Source 16 supports the statement by saying ‘In 1870, the Government made elementary education up to the age of 13 compulsory for all children.’ This shows that by opening education to all children aged 13 and below, they had approached the problem of uneducated children especially boys from falling into lower classes. Source 17 also agrees, ‘Before 1870, education was not compulsory and it was not free.’ The government had then opened a branch for the lower classes to become educated and somehow improve their quality of life. By opening up school board and creating new schools, it meant that fees were eventually to be taken off, when after the 1902 education act, schools that were receiving state funding had to offer 25% of all places without fees. Gladstone the prime minister at the time believed in equality of opportunity, so over the coming years, showed open support about children receiving open education for all ages. He openly says about passing the political power to an uneducated nation and improving people’s quality of life, therefore showing support.
Also the 11+ exam where it allocated the students into a certain type of school they were sent to, either Grammar, Technical or Secondary Morden School, based on their results. It helped students to be categorized into schools with their working-speed and intelligence which helped push them into having a successful educational experience. The last two reform acts alternate around each other; the beginning of comprehensive schools at 1960s where all students go to same schools regardless of their ability, allowed the minister of education to introduce the Baker Act in 1988. They aimed to improve educational institutions for a better educational experience for all students by raising standards, called Marketisation. This bought on Marketisation where schools try to attract other students by raising standards to show they are most successful.
Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
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.
These mostly industrialized cities had an enormous need for children to learn English. Attending school year-round was necessary for students to learn the English language and it was helpful for parents, both of whom often worked. This contrasted greatly to the rural one room school houses of this time where most of the schooling took place during the winter when the children were not needed to work the farms (Hermansen, 1971, p.9). As education became more of a priority for society “progressive reformers championed compulsory attendance laws while extending the abbreviated rural-driven short hours and days into a longer school day and year” (Cuban, 2008,p. 241).
Also, Kohn slowly works his way through the process of standardized testing and suggests improvements of the tests as well as any alternatives to the situation at hand. Then, Kohn continues his argument by rebutting any questions and concerns that his audience may have. The author compares the U.S to other countries stating that “few countries today give these formal examinations to students before the age of sixteen”. The support that Kohn uses in his arguments is shown throughout alternatives to testing, his exposure of misleading and exaggerations in a “Nation at Risk” report, giving specific examples, and by informing the reader of the profits made by test makers. Also, explaining that companies turned around and sell teaching materials designed to raising scores on their OWN test.
I was in for a big surprise. When middle school began, I thought I was right at first. The work was pretty easy and if I failed a test, my teachers would let me re-take it. However, when the first semester
A’lexûs Austin August 28, 2013 English 1113-M Essay 1 Uniforms Helping Schools Learning in schools has gotten better. Over the past couple years or so, more and more public schools have implemented policies requiring children to wear uniforms. This policy has helped students and schools as a whole. Mandated uniforms have eliminated distractions, equalized student population, and caused students to get dressed faster in the mornings. I understand that some people feel that uniforms are a waste of time, but they can never tell anyone why.
Standardized tests are defined as uniform procedures for administration and scoring and they often allow a students performance to be compared with the performance of other students at the same age or grade level on a national basis. (Santrock, 532). They also offer equal opportunity to compare all examination candidates at an equal level and measure their performance. Standardized tests also seek to attempt to include material that is common or uniform across most classrooms. In Kenya, the most acknowledged type of standardized tests is the Kenya certificate of primary education (K.C.P.E) exam and the Kenya certificate of secondary education (K.C.S.E) exam.
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.