State can ensure that all children are being given an equitable education. Key points for the family court community: In New York State there are 719 public schools with 4,910,522 students enrolled in 2020–2021 school year, grades K‐12. There are 1761 private schools in NYS grades K‐12 with 419,288 total students.Nassau County public schools averaged 62% proficiency on the fourth grade ELA test in 2019. Jewish schools in Nassau County averaged 50.8% proficiency in 2019 on the fourth grade ELA test. Catholic schools averaged 50.94%. Independent schools averaged 30% in proficiency.It is generally up to the school board of the private school to determine whether its students are receiving a substantially equivalent education to public school.To pass in an unregistered private school, on a school‐made final exam, a student only needs a score of 55–64, which is determined by the school. To pass the Regents a student needs a score of 64.The New York education law does not define how exactly to make private education substantially equivalent to public schools. [ABSTRACT FROM AUTHOR]

Since the late nineteenth century, virtually all school-aged children have attended school; only rarely did children live and learn entirely within their homes. In recent decades, however, the practice of elective homeschooling has emerged, and the number of families opting out of regular schools has surged. Currently, the parents of nearly two million school-aged children annually eschew traditional schooling. A small but well-resourced homeschool lobby has aggressively pressured state legislators to withdraw state oversight of homeschooling. No similarly resourced lobby exists to counterbalance these efforts. As a result, states now impose few--and in some cases, no--obligations on parents who choose to homeschool their children. These parents exercise near-total authority over every aspect of their children's lives. Many parents homeschool to inculcate in their children their own religious beliefs and values and to insulate children from the diverse values, cultures, and identities they would otherwise encounter in the pluralistic society outside their homes. This Article argues that it is past time to consider the principles that ought to guide state decisionmaking affecting the regulation of homeschooling in the democratic state. I show that homeschooling implicates the state's commitments to safeguard the welfare of its young citizens, to guarantee individuals' entitlement to determine the course of their own lives, and to cultivate a citizenry capable of engaging productively in the shared project of democratic governance with fellow citizens who themselves reflect the diversity that is an enduring fact of life in the United States. [ABSTRACT FROM AUTHOR]

Adaptation is the core concept around which my article revolves, as it explores the unusual implementation of Edgar Allan Poe, "master of the macabre," in the American classroom despite, and at times even by reason of, his grim artistry and legacy. In the wake of exposition on the origins of the modern concept of the "juvenile" as well as the history of American compulsory educational laws, this article tracks the dissemination of Poe's works in mid to late nineteenth-century adolescent textbooks and identifies the three main reasons why academic publishers initially adapted his poetry and prose for adolescents: for the general practice of reading, the art of elocution and speech delivery, and entertainment value. [ABSTRACT FROM AUTHOR]

The present study assesses how education impacts religiosity. Education is instrumented using the changes in the Canadian school leaving age laws. The data are from the Canadian General Social Surveys collected between 1990 and 2011. The effects of education on both affiliation status and religious attendance are considered. Education is found to cause a higher likelihood of unaffiliation and a considerably lower frequency of religious attendance. The fall in the religious attendance rates is found to be stronger among Roman Catholics. Possible channels of impacts are explored. [ABSTRACT FROM AUTHOR]

Why did America introduce compulsory schooling laws at a time when financial investments in education and voluntary school attendance were high? We provide qualitative and quantitative evidence that states adopted compulsory schooling laws as a nation-building tool to instil civic values to the culturally diverse migrants during the 'Age of Mass Migration' between 1850 and 1914. We show the adoption of compulsory schooling laws occurred significantly earlier in states that hosted European migrants with lower exposure to civic values in their home countries. Using cross-county data, we show that these migrants had significantly lower demand for American schooling pre-compulsion. [ABSTRACT FROM AUTHOR]

We estimate the effects of the extension of compulsory schooling from 5 to 8 years in Turkey on marriage and birth outcomes of teenage girls, using a regression discontinuity design. This law increases girls' schooling by roughly 1 year on average, substantially reducing the probability of marriage by age 16 and first birth by age 17. These effects disappear after ages 17 for marriage and 18 for first birth. These results suggest that this law has strong compulsory-attendance effects during the newly mandated years and human capital effects afterward on marriage and birth outcomes. However, the human capital effects vanish after a couple of years, when students become free to leave school. [ABSTRACT FROM AUTHOR]

