Essay about Factors Which Determine Academic Achievements

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Continuous education improvement is a heated topic both in academic circles and for public concerns. The academic achievements are influenced by many aspects, such as pupil-teacher ratio, disciplines, teaching input, family education, individual efforts, classmates and other off-campus conditions. Above all these factors, many people believe that adjusting class size is the simplest way for developing education. However, class size is one of the important factors in determining successful academic achievement rather than the most crucial one. This essay will both discuss class-size reduction and other factors that affect the education progress, and then suggest the multi-influence of all possible elements determine the academic…show more content…
Although investigators try to analyze the influence of class size via referring to data, they still find no obvious gains in small class education. The record kept by the U.S. Department of Education showed that the period between 1969 and 1997 witnessed a remarkable fall from 25.1 to 18.3 in the average number of pupils per teacher in national public and private elementary schools, and a decline from19.7 to 14.0 in secondary schools. However, data from National Assessment of Educational Progress – the only national pointer of student academic success – show no obvious gains (Ehrenberg et al, 2001). The data illustrate that the sharp dive in the student-teacher ratio does not effectively lead to an improvement in the academic achievements.

Actually, there are a variety of influences on student performance besides class size. Glenn Zorpette reveals that discipline is an important element. Catherine Lewis, an expert on Japanese educational system, reported Japanese students are chosen to lead classes to experience how to manage unruly peers, and teachers conduct the class by ‘the cumulative general power of self-reflection, rather than by punishing and rewarding’(Glenn Zorpette, 2001). Furthermore, teaching input is another substantial factor. In Japan, for example, teachers spend almost 40 days more than that in U.S. with students rather than shrinking the class scale. They put considerable emphasis on class and group bonding at festivals and on trips, which makes
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