Cheating is a persistent problem in many schools all accross the world. School administrators have tried many systems to promote academic integrity with the hope of keeping grades fair for all students. Honor codes have been a popular way of trying to prevent cheating. An honor code is a system in which students agree not to cheat on assignments, and also report any other students they may see cheating, however although students agree they do not always follow through causing problems and allowing cheating to continue. Although honor codes are a noble idea in theory, their lack of effectiveness and practicality raises problems that can not be overlooked by school administrators; therefore, I urge my school not to adopt an honor code system
According to Professor Donald L McCabe, an honor code or honor system relies on a “culture of academic integrity” (C). Honest students will remain honest, regardless of whether or not there is an honor code. Contrarily, dishonest students do not automatically become honest upon the institution of an honor code. The honor only serves to reinforce academic integrity; it cannot reinforce what isn’t there. Some claim that a strict honor code will stop all forms of dishonest behavior, however a massive cheating scandal at the university of Virginia, an institute of higher learning known for its strict honor code, shows that dishonest students will continue to cheat regardless of any honor code or honor system in place(D).
Classrooms may also involve more fluidity in collaboration as every student would learn to trust each other within the same room. If an honor code is established at WHS, it should also be student enforced. As strong as peer pressure can be, the elevated expectations everyone would hold for each other based off of a non-stealing honor code would bind everyone together on the same mindset and trust. As Dirmeyer and Cartwright indicate in their commentary, “... students at colleges with honor codes-typically student-enforced--cheat less than their counterparts elsewhere do.”(Jennifer & Cartwright) While honor codes against plagiarism and cheating would also be nice to institute, WHS should first start with a non-stealing honor code as it relates heavily to human integrity both inside and outside the classroom. If a whole school could manage to
Out of all the developed countries, the U.S. now ranks twenty-second out of twenty-seventh of high school graduation rate. With experience and other teens opinions, for students school is taken as a competition of the highest score and how much you can remember and less about learning real life situations. Teachers do not realize students are real humans, they are more than a grade and are not made up of a textbook, they are still kids figuring out the world with so much stress around them. If we can make schools easier for kids to go to voluntarily, dropouts rates will decrease. Little things like better teachers ones that can do more than read a textbook.
Just because they are in their senior year teachers should see if that person is capable to read spell or write. Another thing is the students who puts their effort into school and still are not able to understand the subject then that will be different. For example, students with special disorders are the ones that will fall into that category. One of the many night students that sherry teaches said “I was a good kid and didn’t cause any trouble, so they just passed me along even though I didn’t read well and couldn’t write” (1). This example, shows that instead of the teachers using a method that gives her the power that she needs, students do as they please without much effort.
The students should not be punished for a rule that is hardly talked about. Finally, in a student survey of 275 responses from 2007 to 2008 faculty perception of students knowledge of the honor code is low (Sledge and Pringle). The survey shows how little students and teachers talk about the honor code in class. If there is a limited amount of talking about the honor code students can’t find out how a teacher enforces it and what exactly falls under cheating. Also, the faculty 's comfort about the honor code
School Wide Writing Project Former superintendent, Lawrence B. Shlack argues in his article, Not Going to College is a Viable Option, that too many students believe that going to college is the only option after high school in order to be successful. The main purpose of this article is to convince students to be less narrow-minded on the topic of post-high school decisions and effectively provides the reasoning behind his logic and provides alternatives. As a retired superintendent, Schlack proves that he has sufficient credibility and knowledge of high school students and what most of them are thinking. The use of pathos and ethos combined with his credibility appeals to the readers strongly by making the article relatable for most high schoolers. Knowledge and credibility on the topic along with emotional and logical appeals made Schlack’s article’s persuasion effective.
Ch. 8 To be honest I am not really sure where I stand with this prompt. As a college student I am glad that some professors enforce a curve in the classes because that means I will get a better grade in the classes. Than at the same time it is kind of like cheating in a way, cheating myself and my future employer. I guess I will choose that colleges should not enforce a curve on grades because that is cheating and most colleges have a law or prohibition on cheating.
Higher test scores result in financial benefits for the school. The financial benefit does not eliminate the negative impact of standardized testing on students. Miner said, “Today, children are being flunked, denied access to a preferred program or school, or even refused a high school diploma on the basis of a single standardized test.” How are standardized test good for students if they give them all these negative limitations if a student doesn’t do well, if a student does terrible on a test, then will they get a chance to retake it? No, a student is only allowed to take the SAT one time, so it’s all or nothing when it comes to these tests. Now that I’ve described to you the basic arguments against standardized tests do you want students sitting in a room filling in millions of bubbles taking a test that is supposed to prove how smart you or when it really only proves how well you can take a standardized test or do you want to eliminate standardized testing and focus on truly educating our youth?
While this seems like a concern there is no evidence to support the claim that honor codes are not effective in decreasing academic dishonesty. As indicated in McCabe and Pavela a key to reducing cheating and plagiarizing is to employ academic honor codes that students are aware of enough to have the entire school community’s acceptance. One way an honor code effective is through the utilization of the peer culture that develops from students knowing and supporting their schools honor code. By implementing an honor code that illustrates the importance of academic integrity people will become more responsible and those who have previously cheated are convinced to change their behavior (McCabe and Pavela). Students on honor code campuses come to view cheating as socially unacceptable so people “embarrassed to have other students find out they were cheating” (McCabe and Pavela) and wanting to maintain the appearance of being an honest student will no longer lie, copy, or steal due to the threat of being branded a cheater.
SAT scores have been shown to be effective in predicting a student’s future performance in higher education, the military, and in the work force(Kemmerling). But, hundreds of colleges have already stopped requiring the SAT for college admission to inherit racial and economic inequality(Rocks). On another note, it is said that many parents approve of standardized testing. In reality, only 14 percent of parents said that testing is very important in measuring school effectiveness(Walker). Although standardized tests may seem like a safe and trustworthy option, they really
Too many students are getting high grades in classes they put forth no effort into. They copy off of a smart students because they know that the correct answers will score them a good grade. On paper, they are surpassing the ones who aren’t cheating because unlike the scholars who they copy from, the cheaters can pick and choose their answers from several ideal sources. By ensuring that these students are punished for cheating and are given the appropriate grade, teachers would be forcing them to learn the course material because the student would fail
This problem not only has to do with the lack of proper education but also the fact that most students will not pass due to our education system. High school does not prepare a student to take the SAT or ACT although it helps, it doesn’t meet the needs of the test. The test is designed to trick and confuse the student, not to accurate display the student’s ability to learn. Most of the SAT or ACT testing does not show how well a student performs in a class room setting but rather show how well a student can take the test. As well as high school
The right path for students The article “In praise of the F word” by Mary Sherry suggests failure is the biggest motivation for students. However, “Sixty-six percent of all U.S. fourth graders scored below proficient on the 2013 National Assessment of Education Progress (…) meaning that they are not reading at grade level” stated the United States education department. Therefor failing students is not the only way to motivate them. Other effective ways are, students can form study groups, students can attend after school workshops, and Parents can talk to the principle. Indeed, many students have heard of study groups, but how many actually take the time to form one?
The two articles presented have impacted my post high school education experience and my college experience in very obvious ways. When I was in high school, the main goal for the teachers and educational government was not that students learned the subject, but that he/she passed the test. Moreover it was all about passing the test and not learning. This experience can relate with Ravitch’s article because what she was trying to explain is that the government started to care more about the test score than the knowledge gained by the students. Greene’s article is moreover talking about how social factors can poorly impact student’s performance in school.