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Public schools enjoy a long and illustrious history in the United States, with the first schools in the country dating almost as far back as the arrival of the Puritans on U.S. shores. Since that time, the purpose, philosophy, and goals of public education have been examined and debated, up to the development of the public school system still in existence today. How we got to the current point in public education warrants a look back centuries at the very first schools dedicated to educating American youth.

Puritans Recognize Need for Public Education

As early as the 17^th century, the need for public education was recognized by the Puritans living on American shores at the time. This population determined education was essential both for teaching basic academic skills and core religious values. Boston Latin School was established as the first public high school in 1635 in Boston, Massachusetts. The school is still in operation to this day.

This video looks at early American education.

The Massachusetts Bay Colony decreed in 1647 that towns of 50 people should have a public elementary school, and those with populations of over 100 should have a Latin school. The primary function of schools at this time was to teach reading so that children learned to read the Bible. Schools also taught Puritan values and basic information about the Calvinist religion, according to .

As No Child Left Behind waivers are doled out to states nationwide, the next question becomes what will take the place of the federal mandate to assure parents that schools are up to par in meeting the academic needs of students. Each state is left to its own devices in this regard, creating a sort of scorecard – or report card, if you will – to assess each school's performance in a district. However, while report cards may work reasonably well for individual students, grading an entire school district with a single rating system is proving much more challenging.

Conflicts within the Grading System

New grading systems within school districts offer parents a more accurate glimpse into the individual performance of schools, much better than national test scores alone. In some states, these grades incorporate several factors, including standardized test scores, attendance, and graduation rates. Parents say grades are important in helping them choose the best schools for their children. Schools, on the other hand, are concerned that this information may not accurately reflect an individual school’s performance.

Another concern is that new grading systems had to be implemented much too quickly to provide a real snapshot of an individual school's performance. The fast deadlines and more rigorous standards may reflect an inaccurate assessment of the number of underperforming schools in any district. Some states also create new, statewide standardized tests; current scores will not reflect the new standards. Amid the debate, the students

As budgets grow smaller for school districts around the country, classroom sizes continue to grow larger in many areas. While increasing the size of a classroom can be an effective way for penny-pinching school districts to save a significant amount of money, parents and educators alike are concerned about the impact of larger classrooms on the learning environment and the quality of education overall. Do larger classrooms really translate to a lower standard of learning? This article takes a look at some of the school districts forced to consider this difficult decision, as well as data regarding student performance in larger classes.

Spokane Increasing Class Sizes, to the Concern of Parents and Teachers

Washington has one of the largest average classroom sizes in the country today, but this state may be forced to increase classes once again in some areas if they are going to balance tight budgets. According to a report at the , the Spokane Public Schools board of directors recently voted to increase the size of classes as a way to deal with a potential budget crisis. The move could save the school district between $9 and $12 million, but not everyone is pleased about the idea.

Cindy Simonson, a third-grade teacher in the district, told the Spokesman, "We do character education, but we were trained to teach academic material. It's sort of incomprehensible about how you are going to do it [with more kids]. You want to be there