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Military recruiting in high schoolsf...

Lagotte, Brian W.

Military recruiting in high schoolsfrom school space to marketplace /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Military recruiting in high schoolsby Brian W. Lagotte.
Reminder of title:	from school space to marketplace /
Author:	Lagotte, Brian W.
Published:	Rotterdam :SensePublishers :2016.
Description:	x, 145 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Career educationUnited States.
Online resource:	http://dx.doi.org/10.1007/978-94-6300-518-0
ISBN:	9789463005180$q(electronic bk.)

Military recruiting in high schoolsfrom school space to marketplace /
Lagotte, Brian W.

Military recruiting in high schoolsfrom school space to marketplace /[electronic resource] :by Brian W. Lagotte. - Rotterdam :SensePublishers :2016. - x, 145 p. :ill., digital ;24 cm.

Preface -- Acknowledgements -- Introduction -- My Place and Purpose -- The Throughline -- Policy Context -- Recruiter Access -- Student Data Protection -- NCLB Section 9528 -- Interpreting Policy Requirements -- Competing Solutions -- ESSA Section 8025 -- The Pitch -- Penetrating the School Market -- Opt-Out, JAMRS, Student Data -- Conclusion -- Parents -- Influencers as Obstacles -- Pitching the Parents -- Evading the Influencers -- Conclusion -- School Administrators -- The Data Sharing Provision -- Equal Access Provision -- Conclusion -- Career Killer -- The Blueprint -- Shady Six -- Different Perspective -- Promotion Stress -- Drug Counseling -- Conclusion -- Conclusion -- Recommendations -- Normative Harms -- Appendix 1: Notes on Method and Data -- Appendix 2: Notes on Theory -- References -- Index.

This book focuses exclusively on specific education policy instead of general military recruiting in high schools. "When the George W. Bush administration passed its landmark education legislation in 2001, dubbed the No Child Left Behind Act, legislators included a small section containing strict military recruiting mandates for public high schools. The law had two main provisions. First, a data sharing provision requires high schools to distribute the personal directory information of every student to all local armed forces recruiting stations on an annual basis. Second, the equal access provision requires high schools to provide military recruiters access to school grounds equal to university recruiters or career recruiters. For accountability, if these provisions are not fulfilled, the school will lose all federal education funds. Students or parents may "opt out" of the data collection through a bureaucratic process, but no such opt-out option exists for the soldiers visiting schools. When President Barack Obama renewed the omnibus education law in 2015, the name changed to the Every Student Succeeds Act, but the military mandates remained - the provisions were strengthened by including a passage prohibiting any local school board from instituting an "opt-in" bureaucratic structure for parents and students. This book focuses on how the two provisions have been met by parents, school staff, soldiers, and other individuals influenced by high school education policy and military recruiting. The central question is: do military recruiting methods utilized in public high schools work to promote the best interests of the students, or should policy makers rethink the freedom adult soldiers have when interacting with children within schools?

ISBN: 9789463005180$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-518-0doiSubjects--Topical Terms:

366312
Career education
--United States.

LC Class. No.: LC1037.5 / .L346 2016

Dewey Class. No.: 370.1130973

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505 0 $a Preface -- Acknowledgements -- Introduction -- My Place and Purpose -- The Throughline -- Policy Context -- Recruiter Access -- Student Data Protection -- NCLB Section 9528 -- Interpreting Policy Requirements -- Competing Solutions -- ESSA Section 8025 -- The Pitch -- Penetrating the School Market -- Opt-Out, JAMRS, Student Data -- Conclusion -- Parents -- Influencers as Obstacles -- Pitching the Parents -- Evading the Influencers -- Conclusion -- School Administrators -- The Data Sharing Provision -- Equal Access Provision -- Conclusion -- Career Killer -- The Blueprint -- Shady Six -- Different Perspective -- Promotion Stress -- Drug Counseling -- Conclusion -- Conclusion -- Recommendations -- Normative Harms -- Appendix 1: Notes on Method and Data -- Appendix 2: Notes on Theory -- References -- Index.
520 $a This book focuses exclusively on specific education policy instead of general military recruiting in high schools. "When the George W. Bush administration passed its landmark education legislation in 2001, dubbed the No Child Left Behind Act, legislators included a small section containing strict military recruiting mandates for public high schools. The law had two main provisions. First, a data sharing provision requires high schools to distribute the personal directory information of every student to all local armed forces recruiting stations on an annual basis. Second, the equal access provision requires high schools to provide military recruiters access to school grounds equal to university recruiters or career recruiters. For accountability, if these provisions are not fulfilled, the school will lose all federal education funds. Students or parents may "opt out" of the data collection through a bureaucratic process, but no such opt-out option exists for the soldiers visiting schools. When President Barack Obama renewed the omnibus education law in 2015, the name changed to the Every Student Succeeds Act, but the military mandates remained - the provisions were strengthened by including a passage prohibiting any local school board from instituting an "opt-in" bureaucratic structure for parents and students. This book focuses on how the two provisions have been met by parents, school staff, soldiers, and other individuals influenced by high school education policy and military recruiting. The central question is: do military recruiting methods utilized in public high schools work to promote the best interests of the students, or should policy makers rethink the freedom adult soldiers have when interacting with children within schools?
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