High Student Education And Student Performance

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

Today’s education system is challenged with creating and incorporating the most effective and meaningful methodological and conceptual curriculum designs to date. One of the key challenges is to design curriculums that facilitate understanding, retention, and generalization (Bulgren, Deshler, & Lenz, 2007, p. 121-122). However, there is no single way to overcome these challenges due to the variances and complexities within each content area. These, along with the demands of meeting high stakes testing, and the endless revolving door of performance standards, places teachers in a constant state of turmoil as they seek to create coexistence between student achievement and rigorous and challenging standards. One strategy being implemented

The educational system in the United States was originally developed using concepts from around the world, created using ingenuitive ideas from countries such as China, Japan, and Korea. However, as the United States quickly moved into position as the leading country for state-directed educational standards, America looked less and less to the systems of other nations and more into how we could improve what was locally and currently being applied in education. Consequently, an improved type of education instruction was officially launched in 2010. These new state standards, practically titled Common Core, were declared to focus on developing a child’s skills in reasoning, problem solving, communication, and competition (Conrad, et al. 52). While the standards are professed to be an extremely practical and beneficial method of teaching today, there are issues which have recently surfaced and raised some concerns. The Common Core State Standards are emerging as the subjects of a provocative controversy in society today as they prompt discussion on global economic efficiency, nationwide academic standards, and the ultimate well-being of school-age children.

Education in the United States is in an abysmal state. It continues to spiral downward as students and educators fail to meet standards. The standards are then altered on a patchwork basis throughout the states. The goal is no longer to have a high standard educational system. The goal now is to maintain the status quo, allowing students and educators to strive for the minimum. There is no common approach to achieve success. Incipit Tragoedia, in comes the Common Core, agreed upon by educators, politicians, and

Happy New Year! How are you? I just wanted to update you. I applied for jobs through Americorps and landing one in Pittsburgh with a Non-profit called Higher Achievement. We are an affiliate to a national program. Higher Achievement aims to help middle school scholars from the Hill District and Homewood areas, prepare for High School and for placement in advanced programs and or top tier schools. I was hired to help recruit mentors for the scholars and create programming for alumni of Higher Achievement. I told my supervisors about my interest in communications and they offered me the opportunity to be affiliate Brand Manager and of course I took it! I'm happy to be getting my foot in the door. I hope you're doing well and looking forward to

However, our focus is so fixated on the child’s cognitive growth and performance on these standardized tests, that I feel we lose sight of our mission to also help the child develop socially, emotionally, linguistically and ethically. I think this is largely because a school is viewed as successful when it’s students perform well. But, the quality of an education cannot be measured by how well the child is performing on standardized assessments. All it demonstrates is that the child is learning what he or she is being taught. But is it a good education, and are children learning what they should? That would depend on one’s definition, and according to Dennis Littky, “our country does not have a common definition of learning” (2015, p. 159). I think that the goal of education should be to teach students to learn how to think in a way that is translated in to whatever profession they choose. For the most part, I agree with Littky’s definition of learning. He writes, “Learning is to problem solve and think critically, to analyze and interpret different perspectives, to be creative and use the world as a tool to innovate, to be proficient in reading, writing, and math” (2015, p. 159), I think that learners should be able to demonstrate these skills - but I think that there should be an overarching emphasis on the moral and civic character growth of our

The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.

Because instructors are teaching directly for the test, the data collected may not be an accurate representation of the student’s true abilities. As standardized test grow in popularity among the school system, the pressure to achieve high scores rapidly builds. The importance of high scores goes beyond individual students’ performances, and teacher evaluations. Serious repercussions could result from poor scores, or performances. For example, “schools that continue to fail to improve may be closed, and districts that continue to fail may be subject to state takeover” (Posner). With the weight of the success of the school on their shoulders,

One of the most imperative objectives of the Common Core State Standards is that it gives the needed information and assistances essential to thrive while in undergrad and or graduate school, profession, and life. In order to decide and or see if the standards meet this objective was determined with relating them to the best state ethics, observing them in affiliation to formerly established college and career willingness standards, and having them revised by postsecondary teachers who teach entry-level courses (Conley, D. 2014). The academic impact will help to prepare students for college and post-secondary education and or jobs. The new standards gives the teachers a chance, to measure each students growth during the course of the academic year, and gives assurance that they are on their way into future, that paves the way for their academic life, to be a success while in college and when they

Standards are a precarious topic of discussion. They are given to us for assistance in organization and being on one accord, however, they can be very limited. Mike Rose brings up many interesting and challenging points about standards that made me question whether or not they were necessary and how I would apply them to my classroom when I become a teacher. As the examples in “Why School” gave the audience insight on those educators who live too much up to the standards of education and those who are passive about them, I came to the conclusion that a medium has to be met.

Since the early 2000 and the No Child Left Behind Act, the introduction of the standards-based education in the public school system came to light, and recently the Common Core State Standards (CCSS) has brought on another challenge along with controversies. Some critics view it as the “same old wine in a new bottle” (McTighe and Wiggins, 2012, p. 1) but it does provide some merits and require a positive new approach instead of the old habit of “zeroing in on the grade-level standards before a careful examination of the goals and structure of the overall documents” (p. 1). Another concern is the role of the Standards. “Standards are not curriculum. A Standard is an outcome, not a claim about how to achieve an outcome” (McTighe & Wiggins,

“Our educational goal [is] the production of caring, competent, loving, lovable people” . The students found in the schools across the United State are the future of America. They are the doctors, teachers, business people, lawyers and many other roles, that will be out in the workforce in the years to come. What they learn in school will impact them immensely; it is the responsibility of a teacher to give students the best education in order to ensure the common good of the future. It is essential for students to not only learn content matter, but also the skills to enable them to participate in a democracy. Due to standardized testing, the emphasis of education has become on score and rankings rather than learning. A standardized test does not look at the whole student, the scores provided are on a very narrow aspect of education. In the classroom, there are countless ways for teachers to assess the student as a whole person not as just a score. Standardized tests scores should not be the sole criteria for determining a student’s academic achievement.

If someone was to ask you “how do you define student achievement?” what would your answer be? Would you say student achievement is measured by state achievement tests? Or would you say that student achievement is too complex a subject to be objectively measured? There are many important skills students must be taught, and we need a way to effectively measure if they are in fact learning those skills. However, standardized tests cannot effectively show the learning of all students, especially those that are not good test takers. And of those skills that are tested, there are an endless number of arguably more important skills that aren’t being valued because they cannot be calculated. Furthermore,

High school seniors who have the opportunity to get a higher education should take it and make the best out of it. Going to college to receive this higher education has numerous rewarding consequences in the long run.

Schools are and will forever be learning institutions, but learning isn’t limited to purely comprehension and fact memorization that can be found in books. Furthermore, knowledge is an unquantifiable metric and similarly, grades and scores have a multitude of factors that could affect the results. This is not to devalue good academic standing but rather raising a question of “Do we want to develop students holistically or