Rewarding students for good grades will decrease student’s self-motivation. Paying students for good grades will realize an actual decrease in academic performance. These distinct disadvantages highlight why schools should not pay students for good grades. First, paying students for good grades causes practical problems in the classroom. According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school.
Many people also argue that “the poor are poor because they have failed to work hard and get the education which is open to them” (Thurow). This is false because the poor never got the proper education they needed, are a part of the inadequately funded school system, and may have many family disruptions. The poor would not have to be going through these educational struggles if the money spent on education was more accurately
However, it has the unfortunate issue of causing many students to have to travel greater distances to school. This issue could manifest itself in poorer academic achievement in students, along with reduced amount of participation in extra-curricular activities. Another common reason for increased school travel in the United States is for equity. While a noble cause, equity can often mean that students are mandated to attend schools much further from home than the nearest school. Equity does allow for more diverse classrooms,
People today think that boarding schools are better than conventional schools. When it comes to making decisions to choose one of them, they carefully think whether the cost of sending students to a boarding school for a better education is worth it. In conventional schools, students can find a variety of people to communicate with. It is a duty for students to attend in a conventional school if not enrolling in another school. He or she cannot choose what conventional school to go to, while students have many boarding schools to choose.
English and other languages have some similar grammar rules, so they could get them confused when trying to learn the grammar rules of English and learning another language. One of the main reasons, foreign languages are not offered at the elementary level is money. Many schools cannot afford to hire more teachers to teach foreign languages. Some schools can barely afford teachers to teach the core subjects, along with the required gym teacher. How are schools going to be able to afford to hire teachers to teach foreign
The very nature of homeschooling makes it difficult to quantify student performance. However, the best available evidence is strongly positive about home-school student learning. The available evidence certainly seems to indicate otherwise.Harm to Public Education. Home schooling limits public school enrollments and therefore reduces the amounts of money state governments provide to local school districts. Which decreases the numbers of parents who are wanting to increase their children’s education (“Brookings”)
Communities play an important role in understanding social life in India as social networks are closely knit and has obligations on kinship, caste and neighbourhood and given the importance of local relations in India it is reasonable to expect gender discrimination in education that are influenced by community contexts (Bose 2012) .Many research on gender discrimination in education neglect the context of parental attitudes and decision making of whose goes to school is very crucial to understand the persistent bias against daughters education . Studies have shown that if a mother is educated they are less likely to discriminate against daughters as they have knowledge and are likely to display more egalitarian views of gender and are less likely to exhibit son preference and greater disparities are seen when the mother has no or very little education and this has led to disadvantage that has persisted over
Moreover, the low education level at schools is one of the popular reasons especially in Math and English subjects, additionally the private students are suffering in native language (Arabic). Parents are suffering with their children nowadays because of the complicated and trivial curricula. Furthermore, a large number of teachers are giving more effort in private lessons and classes outside the school -leading to lower effort in the classroom. (Fattahova,2013). The government should spend more money to invest on education, by enhancing the teachers ' salaries, and the ministry of education has to consider on spending more money to change the old curricula taught at schools, also government should invest on enhancing teachers ' skills and rebuild the
This process forces students into different academic "streams", which are essentially different difficulty levels and learning paces. "Special", "Express", "Normal (Academic)" or "Normal (Technical)". Students who are in the "Special" or "Express" streams have more academic ability; therefore there are high chances of these students going into Junior College to do 'A ' levels and to obtain a tertiary education. Students who are in the "Normal" streams (both academic and technical) are more likely to attend the ITE (Institute of Technical Education), which also has a very large income gap. It is also important to note that Singaporeans are not allowed to attend international institutions unless they have been granted special permission from the Ministry of Education.
TEACHERS AS AGENTS OF CHANGE IN THE SUCCESSFUL TRANSFORMATION OF THE MALAYSIAN SCHOOL CURRICULUM INTRODUCTION Standard of English proficiency among students in our schools and universities are deteriorating. Products of our education system are not meeting industry needs as they are seen as incompetent users of English, particularly in speaking and writing. Although it is reported that Malaysia ‘has the best English language speakers in Asia, ranked as having the highest level of English proficiency out of 13 countries in Asia and, ranked 11th out of 60 countries on the global scale’ (Tan, 2013), the results and performance of Malaysian students and graduates seems to tell a different story about our English language proficiency level. For instance, in the 2011 Malaysian Certificate of Education (SPM) examination, sadly, ‘only 28% of students achieved a minimum credit in English paper against Cambridge 1119 standards’ (Ministry of Education Malaysia, 2012). Other than that, studies have also shown that ‘Malaysian graduates are lacking in terms of English language proficiency, and this has been one of the contributing factors for unemployment among graduates’ (Ahmad Yasruddin Md.