Home education is at an early stage for the public, researchers, media and educational authorities in China. Yet the research relating to the development of home education has been entirely ignored. In particular, the literature focusing on the legal status of home education is negligible in the educational context of China. There is no literature that has systematically explored the relationship between Compulsory Education Law and home education. The public, parents, and researchers have many questions as to whether home education is legal or not. This article provides comprehensive firsthand legal data and an in-depth analysis of the relationship between home education and law in the Chinese context. This article aims to contribute to the literature and reveal the legal status of home education in China. [ABSTRACT FROM AUTHOR]

This study explores the impact of litigation on the mobilization of ethnic equality in the admission to Haredi (ultra-Orthodox) schools in Israel, and examines the socio-political mechanisms that have shaped this impact. It uses a case-study approach and draws on an analysis of documents and interviews. The findings confirm the conclusions of other studies regarding the limited ability of courts to produce change in schools by showing that ethnic equality was not mobilized until the Ministry of Education reformed its policy. However, the findings also show that the legal discourse empowered a group of Haredi parents to raise the rights consciousness of other parents and to support them in surmounting barriers that had impeded rights claims. The phenomenon of rights agents exemplifies how ethnic equality in school admission is mobilized in a bidirectional process: top-down judicial rulings empowered Haredi agents, who, in turn, have mobilized rights from the bottom-up to the new appeals committees in the Ministry of Education. The phenomenon also demonstrates the significance of collaborative relationships among lawyers, politicians, and social agents in order to generate social reforms in schools of ultra-religious groups. [ABSTRACT FROM AUTHOR]

Educational attainment is a key factor for understanding why some individuals migrate and others do not. Compulsory schooling laws, which determine an individual's minimum level of education, can potentially affect migration. We test whether and how increasing the length of compulsory schooling influences migration of affected cohorts across European countries, a context where labor mobility is essentially free. We construct a novel database that includes information for 31 European countries on compulsory education reforms passed between 1950 and 1990. Combining this data with information on recent migration flows by cohorts, we find that an additional year of compulsory education reduces the number of individuals from affected cohorts who migrate in a given year by 9 %. Our results rely on the exogeneity of compulsory schooling laws. A variety of empirical tests indicate that European legislators did not pass compulsory education reforms as a reaction to changes in emigration rates or educational attainment. [ABSTRACT FROM AUTHOR]

This paper explores, from a Foucauldian perspective, the emergence and nature of the current EU education policy priority issue of 'early school leaving'. The paper suggests that a number of problematisations developing from the failure to secure Lisbon Strategy objectives have served to create a much stronger focus on the issue of young people deemed to be leaving education and training early in EU states. In examining how EU policy discourse positions such young people (subjectivation), the paper highlights how this has narrowed to a concern with young people as economic problems and principally positioned as economic units which are required to be more productive. Education and training are understood as investments in human capital and as the principal means to secure the dominant global economic position desired by the EU. The paper suggests, however, that human capital theory has been modified within this approach so that merely being retained in an educational setting is seen as proxy for the investment which education and training represent. This is a weaker policy position than previously espoused but, born of economic crisis, one which addresses related EU political aims of softening youth unemployment figures, dampening associated unrest and reducing risks to social cohesion. [ABSTRACT FROM AUTHOR]

Do compulsory schooling laws reduce crime? Previous evidence for the US from the 1960s and 1970s suggests they do, primarily working through their effect on educational attainment to generate a causal impact on crime. In this paper, we consider whether more recent experience replicates this. There are two key findings. First, there is a strong and consistent negative effect on crime from stricter compulsory schooling laws. Second, there is a weaker and sometimes non-existent link between such laws and educational attainment. As a result, credible causal estimates of the education–crime relationship cannot in general be identified for the more recent period, though they can for some groups with lower education levels (in particular, for blacks). [ABSTRACT FROM AUTHOR]

It is proposed to examine whether the Right of Children to Free and Compulsory Education Act can achieve its major objective of ensuring education for all children in India. Indian parents like to enter their wards into private schools because they believe that the standard of education in the public schools is poor. The act strengthens this belief and it is insufficient to promote a public schooling system which is easily affordable for poorer children. The beneficiary of the act will be the lower middle-class people, not the poorer. The act is implemented without considering the basic issues in Indian society, such as poverty. The poorer children cannot attend schooling, because they want to help their parents to earn their daily livelihood. Thus, before guaranteeing the quality of education, primarily the authorities should ensure that all children go to school. [ABSTRACT FROM PUBLISHER]

