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Discuss Equality In Education
Equality in education essay 100 words
Equality in education essay 100 words
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Since the beginning of the first education reformation, there has always been criticism on how education should be provided and taught. Throughout time, different countries have made reformations to provide better educations to their people. These examples range from creating a better school system, to providing free education in elementary and secondary school. Education reform is not over as it is still an ongoing process in the making that may never end. Education reform first started to happen in ancient Greece with Socrates, Plato and other great Greek scholars. They studied the “how’s” and “why’s” of life. They also believed in creating a better education system for the common people. It went so far as Socrates creating the first university …show more content…
For example, two years after NCLB was put into law, North Carolina had 9 schools in the state that needed some levels of improvement. 5 years later, that number rose to 521 schools (Turner). This was due to low performing schools not able to provide a so called “quality education” by the states. When an underperforming school didn’t meet the state’s requirements, they were given sanctions and were told to fix their problems or more consequences will follow. The problem was that schools were not given more money to fix their sanctions so they were left to start to cut programs. If schools still didn’t fix their sanctions, the state would tell the school to go tell their students to start looking to transfer to another school in the district. Lastly, if schools still didn’t meet their sanctions, they were then forced to shut down the school. Schools got overwhelmed with stacks and stacks of sanctions. The problem was that rich districts could afford to fix every problem while poor districts were forced to cut programs to gain more money and struggle to provide an “equal and quality” education for their students (Turner). Schools were now left on their own to fix their sanctions without government …show more content…
There are shocking comparisons on how they educated their students compared to South Korea. Finnish students get less than half an hour of homework a night as long with no school uniforms, honor societies, valedictorians, tardy bells, classes for the extra ordinary students, or standardized tests. These kids don’t even start school until they are seven yet they have the smartest kids at 15 compared to all other students in the world (Gamerman). So how does Finland rank so high in education? Like Americans, Finnish kids also are one of the top countries to waste hours throughout the day but are still on track to being the world’s most productive workers. What Finland does is quite remarkable. They create well trained teachers and teach children responsibility at a young age instead of putting kids in schools. Since children don’t go to school until they are seven, their parents educated their kids how to be responsible young adults. Once the children start school, they are equally trained by teachers. There are no students who finish first instead they focus on the weaker students to catch up than concentrating on the more advance students in getting further ahead
All of this leads to obsessing over disciplining and having high test scores to compete with other school around the area. In Finland, they have no standardized tests that students need to take. When people are in trouble in Finland, an approach is taken to help them and support them. This is different in America. This supports the example of Harold as none of the teachers at the school took the approach to help Harold or even to support him. Many accusations were said that Harold is the problem and not the teachers. However, as Rose took a stand for Harold and helped him as he started to give up. With the standardized testing, it puts students with similar scores in the same classes. From this, Millie was put in a remedial class which was stated as an average class. As the schools soon start to care about the results of the standardized tests, the school start to focus on math, science,and reading which leads kids to being the same. This makes school not fun and the students end up dreading on going to school. In Finland, not only do the school focus on math, science, and reading they also focus on other important studies such as the arts, humanity, and physical education. Focusing on it all gives the students the ability to become creative and be their own individual person. Ken Robinson also proves that giving students the individual attention that they need helps them thrive to meet the goals that they have in education. Ken Robinson claimed, “Education does not go on in the committee rooms of out Legislative Buildings, it happens in the classrooms and schools. And the people who do it are the teachers and the students. And if you remove that discretion it stops working” (TEDtalks 13:15). When a teacher teaches a student will learn. Taking the actions to actually
Many individuals have been affected negatively by trouble makers in school. Troublemakers have either disrupted classes or bullied other students. Yes, trouble makers may harm one’s learning environment, but should they be kicked out of school? Though many individuals argue that troublemakers will not change and hold the class down, they should not be kicked out because they need help. Most of these kids that are disobedient do not know the distinction between right and wrong. We should not withdraw trouble makers from school, rather, we should help these troublemakers and teach them right from wrong. In the article “Let’s Really Reform Our Schools” by Anita Garland, she states that American high schools are disasters because there are troublemakers (694). She asserts that the withdrawal of troublemakers in schools would make the learning environment peaceful for students who want to learn
Labaree discusses how the United State’s education is in a school syndrome, as people in America want schools to teach society’s ideals as well as let people express their individuality. These two demands are polar opposites that cannot be achieved. As the focus goes towards balancing these in hopes of improving society as a whole, the bettering of actual student learning is put on pause. Labaree talks about the beginning of education reform, in the 19th century, being the most successful in developing society; however, as education reform continued throughout time, its effectiveness wore off. He then addresses how the desire for education reform is more about improving society than it is about learning. He finishes his argument by providing possible solutions to fixing this problem, but states that fixing this problem will never happen because no one is willing to give up both demands. Overall, Labaree goes in wonderful detail explaining the problems of education reform. What made me choose this article was that he addressed the desire that people have on school systems in promoting both society normality and individuality. This correlates well with my topic in whether public school systems promote conformist ideals or individuality.
In The Smartest Kids in the World and How They Got That Way, Amanda Ripley investigates the education systems of three of the world’s highest performing countries offering insight into the components necessary to raise education in the United States from its current mediocre place on the world stage. By involving three teenage American exchange students, Ripley gained access to firsthand experience of the familiar US system as compared to the highly competitive systems in Finland, South Korea and Poland. The author proposes that, although the systems vary greatly, commonalities in cultural valuation of education, rigor and teacher quality have made students from these three countries the “smartest kids in the world.”
