Main Viewpoint Conflict theory explores societal issues that culminate in the public school system. It examines how groups or individuals with specific agendas strive to bring change or control educational institutions to benefit their party. Steven Brint (1998) writes, “Indeed, throughout the history of schooling, we can see the imprint of powerful groups creating and transforming schools” (p. 15). Conflict theorists believe that an inequity of economic and cultural opportunities and resources creates tension between wealthy and impoverished communities that pervades the public school system. Furthermore, conflicts within schools themselves generate friction and mistrust between administrators, parents, community members, teachers, and students. Examining how opposition changes schools over time to meet the needs of individuals and groups in society is what propels conflict theory. K.B de Marrais and M.D. LeCompte (1999) pose four key questions. “What are the sources and the consequences of conflict in social systems? How do conflicting groups organize and mobilize? What are the sources of inequality in society? How do societies change themselves” (p. 11)? As conflict theorists grapple with these questions they explore transformations of American schooling through the eyes of people who have fought to be included in the American dream. School: The Story of American Public Education (Mondale & Patton, 2001) describes historical and current events that illustrate social disparities, conflicts and outcomes unfolding in public schools. Groups including large businesses, political entities, people of color, and religious groups are among those who have struggled for control of school finances, curriculum, decision making, accountability, assessment, and grouping of students. Contributions
theorists, and they are also the main beneficiaries of these designs” (Brint, 1998, p. 15). Today’s rigid and unyielding school structure prepares children for the workforce, identifying those that will fill prestigious career positions, and those that will continue to be underprivileged. Brint (1998) declares, “In the United States, the large business corporations provided the decisive models for the ‘one best system’ of schooling that became popular during the Progressive Era - a system based on standardized school districts, strict hierarchies of authority, age-graded classrooms, and regular testing for performance evaluation” (p. 15). Essentially, the wealthy and most powerful group prepares youth for an economically rigid social system; one that will continue to preserve their prosperous enterprises. Conflict theorists investigate methods used by diverse groups to transform education to meet their values. For instance, despite widespread disapproval of educators, parents and students, annual standardized testing has been used by government as the sole indicator of a school’s ability to meet specific standards. Media and politicians label schools with failing scores on national and statewide tests as not meeting high academic standards. “Test results are posted in local newspapers and readers know that school budgets and even property values hinge on the results” (Mondale & Patton, 2001, p. 210) Governments have used this data to promote private schools, often funded and operated by large corporations looking for a profit. The voucher system stemming from assumptions based on testing, causes competition amongst schools by allowing parents the choice to send their children to a school outside their district, thereby threatening the survival of some public schools. John Golle of Education Alternative, Inc, a company explains, “You want to improve public education? The way to do it is compete with them. Allow them the chance to compete with private enterprise and vice versa” (Mondale & Patton, 2001, p. 187). However, voucher programs threaten the survival of some public