Willful Ignorance? The Dropout Crisis and United States Public Education Policy

This paper takes a critical conceptual look at education policy and practice from the passage of the Elementary and Secondary Education Act in 1965 to the present. The paper examines the roots of current United States educational policies, and shows that, in some cases, well-intentioned efforts have had a negative impact on vulnerable populations such as minorities, immigrants, and the economically disadvantaged. It begins with a review of the discourse and literature on the history of these polices and their effect on at-risk students, and concludes with a look at research and a brief look at current practices that could enhance education and improve student outcomes. The paper describes the role Texas has played in the crafting of recent education policies, and uses the state as an example of the effect of current education policies.