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Change in the education system
Change in the education system
American education system since
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Sputnik The years after World War II brought elevated spotlight on science, technology, engineering, and mathematics prompting the development of the National Science Foundation in 1950 (Lappan, 1997). Before long, with the Soviet dispatch of Sputnik in 1957, all concurred that if the United States was to be competitive, increased consideration must concentrate on developing the next era of mathematicians and researchers. This slung U.S. education, including mathematics, into the political spotlight more than ever. Schools turned into the objective of fault for teaching the wrong things in the wrong ways, and curriculum development rose as an policy issue (Marshall, Sears, Allen, Roberts, and Schubert, 2007). The National Defense
The Soviet’s were responsible for putting man on the moon, rovers on Mars, and launching the Hubble Space Telescope. Indeed, it was the United States’ foes that drove the U.S. to accomplish perhaps the greatest feats of the twentieth century. Following the defeat of Germany and Japan in World War II, tensions between former allies, the United States and the Soviet Union, began to grow. In the following decades, the two superpowers would duke it out in competitions and tremendous shows of nationalism. They formed unmatchable rivalries in politics, economics, sciences, and sports. These rivalries would become clear when two countries competed in the space race, a competition between the U.S. and the Soviet Union concerning achievements in the field of space exploration. The Soviet’s took the early lead as they put the first satellite, Sputnik 1, into space. The launch of Sputnik 1 established a sense of fear into the American Public, resulting in the creation of NASA in the late 1950’s which opened the door for space exploration today and for future generations.
The Niitsitapi (also called Blackfoot Indians), reside in the Great Plains of Montana as well as Alberta and Saskatchewan located in Canada. Only one of the Niitsitapi tribes are named Siksika, also known as Blackfoot.
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
The act encouraged states to conduct standardized testing so that schools nationally could reach a proficiency level of 100 percent in math and reading as projected. However, the problem is that the Unites State has only met a twenty to thirty percent proficiency rate. Compared to other advanced countries, the U. S. has met only twenty-fifth in Math and a decrease in Science at twenty-five percent. Even though billions of dollars have been dedicated toward the academic achievement of the public school system, the Coleman Report revealed negative outcomes in the standardized test scores. This is when Americans confirmed how the system was broken.
Ryan, Julia. "American Schools vs. the World: Expensive, Unequal, Bad at Math." www.theAtlantic.com. The Atlantic Monthly Group, 23 Dec. 2013. Web. 18 Feb. 2014. .
The New York Times. 13 Oct. 2007 -. 23 Jan. 2010 http://www.nytimes.com/2007/10/13/education/13harvard.ht ml?r= 3&oref=slogin&ref= education&pagewanted= print> “Secretary of Education Richard Riley addresses Mathematicians.” American Mathematical Society.
After World War Two the United States and Soviet Union quickly became enemies due to different ideals. The Soviet Union supported communism while the United States supported capitalism and democracy. Communism was an economic system where the state owned all means of production, and goods and services were shared. Under communist rule free elections were prohibited and media was censored. The United States did not agree with this system of government. They strived for the world to have capitalist and democratic systems for government. Capitalism allowed private ownership and investment; and in a democratic state the people chose who represented them (Beck). The United States established a goal to contain communism and this policy was known as containment. Containment had specific principles including: supporting countries financially, using adroit and vigilant counter-force, and containment of Russian expansive tendencies including little communication (Kennan). The Cuban Missile Crisis of 1962 tested these principles. Even though the United States had a major goal of containing communism during the Cold War, the actions of U.S. president John F. Kennedy during the Cuban Missile Crisis differed greatly in practice from the principles of containment.
Jorden, William J. "Soviet Fires Earth Satellite Into Space?" New York Times, October 5, 1957. [URL] Accessed May 22, 2003.
For decades, education in America has been focusing on the basics of education which include the bare minimum competencies of reading, literacy, writing, mathematics, and science for students in elementary and secondary schools. In 2001, the No Child Left Behind Act reaffirmed the need for basics and pushed for all students to be evaluated based on a set of minimum standards. These standards instituted the need to be tested in a manner so that students from all ethnic and economic backgrounds have the same opportunities. Furthermore, these standards have not included the need to adapt to the continuous change in order to meet the needs of today’s economy and industry. When the focus should be adapting to higher standards of education, public education system still remains the same. Meanwhile, private schools and vocational training gives students a better chance at obtaining a job in today’s world.
disease. Werdnig-Hoffman disease is a disease “which wastes away his muscles and means that his health is rapidly declining” (Griffin). For a man who knows he has got nothing to lose, undergoing a head transplant can not be worse than his road to death. The problem is, his head transplant will be the first ever human head transplant. Christopher Hooton, a senior reporter for The Independent says “his fate could be considerably worse than death” (Crew). What is Hooton’s reason for saying this? He believes that the transplant can mess with Spiridonov’s mind, and Spiridonov can become insane. (Crew). Everyone’s problem with going through with this procedure, is if it will be possible to perform the first human
The biggest accomplishment made by the No Child Left Behind Act was putting a spotlight on the schools who are failing their students and demanding the improve. The Act has embarrassed many of the top schools by illuminating the low rate of success of their minority students. The No Child Left Behind Act is also responsible for the slow but steady progress toward closing the achievement gap between rich and poor and black and white. The law has also worked to increase recruitment efforts in low income areas that have previously experienced inexperienced and untrained teacher walking in and out with its requirement of teachers needing to be fully qualified. The law recognizes for the first time that teachers are inequitably distributed and has done something to fix it. But with these great accomplishments comes a numerous amount of complaints from the students, teachers, and states. Since the creation of the act schools are relentlessly focused on increasing their student’s scores on the yearly assessments to reach its AYP that they are having to narrow their vision of education and are losing subjects. The assessments only hold the schools accountable in the subjects of reading and math and thus those are the two subjects schools put their focus on. Across the nation schools are no longer teaching science as a standalone subject, instead of doing
With this promise came serious concerns over education taught students ranked 28th in the United States out of 40 other countries in Mathematics and Sciences. 80% of occupations depend on knowledge of Mathematics and Science (Week and Obama 2009). In order to ensure that educators have enough money to fund the endeavor to be more competitive with the rest of the world in Mathematics and Science, President Obama will increase federal spending in education with an additional 18 billion dollars in k-12 classrooms, guaranteeing educators have the teachers, technology, and professional development to attain highly quali...
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
Compared to other nations, foreign students are outpacing American students in mathematics, science, and reading literacy. To illustrate how U.S. students are lagging internationally, figure 1 shows mathematics and science scores from 2012 program for international student assessment. In 2001, America passed the No Child Left Behind act with a purpose of “providing all children with a fair, equal, and significant opportunity to obtain a high-quality education”. Because the No Child Left Behind act failed to exceed state standards, common core was created in 2009. Common core state standards started when Janet Napolitano, former governor of Arizona, created a task force comprised of “commissioners of education, governors, corporate chief executive officers and recognized experts in higher education” in December 2008. Napolitano and her task force released a report that eventually made the building blocks of what is now called common core state standards. The purpose of the common core is to make America an internationally competitive education system, so that America can lead the world. Common core is “a set of clear college- and career ready standards