“This approach is bad economic policy and bad education policy. An unprecedented federal spending increase for education will not improve economic growth -- and past experience strongly suggests that this plan will not improve American educational performance” (lips 2). Increasing school funding the wring way can cause the economy a lot of money and may lead to huge budget cuts or even jobs lost. There is a lot of public school across America that are underfunded so trying to fund them would cost a lot of money. Increasing school funding is very risky because if the graduation rates don’t go up when students get older they would face the problem of being in debt and won’t know how to pay it off .
So why is it that the United states school system is failing to produce individuals who cannot solve problems or compete in the economy we have? The United States spends more money on secondary education per student than many other nations, yet we are still the ones lagging behind in the basics of mathematics, reading, and writing. This is what calls for an education reform. Initially the issue with education came to the public and political awareness back in the 20th century when the views on education were seen as a need so we can develop a thriving industry and global competitiveness. Since then the United States have spent large amounts of money, thus developing a budget for education.
Education Reforms Education reform is legislation to improve the quality of education in the United States. Once, grades were the most important achievement for students. However, politicians and the public were concerned that our standardized test scores were not as good as those of other countries. Therefore, state and national governments started making laws to make school more challenging and to test kids more. One of those laws was “No Child Left Behind”.
Randi Weingarten once said, “A high-quality public education can build much-needed skills and knowledge. It can help children reach their God-given potential. It can stabilize communities and democracies. It can strengthen economies.” Weingarten, an American activist, illustrates the need for educational reform as a life raft for future generations. We must incorporate what is best for the students by helping further develop their education and not what will get us the most funding possible.
Despite numerous reforms over the decades, the public education system has faced various criticisms in relations to its effectiveness. Many taxpayers, business leaders, educators and government officials have criticized public schools’ less than optimal performance and the failure of schools to address the needs of the diverse American society (Nelson, Palonsky & McCarthy, 2010). This paper examines some of the major reasons why schools are such a focus for criticism and reform efforts. It will achieve this by discussing the inequality of opportunity, bureaucratic systems, achievement-based outcome, privatization of public schools, reforms and the impact of globalization on education. Over the years, public schools in the US are required to provide quality education for every child, regardless of race, gender, ethnicity and socioeconomic status.
Free primary and secondary education is good for our economy, strengthens our democracy and, most importantly, is fundamental to the health and future of our children. Educating our children is one of the most important responsibilities of our community, and it is a right that we all enjoy. So why not expand public education to higher education as well. “Some policy experts argue that while post-high-school education is vital in today’s global economy, a four-year degree may be unnecessary for economic security — and perhaps even ill-advised” (CQ Researcher). Therefore, free education should be continue to be funded by our country.
Though some may see the states serving as a laboratory of democracy in a favorable light, and may use this light to further argue that the federal government should stay out of education, state policy has, so far, shown itself incapable of meeting student educational needs. While some states, of course, do a better job at educating their students than others, very few states do an exceptional job, and so, to reiterate a previous point, students passing through public education will not all graduate with a solid education. Instead, some will, while others simply will not. With a federal policy in place, one to which all states ascribe, all schools and educators would be required to teach the same material to their students, decreasing the variance in what students learn and helping to assure that all students graduate with the skills needed in the 21st century. In today’s partisan political climate, the likelihood that all states would ascribe to the same federal policy is nil, as states would undoubtedly take the opportunity to reject this policy solely on the grounds that it was put forth by a member of the opposing political party.
One of the primary goals of the reform was to achieve a national commitment to achieve the UNESCO goals articulated in Education for All. The reform guaranteed twelve 12years of free basic education with a requirement for nine 9years of mandatory basic education. This resulted in a large increase in high school graduates and the great demand for an expanded HE system to serve them. It is projected that by the year 2016 the number of secondary school graduates and first year university intake will increase by about 2.5 to –3 times that of 2001
Education must be for all! It is not a privilege but it’s a right. Education is a basic human right. Like all human rights, it is universal and inalienable—everyone, regardless of gender, religion, ethnicity or economic status, is entitled to it (UNICEF, 2012). My teaching goal is to help my students realize the power of education in their lives.
Textbook supplies have dropped very low and in most cases parents finance the textbooks from levies and their own household income. It is estimated that they are 15 children for each textbook in the core subjects in primary schools whilst a survey conducted by UNICEF showed that at least 12% of secondary schools had no maths textbooks at all in 2009. The textbook to student ratio is affecting the pass rate of the