This paper explores the effect of maternal education on child health and the channels in which education operates by exploiting a change in the compulsory schooling law (CSL) in Turkey. In order to account for the endogeneity of education, variation across cohorts induced by the timing of the CSL and variation across provinces by the intensity of additional classrooms constructed in the mother’s birth provinces is used as an instrumental variable. The results indicate that mother’s primary school completion improves infant health, as measured by very low birth weight, and child health, as measured by height-for-age and weight-for-age z -scores, even after controlling for many potential confounding factors. This paper also demonstrates that maternal education leads to earlier preventive care initiation, reduces smoking, reduces fertility, and increases age at first birth. [ABSTRACT FROM AUTHOR]

Sarva Shiksha Abhiyan (SSA) is Government of India's flagship elementary education programme launched in 2001to provide universal primary education to children between the ages of 6 and 14 years. SSA is now the primary vehicle for implementing the Right to Free and Compulsory Education Act (RTE).This study attempts to review the performance of the Sarva Shiksha Abhiyan and highlights some of the long standing issues in its implementation; and also analyses inter-State variations in educational development. The study is a descriptive one, based on secondary data drawn from The District Information System for Education (DISE) and The Accountability Initiative. The results indicate that the implementation of SSA since its inception has made significant achievements in the field of education. SSA has recorded remarkable progress in terms of new schools, total enrollment, and improved school infrastructure. However, a large number of out of school children, teacher related issues like vacancies, absenteeism and inefficient training, poor classroom transactions, inadequate teaching-learning resources, low community participation and quality education are the main areas of concern of SSA that should be addressed through specific measures. Moreover, its progress has varied across States. The top five States with higher Educational Development Index (EDI) values are Puducherry, Lakshadweep, Sikkim, Himachal Pradesh and Karnataka and the bottom five States with lower EDI values are Uttar Pradesh, Bihar, Jharkhand, West Bengal and Madhya Pradesh.SSA guidelines should be revised by setting disaggregated targets for every State, wherein programmes and timelines could be designed according to the needs of individual States [ABSTRACT FROM AUTHOR]

The article suggests pro-regulatory legal and rhetorical strategies that resist the urge of some commentators to base regulatory proposals concerning home schools in the U.S. on theories of state obligation rather than state interest. Topics discussed include a proposed theory of state interest as a conceptually and pragmatically superior alternative to theories of state obligation and the demand from critics for a more stricter regulation

In this paper, I estimate the differential effects of compulsory schooling laws on school quality between black and white schools in the United States segregated South. I employ state-level data on length of school terms and pupil–teacher ratios to examine these responses. Other literature has found that stricter compulsory schooling legislation failed to impact black students’ education levels in terms of years of schooling, while having a modest increase on white students’ years of schooling. I find that an increase in the age at which a child could receive a work permit led to a small increase in the term length in black schools relative to white schools. On the whole, however, the differential effects on school quality are small in scope and magnitude. This finding suggests that in the context I examine, changes in school quality are a minor issue when using compulsory schooling laws as an instrument for educational attainment or when estimating the overall impact of compulsory schooling laws on educational attainment. [ABSTRACT FROM AUTHOR]

The article presents the socio-cultural and political arguments against the continuation of compulsory public education laws in the U.S. Topic discussed include the ineffectiveness of the laws for modern educational purposes and at the upper grade levels, the history of the American compulsory education and a comparative analysis of compulsory education laws among the states. The jurisprudence against compulsory education laws issued by the Supreme Court and lower courts.

This article argues that the parent-child relationship is the source of special obligations on the part of parents to direct the education and upbringing of their children. These special obligations correspond to the specific needs of children, and are the basis of parents' authority and the right to exercise that authority in accordance with the dictates of their consciences, relatively free from coercive state interference except in cases of abuse and neglect. Since parental authority is based on parental obligations, which in turn are based on the needs of children, protection of parental authority is also, by and large, the best way to protect the rights of children. Through an analysis of Wisconsin v. Yoder and in dialogue with liberal theorists, the article also explains why robust protection of parental rights is compatible with recognition of the state's interests in educating future citizens and in fostering the well-being of children. [ABSTRACT FROM PUBLISHER]

