The Domestic Mission Quiz

PDF page 898: By the time George W. Bush became president, the concept of supply-side economics had become an article of faith within the Republican Party. The oft-repeated argument was that tax cuts for the wealthy would allow them to invest more and create jobs for everyone else. This belief in the self-regulatory powers of competition also served as the foundation of Bush’s education reform. But by the end of 2008, however, Americans’ faith in the dynamics of the free market had been badly shaken. The failure of the homeland security apparatus during Hurricane Katrina and the ongoing challenge of the Iraq War compounded the effects of the bleak economic situation.

PDF page 898: By the time George W. Bush became president, the concept of supply-side economics had become an article of faith within the Republican Party. The oft-repeated argument was that tax cuts for the wealthy would allow them to invest more and create jobs for everyone else. This belief in the self-regulatory powers of competition also served as the foundation of Bush’s education reform. But by the end of 2008, however, Americans’ faith in the dynamics of the free market had been badly shaken. The failure of the homeland security apparatus during Hurricane Katrina and the ongoing challenge of the Iraq War compounded the effects of the bleak economic situation.

PDF page 898: The Republican Party platform for the 2000 election offered the American people an opportunity to once again test the rosy expectations of supply-side economics. In 2001, Bush and the Republicans pushed through a $1.35 trillion tax cut by lowering tax rates across the board but reserving the largest cuts for those in the highest tax brackets. This was in the face of calls by Republicans for a balanced budget, which Bush insisted would happen when the so-called job creators expanded the economy by using their increased income to invest in business.

PDF page 898: The Republican Party platform for the 2000 election offered the American people an opportunity to once again test the rosy expectations of supply-side economics. In 2001, Bush and the Republicans pushed through a $1.35 trillion tax cut by lowering tax rates across the board but reserving the largest cuts for those in the highest tax brackets. This was in the face of calls by Republicans for a balanced budget, which Bush insisted would happen when the so-called job creators expanded the economy by using their increased income to invest in business.

PDF page 898: The cuts were controversial; the rich were getting richer while the middle and lower classes bore a proportionally larger share of the nation’s tax burden. Between 1966 and 2001, one-half of the nation’s income gained from increased productivity went to the top 0.01 percent of earners. By 2005, dramatic examples of income inequity were increasing; the chief executive of Wal-Mart earned $15 million that year, roughly 950 times what the company’s average associate made. The head of the construction company K. B. Homes made $150 million, or four thousand times what the average construction worker earned that same year. Even as productivity climbed, workers’ incomes stagnated; with a larger share of the wealth, the very rich further solidified their influence on public policy. Left with a smaller share of the economic pie, average workers had fewer resources to improve their lives or contribute to the nation’s prosperity by, for example, educating themselves and their children.

PDF page 898: Another gap that had been widening for years was the education gap. Some education researchers had argued that American students were being left behind. In 1983, a commission established by Ronald Reagan had published a sobering assessment of the American educational system entitled A Nation at Risk. The report argued that American students were more poorly educated than their peers in other countries, especially in areas such as math and science, and were thus unprepared to compete in the global marketplace. Furthermore, test scores revealed serious educational achievement gaps between White students and students of color. Touting himself as the “education president,” Bush sought to introduce reforms that would close these gaps.

PDF page 898: His administration offered two potential solutions to these problems. First, it sought to hold schools accountable for raising standards and enabling students to meet them. The No Child Left Behind Act, signed into law in January 2002, erected a system of testing to measure and ultimately improve student performance in reading and math at all schools that received federal funds (Figure 32.7). Schools whose students performed poorly on the tests would be labeled “in need of improvement.” If poor performance continued, schools could face changes in curricula and teachers, or even the prospect of closure.

PDF page 898: His administration offered two potential solutions to these problems. First, it sought to hold schools accountable for raising standards and enabling students to meet them. The No Child Left Behind Act, signed into law in January 2002, erected a system of testing to measure and ultimately improve student performance in reading and math at all schools that received federal funds (Figure 32.7). Schools whose students performed poorly on the tests would be labeled “in need of improvement.” If poor performance continued, schools could face changes in curricula and teachers, or even the prospect of closure.

PDF page 898: His administration offered two potential solutions to these problems. First, it sought to hold schools accountable for raising standards and enabling students to meet them. The No Child Left Behind Act, signed into law in January 2002, erected a system of testing to measure and ultimately improve student performance in reading and math at all schools that received federal funds (Figure 32.7). Schools whose students performed poorly on the tests would be labeled “in need of improvement.” If poor performance continued, schools could face changes in curricula and teachers, or even the prospect of closure.

PDF page 899: systems to set high standards for students, place “highly qualified” teachers in the classroom, and give military recruiters contact information for students. The second proposed solution was to give students the opportunity to attend schools with better performance records. Some of these might be charter schools, institutions funded by local tax monies in much the same way as public schools, but able to accept private donations and exempt from some of the rules public schools must follow. During the administration of George H. W. Bush, the development of charter schools had gathered momentum, and the American Federation of Teachers welcomed them as places to employ innovative teaching methods or offer specialized instruction in particular subjects. President George W. Bush now encouraged states to grant educational funding vouchers to parents, who could use them to pay for a private education for their children if they chose. These vouchers were funded by tax revenue that would otherwise have gone to public schools.

PDF page 899: systems to set high standards for students, place “highly qualified” teachers in the classroom, and give military recruiters contact information for students. The second proposed solution was to give students the opportunity to attend schools with better performance records. Some of these might be charter schools, institutions funded by local tax monies in much the same way as public schools, but able to accept private donations and exempt from some of the rules public schools must follow. During the administration of George H. W. Bush, the development of charter schools had gathered momentum, and the American Federation of Teachers welcomed them as places to employ innovative teaching methods or offer specialized instruction in particular subjects. President George W. Bush now encouraged states to grant educational funding vouchers to parents, who could use them to pay for a private education for their children if they chose. These vouchers were funded by tax revenue that would otherwise have gone to public schools.

PDF page 899: In the wake of the 9/11 attacks, Americans had rallied around their president in a gesture of patriotic loyalty, giving Bush approval ratings of 90 percent. Even following the first few months of the Iraq war, his approval rating remained historically high at approximately 70 percent. But as the 2004 election approached, opposition to the war in Iraq began to grow. While Bush could boast of a number of achievements at home and abroad during his first term, the narrow victory he achieved in 2000 augured poorly for his chances for reelection in 2004 and a successful second term. Reelection