Although his observations about American high schools are detailed and accurate, his analysis of and solution to the problems he proposes lack basic knowledge. Throughout the article, Bostein lists some flaws in high schools in America and expresses his views on them. He criticizes the poor quality of teachers and the education system and implies that the teachers do not care about the curriculum. Therefore, high schools fail to prepare students for the adult life. Toward the end of the article, he argues that students in America today mature much more quickly than they did in the 20th century.
In Amanda Ripley’s article “The Case Against High School Sports,” she argues that sports are becoming an unnecessary distraction, causing American students to fall behind other countries in math (and all other subjects) in the classroom. She suggests that the main American focus for all schools—elementary, high school, or college—is to put the triumphs of athletic teams before the success of the schools’ intellectual feats. Ripley provides many examples and situations to support her stance. She interviews foreign exchange students who help to sustain part of her argument that says sports in America are more important than sports in other countries (South Korea is the specific example given). The other main part of her argument suggests that
Just ask Kyoko Mori. She went through both Japanese and American educational system. The Japanese system is much worse because not only does it have the same flaws as the American system, but it adds on to their mistakes by not allowing students to question the teacher. When students cannot question the teacher, they are not able to think for themselves and it further proves my point regarding us becoming robots. The largest flaw in this school system is entitled “reward.” This reward that students receive makes them study not for expanding their minds, but for some colorful sash that they will on graduation and a pointless title to put on your application.
But why? Basically, the author argues that smart kids invest their time and energy into the things that they like. Meanwhile, being popular in high school is a full-time job, requiring a great deal of time and effort – time the nerds are unwilling to commit. I found his argument unconvincing. The article goes into many other issues, about the roots of teenage angst, that you may find interesting, but I want to focus on this primary point – nerds are unpopular because they don’t invest time in being popular.
Maria Hurtado Mrs. Frederking English 51 9/3/2014 Why capable students fail? There are so many questions people have towards why the dropout rate is so high. When struggling students need help some don’t know how to ask or even seek help. Researchers make studies about how it’s about students that come from poor class, and working class. In Paul Tough’s article “Who Gets to Graduate”, he states that the reason why students don’t succeed is because of their parent’s income.
Today great knowledge is lacking and learning is based upon parties, cliques, and the use of illegal substances. Rather than gaining that perfect score, students are wasting their valuable time on meaningless tasks. Ask any student or any adolescent out of high school what their greatest accomplishments were in school, and you will receive a puzzling answer. The most common answer would be conquering high school, and gaining their ideal GPA, unfortunately that answer was from the past generation. Our generation’s answer is sadly quite the antithesis.
Many students pursing an advanced degree at lower-tier colleges or universities will have less life and career aspirations than their Caucasian and Asian counterparts. Those are the ones who can even afford to further their education. Teaching to the test, rising cost of education and misguided reforms are all playing a large role in limiting the opportunities for many Hispanic and African American students. The underrepresentation of minority students in higher education is particularly pronounced at the nation’s most selective colleges. One in twenty-five top-tier college students is a minority.
Students are deprived and oppressed of a quality education because the district does not have the money to invest on the kids’ education; unlike in other school districts in wealthier areas where the class sizes are smaller the teaching quality is considerably better. How is a student from south central Los Angeles supposed to compete with one of Beverly Hills when not even their GPA’s have the same value? America is not a perfect society, people say that racism does not exist, but I believe it does. Contrary to Paine’s belief, racism is everywhere we go, whether it be a corner store or shopping mall or in sterotypes. If a Hispanic person or African American person goes into a store they get watched and/or followed to make sure we do not steal anything, but, if a white person goes into a store, they do not get neither followed nor watched.
American vs. Japanese education system The facts show that Asian students get high scores in the state tests. Based on that people assume that their education system is great, not thinking about the negative things it contributes to students. Other people say that the American schools makes the students lazy. The American school system should adopt some of the Asian ways of incorporating the importance of education in students. We think of Japanese students as being intelligent but never think of the disadvantages.
Regardless of the fact that parental support is of great importance for a students’ academic achievement, studies have shown that a greater part of a minorities parents have lacked support for their children in spite of faculty and staff motivation to do so. Karen Mason, president of the Association for Career and Technical Education communicated that numerous at-risk student’s lack parental support and often have a low academic self-concept; consequently, pushing students to often struggle in school. Also “A study conducted by researchers at Duke University in 2005 found that underrepresented minorities constitute 28.2 percent of the U.S. population; 12.5 percent of the entire applicant pool of 18 national schools; but minority legacy applicants only accounted for 6.7 percent of the applicant pool. The researchers concluded that legacies today reflect the domination of whites that have in their words, “monopolized” higher education throughout history. Legacy preferences fail to substantially increase racial and ethnic diversity in colleges and universities.” Declared John C. Britain a professor of law at the University of the District of Columbia School of Law.