The first reason the grading policy should not be changed is students/parents would not know their exact grade. For instance, if a parent wants to know how their child is doing in school, they wouldn’t know because the new grading system doesn’t give enough insight (doesn’t break grade down). Also due to the fact that more students pass than fail,
Flunking students can be used as a positive tool by our education system. The consequence of flunking and holding students back alone can be used to motivate and encourage students to put full effort into class work. Most students fear flunking only because they’re afraid of what friends, peers and society will say or think about them; this is all wrong, the real fear should be failing and not being
Roxana Useda ENC 1101 Professor Cash November 30, 2012 Why Trust the FCAT? Have you ever felt when taking the FCAT you are wasting your time? Over the years students have been required to take a test that will evaluate them on how well they do. The FCAT is given to obtain an insight on how much students are learning on three main subjects, science, reading, and math every year. Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned.
Gatto is saying that schooling is made for kids to adapt to; it has adaptive qualities, therefore there is a chance for everyone to succeed if they really want to, but it takes away from any individual thinking. Conforming is another evil of school because it makes us forced to learn things we really have no interest in and as Gatto states “its intention is to make children as alike as possible”(153). A lot of students use this excuse while they are in high school “when am I ever going to use this again in life” ill be honest I have said it before but I don't necessarily agree with these students because you need to build a base education before you figure out what you want your schooling to focus on. Kids change their minds everyday, I realized that I’m not quite sure I want to be an art major anymore, even being in the first couple of classes I knew it wasn’t for me
Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected. Reading, math and writing are the main thrusts of schools, and are obviously important. However, critics state that children are not receiving well-rounded educations because of the emphasis on these subjects
Eventually, the biggest problem will be to find a balance between making the much-needed progress and to try not to overwhelm everyone else involved such as teachers, parents and especially the students. There is much debate in the United States over the implementation of no child left behind, as well as its goals and methods. Teachers, administrators, parents and concerned citizens nationwide have a wide range of strong opinions about the effectiveness of this law. Many believe that no child left behind is a constructive law that will help to develop equal education for all students (NYSUT, 10S). Others completely disagree with no child left behind, feeling that such a strong focus on standardized testing is not effectively assessing what students can actually do.
Over the decades there has been an ongoing debate to change the United States education system in guiding students on a superior future. With the establishment of the No Child Left Behind Act, the importance to score higher on the standardized test has resulted in making budget cut to have more academic courses. When the current U.S. administration made budget cut decisions, the first thing to go is the art, music, and theater classes. The school administration does not realize that the arts are the aspect in people's lives and improves students mentality. A student that is involved in the arts are at low at risk to develop a mental disorder or helps release their frustration in a positive creative way.
For instance, how will a standardized test determine the creativity of the child? How will a certain score prove that the child is good at one subject and bad in another? Just on the basis of a score, is it logical to assume that a student is not capable of shining in a certain course? Often, a fixed syllabus is circulated in schools and colleges and the teachers stick to a monotonous method of just completing the syllabus and teaching only the required topics. This can definitely hinder an in-depth learning of the subject by the students.Standardized testing are a type of exam that assess the student's capability on the basis of multiple choice questions.
Standardized testing has been the reason behind many of the negative effects on students that educational theorist John Holt describes, like a student rarely being able to get through school “with much left of his curiosity, his independence, or his sense of his own dignity, competence, and worth.” For example, in regards to curiosity, testing stifles this by forcing students to only study for the content on tests and not encouraging them to explore and find subjects that they are interested in. Because the content of these types of tests rarely interests students, students may do well on them by memorizing facts, but they do not often truly learn the content. Both by failing to offer subjects that may appeal to students and by not presenting given subjects in a way conducive to learning, schools are harming individuality in favor of needless
The fact that American born students lack the ability to exercise self-discipline has been tested and proven, but what if that really isn’t the problem? If the teachers don’t buckle down on their students and make sure they learn the information, aren’t they also to blame? Teachers and school administration have various and multiple ways to enforce self-motivation and self-discipline, as long as they have help from the parents too, right? Maybe those are a few ideas to think about before putting the whole blame on the students. In the second paragraph of the March 2006 article by Patrick Welsh, he stated that, “Kids who had emigrated from foreign countries often aced every test, while many of their U.S.-born classmates from upper-class homes with highly educated parents had a string of C’s and D’s.” Social status does have a little to do with what grade a student receives, yes, but if s/he wants to excel in school s/he will set their mind to it, regardless of what sort of background they come from.