Can Raise Educational Standards. Our Analysis Suggests

Over the last 25 years many policies have been introduced in education. Some critic’s say that an education market has been created but others disagree and say that the policies have helped create equality of opportunity.

Education is the foundation of a person’s success and way of life. Graduating from school is important not only for an individual, but it helps the local and national economy. A study by the Alliance for Excellent Education shows that with higher graduation rates among high school students, the economies of cities, states, and of the country would increase (Rollins). Compared to the rest of the world, the United States spends a large amount of money on education (U.S. Education). While many may think this sufficient, Professor Bruce Baker discusses the correlation between supporting schools with federal funding and the success of students, “When schools have more money, they have greater opportunity to spend productively. When they don’t, they can’t” (ii, Baker). If students are to graduate and contribute to the boost of economies, education must be the forefront of federal funding.

In the article “Opinion: America Needs to Raise the Bar on Education for Our Students,” Michelle Obama’s strongest argument was that a high school education is not enough to get a satisfactory job because of the competition. To be able to compete for these jobs, students need to be encouraged to go to college through programs like Reach Higher. Her argument that students need to step up and work extremely hard to achieve their goals may not be an option to many students. Students can do all that they can but if they are needed to help care for their families or their parents disagree about their choice of career, it is not up to them.

In this age of high-stakes standardized testing the idea of creativity in the classroom has become less and less popular. Susan W. Cress and Daniel T. Holm present a compelling case study for keeping creativity in the classroom in “Creative Endeavors: Inspiring Creativity in a First Grade Classroom” published online April 1, 2015 in the Early Childhood Education Journal.

Controls used in the statistical model other than just the charter status are student background, grade cohort in school effects, and school exact effects which are likely to affect student achievement. In the model, i, j, k and t represent individual schools, students, grades, and years; s is the test score for each student for all of his/her school years, α a represents an disregarded school-specific characteristic that does not get any modification over time,δ is an disregarded grade-cohort influence within each school, γ is an disregarded restriction reflecting the potential effect of charter school attendance on s; C is an gauge variable that equals one if the school is a charter school and zero otherwise, x is a 1 x K vector of K observable factors affecting s, β is a K x 1 vector of disregarded parameters, and v is a random error term (Buddin, Richard, and Ron Zimmer.

The research indicates high schools with 400 to 900 students have higher participation rates, lower dropout rates, higher rates of attendance, higher overall grades, and fewer discipline problems. It has also been determined that smaller schools have scored higher on the ACT. At-risk students are more likely to achieve and become more involved in smaller schools. Researchers have determined that small schools typically have 400-900 students. It is also found that smaller schools are successful because of the strong relationships between students, teachers, community members, the school board, and administrators. The Rural Educator is the official journal of the National Rural Education Association. I will use this research to support the points made to show how smaller schools are more effective than larger

America’s educational system could improve nationally by removing standardized testing. American has recognized some of the flaws the education system has presented and chose to fix them; however, one of these problems has been standardized testing, which has not been identified nor changed. Standardized testing inflicts many problems to students that need to be fixed immediately. From inefficient teachers to poorer school systems, standardized testing needs to change because it deteriorates America’s education systems, it is an unfair disadvantage, and it cannot accurately measure a student’s amount of intelligence.

Why do we take so many standardized testing each year? That is a question that students at my school ask all the time. The end of the school year is the best and the worst time. Summer is right around the corner, but we still have all our standardized testing to take. It causes so much pressure and stress for all students, teachers and even some of the parents. It is one test for your subject to prove everything you know and have been learning the whole year. I do understand how there is pros and cons of standardized testing, But I believe that the cons overpower the pros. Standardized testing has not improved student achievement (Is the use of standardized testing improving education in America?)

Many Americans seem to share the view that government spending more money on education will improve academic success. According to

In the 1950’s the school choice debate came to view education as a service that could be produced in a variety of ways and that parents could be consumers of (Musset, 2012). Musset’s research explored the idea that schools would be judged based on performance, being rewarded with expansion as families choose them over those schools who do not, while those underperforming schools would lose funding as families vote with their feet as they withdraw their children from those schools (2012). Over the last half-century the research, including that of Duncan(2007), has come to include the performance of private schools as they collectively outperformed public schools amongst the lower-socioeconomic and minority populations of the United

Another problem with standardized testing is that these tests dampen students’ interest and desire to acquire knowledge in a wider scope outside of the subjects being tested. Students are forced to focus in the core subjects being tested such as Math, English and Science (only at times) whereas neglected other creative curriculums like Music, Visual Arts, Literature, Social Studies, Critical Thinking, Presentation, Group projects,etc. A large amount of time is dedicated to test prep and simple leaves no time to learn more “noncognitive” topics which is crucial as mentioned in the article “Does Standardized Testing Really Evaluate Your Kids Learning.” Johnson by his research strongly claims that “non-cognitive qualities—such as resiliency, creativity,

Students attending public schools of varying size and socioeconomic elements continue to have distinct experiences and outcomes. Research over the years has pointed to the complexities regarding the issue of equal and appropriate education for all students (Howley, 2008). School size and structure have been at the forefront of educational decisions since the 1800s. Socioeconomic standing has also been a large factor in the success of students since the early 1900s (NCES, 2014). The current body of research leans toward medium and small size schools as being the most effective for student achievement outcomes and participation rates in activities. In addition, the literature supports the view that students from economically

After accounting for the socio-economic and demographic profiles of students and schools, students in OECD countries who attend private schools show performance that is similar to that of students enrolled in public schools.

During the 2000s, the education sector experienced a rapid growth of public spending, increasing by 5.1% per year. However, this approach will be swiftly retracted in the upcoming years as Britain’s education budget is slashed by the largest amount since the 1950s. Unfortunately this reduction in spending is unavoidable but what needs to be addressed immediately are the possible disadvantages that this may have on Britain’s children. Will increased spending per pupil benefit children? Perhaps the reason the government is so readily able to make these cuts is because the difference in children’s ability will not change significantly with or without these additional resources. It is also interesting to compare Britain with the top ranking

The value and role of “knowledge” is different in every culture but good basic education is essential in every culture. Primary and secondary education in UK (up to 16) is compulsory for all children. However, there were a limited number of high quality schools and these are oversubscribed application. That created problem of “distributing” pupils between schools (Hurst and Sugden, 2011). So a practical and effective admission policy has great influence on the quality of basic education. The purpose of writing this report is to argue for the reliability and effectiveness of current enrolment policy. According to this report, it will help admission policy designer to solve the problems and prove the benefits of this