This article assesses the status and evolution of education rights in 191 constitutions and analyzes their relationship to educational policies and enrolment rates. As of 2011, 81% of constitutions protected primary education universally and 53% designated it as free. A minority granted secondary (37%) and higher (35%) education or explicitly protected specific groups. Constitutions adopted after 1990, which belong predominantly to low- and middle-income countries, were more likely to protect education rights. Countries that constitutionally protected free education were more likely to have corresponding national policies. Those that constitutionally guaranteed primary and secondary education had significantly higher net enrolment, independent of GDP and urbanization. [ABSTRACT FROM AUTHOR]

Highlights: [•] I estimate the effect of schooling on the propensity to migrate by exploiting variation in schooling due to compulsory schooling laws (CSLs) in the United States. [•] I obtain negative estimates of this effect among those with relatively little schooling. [•] In contrast, previous research estimates positive schooling effects on migration at higher levels of schooling. [•] I speculate that additional schooling at low levels enhances local labor market contacts and thereby increases the opportunity cost of migration (leaving those contacts behind). [Copyright &y& Elsevier]

Section 12 of the Indian Right of Children to Free and Compulsory Education Act, 2009 (the RTE Act) states that 25% of the entry-level places in all private schools should be free and reserved for students from economically and socially disadvantaged families. The Indian State governments will pay schools a per-child fee based on costs in the government sector, or the actual school fee if that is lower. This substantial funding, and accompanying ideological support, for private sector schools is justified mainly in terms of the need to meet Education for All targets. This article shows that there are many similarities between this scheme and the Assisted Places Schemes that ran in Great Britain from 1980 until 1997. It examines these similarities and differences between the schemes and draws conclusion about the potential effects of the Indian scheme in terms of social justice based on the evaluations of the British schemes. [ABSTRACT FROM AUTHOR]

This paper examines the effect of an increase in the compulsory school leaving age on a measure of high school teachers' effort. Differences-in-Differences estimates using count data methods demonstrate that the policy led to teachers increasing their hours of sickness absence by roughly 15%. This result implies that raising the compulsory school leaving age reduces teaching inputs, and hence schooling quality. A policy implication is that these laws should be coupled with measures to compensate teachers for the additional disutility. This also suggests that instrumental variable estimates of returns to education that utilize these changes for identification may be downwardly biased. [ABSTRACT FROM AUTHOR]

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The article offers an analysis of the 2009 Indian right to Education Act. Specifically, it is called the Right to Free and Compulsory Education Act 2009. To analyze human rights obligations in education in India, the 4A Framework, which was initially developed by United Nations (UN) Special Rapporteur on the Right to Education Katarina Tomasevski, will be used. The elements of the 4A Framework are the principles of non-discrimination, equal opportunity, accountability, transparency and participation. Availability, Accessibility, Acceptability and Adaptability comprise the 4A Framework.

Using the instrumental variable model and the regression discontinuity approach, this paper explores how access to primary education affects the Chinese labor market and helps people to escape poverty. Several important findings are obtained. The popularization of primary education has significantly reduced poverty in China, especially in urban areas. In contrast, the Compulsory Education Law has not been well implemented for older children in rural areas. In addition, the labor market premium for completing primary education is much larger in urban areas than in rural areas. Poor rural school quality might explain this rural-urban disparity. Effort needs to be made to further reduce poverty by ensuring adequate financial resources for primary education in poor areas and improving school quality in rural China. [ABSTRACT FROM AUTHOR]

The article focuses on the analysis of the alien and un-American ideas presented by the Sisters of the Holy Names of Jesus and Mary (SNJM) which is opposed by the Klu Klux Klan. It says that the Society filed a case against the Oregon Compulsory Education Act that compels Oregonian children to attend in public schools, in which the U.S. Supreme Court ruled in favor of the Society. Furthermore, it mentions the six great ideas including liberty, equality, and truth.

The article examines the compulsory education laws in the U.S. and the tension they create between parents who choose home-schooling for their children and U.S. courts. It proposes the appropriate level of judicial scrutiny on these laws regarding home-schooling based on the Fourteenth Amendment's Due Process Clause and the First Amendment's Free Exercise Clause. It argues that parental right to decide the education of one's child should be given deference since it is a fundamental liberty.

The article reports on the amendment of Pakistan's constitution by its legislative body to require the government to offer free and compulsory education to children aged five to 16 years.

The article offers information on questions on whether new franchise business owners could benefit from compulsory education and advice related to regulation in New Zealand. It discusses introducing compulsory disclosure of information by franchisors to franchisees before signing up. It mentions the need for increasing understanding among franchise purchasers and introduction of compulsory business education course.