This benefits middle class pupils as all the troublesome students are removed from their school it means the teachers have more time for them to improve their grades thus making the school more popular because of their rank in the league tables then letting them cream-skim thus improving the school further. Consequently, this means the less successful schools have the less able, working class students putting them in a spiral of decline. Cream-skimming is when a higher achieving school selects higher ability pupils, who gain the best results and cost less to teach. This then means they have more money to pay for better equipment and more facilities for the students to achieve higher thus keeping up the standards of the school allowing the school to cream-skim the very best pupils making the school more popular because it has a better rank in the exam league tables. Exam league tables rank each school according to its exam performance but it makes no allowance for the level of ability of its pupils.
By teachers giving points then students also get an opportunity to help them raise their grade. For those people on the edge of a higher grade it gives them a way to boost it and do something helpful for the community. I believe it’s a good thing that teachers give bonus points. I’ve been on originations that have done a charity drive where there’s not much participation. It’s disappointing when that happens, also you feel bad for the charity you’re trying to give to.
These figures included state awards, such as being named a “Torchbearer School”, and the vast improvements in standardized test scores by students. The purpose of Foundation for Success is so clear that in my opinion, the film is biased. The purpose of the film is so clear, that the film as a clear agenda. Foundation for Success does not talk about any negatives that have come with the new principal. The documentary makes the success of the school seem like it changed overnight and that it was an unrealistic superhuman effort.
On the other hand, some argue that incentives dramatically change the way students perceive their education. In the Los Angeles Times article “They Earn As They Learn” Lisa Cullen says, “She saw a definite increase in students’ excitement, enthusiasm and effort. Kids will express these characteristics when they see an opportunity for a reward. Students know the value of money, and they also know what money can buy, therefore they wouldn’t mind attempting to learn in school. Though they may be focused on the incentives, the knowledge they are taught is still being exposed to them.
In “Kid Kustomers” a selection from Eric Schlosser’s best-selling book, Fast Food Nation, he explains the increase in children’s advertising and states that advertising aimed at small children attempts “to increase not just current, but also future, consumption.” Throughout this text Schlosser gives many examples of how children’s advertising is effective and why it began. The reasoning behind this new increase in advertising aimed at children is because all of the companies noticed the potential amount of profit they could make off of this change. Adding children to their advertising aim was supported by companies because they want to create lifelong relationships with their customers, put pressure on future consumption of their product early,
Victoria DiGiovanni The majority of high schools are now requiring a certain amount of community service hours in order to graduate. Most students see this as a chore, but just how beneficial is it? Community service improves the student’s character, exposes the student to new interests, and benefits the student’s future. Mandatory community service enhances these advantages. A student’s participation in various activities throughout the community opens the door to not only a better society, but also an improvement in the student’s morality and character.
In order to achieve a successful future your parents spend a lot of money in your education, therefore, they have highest expectations of you when you are a college student. First, they want you to obtain high grades, while you are studying. Second, they always look for you to learn a second language since nowadays the labor market is more competitive.
Hard work on a particular topic with full dedication and focus pertaining to his own fields of interest will surely make him achieve his goals. While coming to academics, both the intelligence and hard work comes into play very often. But, the harder they work, the more likely they will achieve greater academic success. Generally individuals with high Intellegence don't have to try that hard in school to get good or average grades; that is until high school and college. Hard work is something learned through being challenged and if a child is not challenged in their early years of education they will typically slack off in their high school and college years when hard work becomes key to success.
A sensible idea indeed: America is no doubt a society of diverse cultures, and this diversity is increasing every instant. The upcoming generation requires more skills to live and communicate in this ilk of society. Studying other cultures in school time can be of great help in this regard. Firstly, the motive of school education is not to produce career oriented students, but to produce better human beings who can live and share the world with others on better terms. Keeping this in mind, students should be made to study subjects that can help them understand their surroundings, and their neighbors.
Basing on research of Brody & Benbow (1987) and Stanley (1985), Heward (1996) indicated: “Programs that allow gifted students to accelerate their academic program have been highly successful in terms of academic achievements, extracurricular activities and social and emotional adjustment” (p.482). Beside acceleration, curriculum compacting is also an effective method to engage talented children in learning activities. It aims at focusing on important content in required curriculum, removing superfluous information and substituting appropriate materials (Heward, 1996). According to studies of Renzulli, Smith and Reis (as cited in Haring & McCormick, 1974), curriculum compacting guarantees that the