The upcoming high school exit exam requires not just knowledge of Algebra, but a solid grounding in elementary school and middle school mathematics. Historical perspective is gained by revisiting a debate that began over one hundred years ago.
 In 1893, a group of educators called the “Committee of Ten” released a report on what a high school education should be. These educators expressed the view that every student attending high school should have the same rigorous curriculum, regardless of socio-economic or cultural background.
 In 1918, another group of educators expressed a completely different view in a report called the “Cardinal Principles of Education.” Their view was that not all children need to be prepared for college, and that vocational and other course work should be given. In support of the “comprehensive high school,” renowned psychologist Stanley Hall spoke of a “great army of incapables . . .who should be in schools for the dullards or subnormal children.”
 From 1880s until around World War I when the “Cardinal Principles of Secondary Education” was issued, the populations of east coast cities sky-rocketed with European immigrants----Jews, Greeks, Irish, Polish, Russians, Hungarians, etc.---- many of whom were illiterate even in their own languages. Although there was scorn for these new immigrants, there were also large numbers of greatly respected public educational institutions that offered newly arrived immigrants the opportunity to raise themselves socio-economically and to integrate into the American economy.
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Mirel, Jeffrey "Urban Public Schools in the Twentieth Century: The View From Detroit" Brooking Papers on Education Policy 1999. Ed. Diane Ravitch. Wash., D.C.: Brookings Inst. Press, 1999. 35-43.
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