The controversial topic about the function of school is discussed at many school board and PTA meetings throughout America. In Anita Garland’s opinion, schools are not functioning properly. Garland states her reasons as to why the purpose of school has to change in her article, “Lets Really Reform Our Schools”, where she starts off by saying, “Desperate illnesses require desperate remedies. And our schools are desperately ill.” She proceeds to list the remedies in order to transform our schools into a more healthy, successful environment. First, Garland claims that the students who are not interested in studying should not be allowed, better yet, never forced to attend school with kids who want to receive
Recently, Finland is considered one of the best when it comes to education and how they have come to teach their children. Finland, is located in Northern Europe and main religion, is that of Evangelical Lutheran. In Finland their government is called a republic and their main language is Finnish. When it comes to how to act the Finnish people are very modest and will often downplay being praised, as they are modest people. When it comes to how one should behave the Finnish culture believes that you should always act in a proper and courteous manner as it is the most important to never to be disrespectful. They believe in talking in moderate tones and do nothing that would call attention, as this wa...
The problem is that there are not enough high quality schools in all areas especially the ones that have low income families. The NCLB did get more kids in school, but it does not mean that they actually received a quality education or even graduated for that matter. Although, there are great teachers working at public schools; there are also too many bad ones. They are the kind of teachers who do not actually care if their students learn the material they are teaching, and are only really there for the paycheck. As for the NCLB act it was more of a never ending failing cycle. First off the act states that people are able to choose what school they want to go to when that clearly is not the case because each city has district lines. Then the act claims that all schools have to do is apply for grants and ask for money from the government or they can get money based off of the schools’ test scores. When these schools in bad neighborhoods have no money to implement programs to help students do better in school, and in turn they cannot get any money because they are not meeting the state’s standards. That is how this act becomes a failing cycle, and is only able to actually work for the nice public schools because they are the ones meeting the state’s standards which meaning they are more likely to receive any money or grants from the government. Yes, we are
Ravitch justly describes No Child Left Behind as failed law. She notes that, though the intentions were good and well meaning, the results were just the opposite. Why was this? Well, as ravitch puts it, NCLB was a “punitive law based on erroneous assumptions about how to improve schools.” It assumed that reporting test scores to the public would be an effective lever for school reform, changes in governance would lead to school improvement, shaming schools that were unable to lift test scores every year (and the people who work in them) would lead to higher scores, low scores were caused by lazy teachers and lazy principals, and that higher test scores are synonymous with good education. So, what is the solution? Let us look to New Orleans.
Reforms in education always occur when the educational system is in a period of unrest or crisis. Century after century show how hotly debated this topic is. Moreover, individuals, including, business leaders, parents, school boards and presidents feel they have the right ingredient to solve the problems of our educational system. It is unfortunate, but history is repeating itself, and we are now in a period of crisis in the education system in the 21st century (Tyack and Cuban, 1995).
NCLB also made it so the schools had to increase there scores. This put a lot of pressure on the kids and schools. The schools had to preform well of they would be shut down. Kids were also put in extra classes to get there scores up. This also put a lot of anxiety on the kids they had to try extra hard. They were put in classes according to there test scores, and if they didn’t reach there scores they couldn’t participate in some of the things kids who passes could. Because the NCLB act made schools increase there scores every year schools set their bars really low. One analogy is We start with the 100-meter hurdles. In this event, all the hurdles are the same height, equally difficult to clear. No Child Left Behind establishes hurdles for schools to clear. Every year, schools must raise the percentage of students passing state tests. Some states though found loop a loop hole in this by setting the first bars really low(John Merrow). This made the kids not have to work for getting good scores and made then not even
First, it is necessary to examine the current paradigm within education in order to determine exactly what it is about the modern system that requires changing. One of the most immediate concerns comes as a result of the school facilities the...
Schools will try to keep their image and they will say everything is fine. It's like if someone's trying to keep their parents figuring out that they have bad grades, that person tells their parents everything is fine, in order to keep there things like there phone, tv, door, room and board. But everything isn't, there failing three classes and they have no idea what’s going on in any of them. What this scenario is meaning is that schools will always try to keep and get more federal funding. There only going to tell you that they're working on it.
The No Child Left Behind Act, standardized testing, and the large use of technology are some of the reasons why the United States is falling behind in educational rankings. The No Child Left Behind Act was set into place with the goal to improve student performance in school, and close the achievement gap between students; as Stecher, Vernez, and Steinburg state, “When Congress passed the No Child Left Behind Act of 2001 (NCLB), it established an ambitious goal for the nation’s states, districts, and schools: All children will be proficient in reading and mathematics by the 2013-2014 school year” (1). While the No Child Left Behind Act was implemented with good intentions, the act itself is one of the main reasons the United States is falling behind in educational rankings. One of the most common complaints from parents surrounding the No Child Left Behind Act is the weakest link factor: the weakest student sets the pace in the classroom. The weakest student takes attention away from children whose learning level is above theirs....
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.
There are platitudes of issues and elements that pertain to the educational process as well as curriculum development that are addressed on a routine basis. As many researchers have discussed, and administrators and teachers alike have grown to understand, if this current educational model/system is to produce creative, productive, active, and technologically savvy students-citizens the worst actions are perhaps having no actions at all (Stansbury, 2013). In addition to the grandiose mistakes of becoming stagnant (progress), educators and administrators are faced with increasing demands at the highest levels; this of course is making reference to both federal and state legislation such as No Child Left Behind, perhaps the most groundbreaking legislation to date. These rigorous demands are curriculum based, creating definitive and innovative opportunities for educators, especially those in positions to promote and formulate new curriculum models as well as propose the implementation of a new curricula into the system, to better prepare students within their educational system/process exactly what the demands of a 21st century requires. These demands are in reference to an article written by Richard Long titled Career Success Demands Strong 21st Century Literacy Skills. Long states several skills that will be required if American students are to play catch –up with the rest of the world as well as perhaps attain their position at the top of the upper echelon of world educational rankings (Long, 2010).