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. Admittedly, the FCAT brings benefits to
Having a mandatory uniform limits teenager’s creativity and their expressive side. Lastly, the uniform can be harmful to schools image because some schools may have nicer uniforms than others causing other schools to envy them and not feel equal and uniforms are all about making everyone equal. Students will most likely be in their uniforms after school hours. If some students are caught up in bad behavior it can make the school look bad and gain a reputation. Also, when students don't agree with the uniform they wear many of them alter
A new study has found that girls at same-sex schools feel greater pressure to adhere to gender norms — and were bullied if they didn’t — than those at mixed-gender schools. Perhaps even more surprising, the same researchers say that girls at same-sex schools evaluated their self-worth based more on social confidence than cognitive confidence — while girls at mixed-gender schools weighed academics more heavily than social prowess. These results contradict a lot of the conventional wisdom that compels some parents to seek out an environment without boys — namely, less romantic drama, greater social acceptance and increased academic confidence. So which one is it? : Are girls more likely to empower one another or to make Burn Book–worthy comments about those who don’t fit in like in Mean Girls?
short term review is not likely to be of much benefit.” Short term review and trying to each students content are, in essence, what coaching programs are doing. Again, students should prepare in the long run for entrance exams by taking harder classes in high school. Unfortunately, in the United States many students from low-income families are in schools where they are not encouraged to take rigorous academic courses or the courses are just not offered to the students. There is also a positive correlation between family income and test performance. (Depalma).
There are social class, gender and ethnic differences in how pupils succeed in education. There has been debate about the reason for these differences. I will assess the views that factors and processes within schools is the main reason for the differences. A self fulfilling prophecy would cause achievement differences between the two social classes, as teachers would label middle class children as smart, will do well etc and working class kids as unruly, lazy etc. then the teacher treats the pupil accordingly eg gives them more attention and work, ignores them.
Department of Education that show that girls outshine boys in reading, writing, science, math, and have a lot higher educational aspirations. She also gives us data that shows that girls are starting to beat boys in enrolling in college, and that girls are more engaged in academically then boys. She implies that all of this has been happening because the educational doesn’t “favor” boys over girls anymore. I agree with that statement, but I also don’t think that the educational should let boys be “left behind” either. Yes, boys are bad at school; I can say this because I’m a boy and I see everything first hand, my peers are less and less interested in school and college, they often talk about just either dropping out of high school and getting a job, graduating and just work and not go to college or simply join the military.
While they were given some rights as time progressed, equality among all men and women had not been achieved. Even with affirmative action it did not seem as if the individuals were receiving the chance to better their education or obtain a better job because they belonged to a minority group. This unequal treatment is they key argument for the affirmative action. The argument against affirmative action is reverse discrimination. A school that requires its attendants to pass a test is charged with discrimination when it does not meet the quota for its admittance.
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,
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
Rather than focusing on more imperative and valuable affairs such as academic activities, students as of current prefer to accomplish other matters of trivial significance. In many cases, students attribute their poor performance in school to lack of studying rather than pinpointing the lack of intelligence; on other hand, if they perform well, students assume to possessing an exceptional ability because they can perform well without studying (Urdan, 2004). Accordingly, a myriad of research has aimed focus on gender differences in various areas of intellectual achievement (Halpern, 2012; Ang, 2014). As a result, such research paves way in the conduct of policy decisions such as financing sex-segregated education (Lindberg, Hyde, Petersen, & Linn, 2010; Ang, 2014). Learned helplessness has been defined by Vasta, Haith and Miller (1995) as a feeling of incompetence and lack of ability that accumulate from often episodes of failure experience.