History And Current Model Of The Korean Educational System

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Part I Question 1: Briefly discuss the issues for which you wrote your paper for each of your core courses. EDUC 511 In Education Issues (EDUC 511), much was discussed about the history of the American education system. Although many of the best universities in the world reside in the United States, (“World University Rankings 2013-2014,” 2014), and the system has produced world-renown synthesizers, producers, and implementers of knowledge, we have not done so well to educate those on the fringes of society. This is especially true of recent immigrants, student from families with low socio-economic status, and children of color (Akiba, LeTendre, & Scribner, 2007; Kozol, 2005; Ladd, 2012; Ravitch, 2010; Suarez-Orozco & Suarez-Orozco, 2001). For this course, I examined the history and current model of the successful Korean educational system looking for lesson that could be applied to the American system. Data was presented showing that the Korean system excels in international achievement tests, (Pearson, 2014), secondary and tertiary graduation rates (OECD, 2013a, 2013b), and that while both countries struggle with socio-economic achievement gaps, that Korea was able to effectively educate students from low socio-economic status (SES) families to a national standard (Akiba et al., 2007; Byun & Kim, 2010; Ladd, 2012). The data showed that while Korea is not the best in the world at educating the richest 10%, that award goes to Australia and New Zealand (Ladd, 2012), they
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