And if you let kids think this way when they’re young, they will think this way for the rest of their life. The second reason is that school uniforms have no effect, if not a negative effect on a student’s performance in school. For example, “one of the top-performing 100 state schools was non-uniform. Yet such statistics work the other way round, too. Despite dressing their pupils in blazers and ties, more than 40 academies last year failed to reach the government's "floor target" of 30% of pupils with five A*-C GCSEs including math and English.” Says Stephanie Northen in the article “School uniforms do not improve results” on the website http://www.guardian.co.uk/education/2011/jan/18/school-uniform-results .
Standardized testing is also beneficial when it comes to testing a group as a whole to see different statistics within the group. Like the MEAP and ACT tests, standardized testing can be used to see where schools as well as individuals stand in their learning and teaching processes. On the other hand, standardized testing has many disadvantages in society. One disadvantage to standardized testing is that, when used as the main teaching objective, students miss out on part of their education. Standardized tests are incredibly narrow when it comes to what is tested, that any diverse, in-depth or broad teachings are lost.
Joshua Hannan Freshmen Composition 12/16/2012 The Truth about the Homeschool Environment Over ninety percent of school-aged children in the United States attend public schools. Less than five percent of the remaining ten percent are homeschooled (Ray B. D., 2011). Because many believe that homeschooled children are put at a social and academic disadvantage, many desire homeschooling to be strictly regulated or even banned. In reality, many studies show that homeschooled students tend to excel in these areas, and the desired public school “socialization” can actually prevent children from reaching their full potential. Despite opposing ideas that suggest parents don’t have the qualifications or resources to successfully educate their children and are pursuing home education only to avoid opposing values, research show the positive social, emotional, and psychological development of homeschoolers; there are, in fact, many public school parents that would benefit greatly by embracing some of the characteristics of homeschooling that create such a positive learning atmosphere.
Patrick Winters 3/20/15 Research Paper Proposal “I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder that we could have tolerated anything so primitive.” John W. Gardner. Since the early 1980’s the United States Department of Education has pushed a mandate that required states to raise the standardized test scores of students in public schools. This headlong rush to improve the “numbers”, that so-called experts have determined is the only true measure of student success or failure, has had the effect of substantially watering down, or “dumbing down” the curriculum being taught in American public schools. So what factors are influencing this decades long trend that has educators teaching a curriculum that is often described as, “a mile wide, and a foot deep”, and will this lowering of standards in order to produce desired statistical outcomes result in American public schools producing students who are significantly less intelligent, both cognitively and content wise, than both American students of past generations and their peers from around the globe? The paper will examine this question from three different perspectives.
Murray states that he thinks students do not have the academic ability because “10 to 20 percent of a population has the mental potential to cope with twenty six-word sentences.”(Murray) He thinks having students take standardized test in order to see if they were ready for college material. SAT test have been used by many schools as part of their admission process. However intelligence should not be limited on standardized test but improving talents and looking for people who can think outside the box like Goldin and Katz think is
No Child Left Behind Act: Educational Epiphany or Epic Failure Amanda Phillips Western Governors University No Child Left Behind Act: Educational Epiphany or Epic Failure No Child Left Behind (NCLB) was designed by the Bush administration to reduce the "learning gap" between different groups of students and to ensure better teacher equality. However, it sets forth a method of measuring "Adequate Yearly Progress" which aims at 100% proficiency in 10 years time (from the start of the program) (CEP, 2004). As schools struggle to meet the act's impossibly high goals, many incentives to keep underperforming students out, or to hold those already in the school back present themselves. The primary objective
Student Motivation Virtually 30 states now assess schools primarily or solely on the basis of student test scores. A similar number unequivocally tie student promotions or graduations according to the performance on state or district tests. When interviewed about high-stake testing several teachers perceptions were obvious of how classrooms have changed since the implementation of high stakes tests. They established that teachers believed that standardized tests noticeably cause younger students to experience, stress, fatigue, misbehavior and emotional distress. Teachers have reported that student morale had deteriorated and none reported that it had improved since high stakes have been implemented in schools.
“In addition, the laws fail to address the pressing problems of unequal educational resources across schools serving the wealthy and poor children and the shortage of well- prepared teachers in high-need schools." The factors that I believe contribute to performance are teachers and resources. Unfortunately, the complex requirements of the law have failed to achieve the goal of closing the gap and have sparked a number of unintended consequences that in most cases harm the students. Stringent measures have caused districts to compete for funding that is causing an unfair distribution funding to lower income communities. The practices that some of these districts are of a false and malicious nature.
This paper presents a review of the research article entitled “A Correlational Study: Parental Involvement to Student Achievement in Public Education” by Brian A Wilson (2009). It provides a brief description of the study and methods used as well as outcomes and limitations of the study conducted. Summary The article by Wilson 2009 focuses on possible correlations between student achievement and parental involvement. Wilson hypothesized that there would be no significant correlation between independent and dependant variables including the differentiated subgroups of student gender and grade level. Parental Involvement 3 Method Six Hundred students per year for four consecutive years were included.
Lucas Perdue Dogali Enc 1101-1096 09/12/08 Grade Inflation In Higher Education Elementary and secondary schools are often criticized for their low standards and high grades. Recent statistics show that only ten to twenty percent of all college students received grades of “B-“ or lower. In 1969, seven percent of all college students received grades of an “A-“ or higher. By 1993, however, this number had risen to twenty six percent! Grades of a “C” or less went from twenty five percent in 1969 to nine percent in 1993.