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Compulsory attendance is the common name for state legislation that requires children of specific ages to attend a school for a minimum amount of time or until some minimal level of education has been completed (e.g., completion of a common school education of eight grades). In the United States, the first state to compel school attendance was Massachusetts in 1852; the last state was Mississippi in 1918. Between the 1850s and the 1920s, compulsory attendance was promoted as a way to reform the common school system so as to achieve the ideal of universal education. By one measure it is an example of a successful school reform—schooling is virtually universal in the United States. Compulsory schooling, however, has not achieved the 19th-century ideal of a universally well-educated citizenry. Moreover, its reliance on state powers of coercion has provoked tremendous opposition, and such dissent has yet to abate.

Compulsory attendance laws are sometimes called compulsory school laws or compulsory education laws. These terms, however, can also refer to laws that prescribe (or proscribe) specific educational content as well as school attendance. In addition, the term compulsory education laws is regularly used by historians to refer to the type of laws that the New England colonies enacted in the 17th century to mandate some form of education but not necessarily formal schooling (e.g., the Massachusetts Old Deluder Satan Law of 1647).

By and large the enforcement of compulsory attendance laws had modest effects on increasing school enrollments. According to various historians of education, schooling was almost universal in several northern states before the enactment of such laws, and according to economists, the enforcement of such laws in the first half of the 20th century accounted for no more than 5% of the increase in school attendance. These laws did, however, have major effects on the norms of schooling in the United States and the relationships among parents, children, schools, and the state.

Pre–Civil War Movement for Compulsory Attendance

When Massachusetts passed the nation's first compulsory attendance law in 1852, it did so in large measure to respond to popular fears of social disorder (blamed on “ignorance, idleness, and vice”) that found expression in nativist prejudices against uneducated and poor immigrants, especially Irish Catholics, who did not place the same value on formal schooling as their Yankee neighbors. Although such fears and immigrants were abundant in other states, Massachusetts was one of only two states that had a historical precedent for compulsory education. Moreover, within its predominant Yankee value system, liberty could be understood to reside in the collective community—which could be free as a collective from state tyranny and free to impose restraints on individuals (for their own good and the common good). Thus, the enactment of compulsory attendance in Massachusetts was not as radical a step as it seemed to residents in other states.

In the rest of the United States, the idea of compulsory attendance was widely regarded in the 1850s as an affront to American individual liberties, to paternal sovereignty over children, to parental discretion to decide what is best for their children, and even to the Divine Order. Supporters of the common school movement in some states even charged that it was counterproductive for the good of common schools because common schools in most states at this time owed their existence to hard-fought (and recently won) state legislation that mandated school taxes. The enactment of legislation as radical as compulsory attendance, they charged, ran the risk of provoking public backlash against the whole common school enterprise and providing support for those who sought to repeal school tax laws.

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