Repairing Americans Failing Education System - Research Paper Example

? (school) Repairing America's Failing Education System Introduction America’s education system has once been renowned as one of thebest, if not the best, education system in the world. Its collection of ivy-league schools as well as its ability to produce top graduates in various fields of learning has ensured that the American educational system would be the best system in the world. However, in recent years, this system has shown some problems and issues, and these issues reflect some failures within the system. Unfortunately, these failings have also affected the quality of education, as well as the capability of the graduates being produced by this system. This paper shall discuss the different ways in which the American educational system is failing. It will also cover possible approaches in repairing this system. A discussion of examples of success in some schools shall also be considered in this paper. Body Issues in the American educational system In a report by the National Assessment of Educational Progress (NAEP), it was revealed that US high school students have not achieved any significant progress in reading or in math for now almost 40 years (Splitt, p. 1). These report alarmed many government officials, including President Barack Obama who agreed that the educational system is long overdue for an overhaul. This report is however just one indication of failure in the educational system. Other reports from colleges and from employers themselves indicate that many students have graduated but have not exactly earned the skills needed for college or for the workplace (Splitt, p. 2). It is therefore fair to state that the system is failing in the area of providing world-class Kindergarten to College education. Lack of political will This failing system is exacerbated by the fact that corrective actions for this system are very much based on political will. Politicians have also avoided discussions on issues which would impact significantly on society. In effect, many major issues, like this issue on the educational system would likely be unresolved and ignored by politicians (Splitt, p. 2). Proposed reforms to the system have also been blocked by teachers’ unions and the illusion that the educational system is not failing seems to have been perpetuated by school administrators. High attrition rates More particular issues face this failing system. One of these issues includes the alarming attrition rate of teachers (Boyer and Hamil, 2008, p. 2). Teaching is one of the most demanding professions with a significant amount of responsibility and pressure attached to it. These pressures and demands often drive teachers out of the profession and opt for other career choices. In 2006, Jalongo and Heider presented statistics which indicate that about 46% of teachers quit teaching after five years or less, and about 90% of teachers hired are called in to fill in teaching spots for teachers who have left the profession for a reason not owed to retirement (p. 379). Due to these losses in the teaching profession, a significant amount of cost is also incurred to search for and recruit new teachers. Kopkowski (p. 21) estimates that about $7 billion dollars a year are spent to recruit, hire, and retain new teachers. These are costs which could have been better spent for other resources needed in the educational system. Students are also affected by this attrition rates. Qualified teachers leaving the profession often subjects students to substandard education (Jalongo and Heider, p. 380). In effect, the quality of their education and their skills set is also compromised. There are various reasons which prompt teachers to leave their profession. In an article by Anhorn (p. 15), she enumerates that difficult work assignments, limited resources, role conflicts, and isolation are some of the main reasons. For new teachers, these burdens can prove particularly overwhelming and eventually force them out of the system. As a result, the percentage rate of new teachers leaving the profession within the first five years of their entry is particularly high. Lack of parental involvement The lack of parental involvement is also one of the reasons why the American educational system is failing. Traditionally, parents have always been significantly involved in their children’s education. In recent years however, this involvement has waned (Boyer and Hamil, p. 3). Although involvement is still strong during the elementary level, during the middle school and high school levels, such involvement and support has been reduced. In fact, many parents admit that the only time they are involved in their children (in middle and high school) is when their children are in trouble in school (Epstein, p. 9). It is the responsibility of teachers to involve parents in the lives of their students, and difficulties in fulfilling this responsibility are one of the reasons which seem to be driving teachers away from the teaching profession. Parental involvement is a significant part of the learning and the teaching experience. Theorists discuss that when parents are involved in their children’s education, the children have higher grades and higher test scores; the students are also likely to enroll in more rigid academic courses; they also have more classes passed; and earn more credits toward graduation (Elish-Piper, p. 44). With limited parental involvement, the above achievements and possibilities are not reached. In fact, the performance of students in school is compromised. Reading epidemic In addition to the above problems, there is also an apparent reading epidemic in America’s educational system. It is actually already a well-known fact that most of the country’s students are not reading at grade level, this truths about reading have negative impacts on America’s education (Boyer and Hamil, p. 4). More than eight million American students cannot read or comprehend what they read; and that more than 7000 students drop out of school on a daily basis because they do not have the literacy skills to advance in their education (Boling and Evans, p. 59). Being able to understand what one reads is also a significant part of the reading and learning process, and it is unfortunate to note that many students often do not understand what they are able to read aloud (Massey, p. 656). In effect, by focusing on phonics and pronunciation, students actually become adept at reading and in word calling, but lack the necessary comprehension skills. As these students advance to the intermediate grades, they often have difficulty transitioning from word calling to comprehension (Massey, p. 656). This is a major problem for the system, especially for the teachers who are prompted to pay extra attention to the actual understanding of students. In some instances, the problem is left to the Language and Arts teachers only which cannot actually deal with this problem all on their own. There is a breakdown in reading in America because it is still very much difficult to get people to open and read books. And yet, there is no way of learning how to read, except to open a book. In students learning the alphabet, there is sometimes a lack of adequate instruction on learning the letters of the alphabet (Blumenfeld, p. 4). Sometimes, the focus of the system seems to be on learning the letters, and not what they mean in the context of any word they are used in. The child is also taught about the letter as a part of the word, and not the letter as it stands on its own. The word is then associated with a picture, but no sound values are taught. This practice leads to the habit of analyzing words from different directions or outlooks. This actually prevents the student from reading the letter from left to right or from reading such word in reverse (Blumenfeld, p. 4). Poor spelling and confusion result in this practice. Due to the emphasis on the stories and pictures, the child is often distracted from mastering and understanding the written words. These practices in the system prevent students from learning to read and from learning the meanings of what they read. For which reason, dyslexia seems to be a common occurrence among learners. Rigid personnel rules and regulations Within the public school system, many issues and failings are also apparent. For one, rigid personnel rules and regulations often cause teachers to quit their profession. Direct external control has been known to interfere with the development of effective education systems such control can be debilitating to the personnel. In schools where principals have no control over the teachers allowed to teach in their schools, these principals would most likely be forced to content with teachers whom they consider as ‘bad fits’ (Hood). In effect, the principals may not be allowed to choose teachers which would fit the system and the needs of the students enrolled in their schools. Centralized decision-making in public school systems In some instances, centralized decision making in the public school system can also lead to failure of the American educational system. When decisions on curriculum issues and daily school schedules are mandated from above, the leaders in the school often lose the initiative; and the policies often become disconnected from the students and teachers which they are supposed to serve (Hood). This hierarchical approach to the educational system has been known to interfere with the adequate learning of students and the efficient administration of local school administrators. Low number of school days Noticeably, Americans, as compared to other countries also spend less time in school. They also are given less homework and they do not spend as much time in school as compared to other countries. In 1995, the US took the top spot in terms of its number of graduates; in 2006, the US dropped to 14th place (Liveris, p. 13). One of the causes identified for the decreased number of graduates is the number of school days which is considerably less than other schools in top performing countries, including Japan, China, and the UK. Many students in these countries are also given home work during the summer term and spend more time doing their home work as compared to their American counterparts. Approaches in the repair of the system Lack of political will. In order to address this issue, it is important for the teachers and the administrators involved in the educational system to be united in their advocacy in implementing changes in the educational system. A more united front on the part of teachers and administrators would help spur the politicians towards a stronger political will in the establishment of policies and the implementation of changes in the educational system (Boyer and Hamil, 2008, p. 2). With the full support of teachers, the implementation of changes in the system would be easier and would be more sustainable. High attrition rates. In order to reduce high turnover rates among teachers, preparations must be made for teachers towards establishing foundations which arm them with the strategies to manage actual classroom scenarios (Duck, p. 30). These foundations would help teachers cope with problematic situations in the actual classroom setting. Although no amount of preparation can actually prepare future teachers for the actual teaching experience, there are various aspects in teaching which can be improved in order to eventually assist the teachers in adjusting to their actual practice (Duck, p. 30). A strong support system for new teachers is also an effective means of reducing the attrition rates among teachers. Networks among teachers can help ensure that new teachers would be able to survive the first few years of their teaching experience. Mentoring, orientation, and real-life teacher education activities are some of the activities which can help keep new teachers within the profession (Anhorn, p. 19). Lack of parental involvement. In order to resolve the problem of limited parental involvement, teachers are enticed to do everything they can in order to get the parents involved. Issues which may limit parental involvement, such as scheduling conflicts, limited transport, language barriers, and cultural differences (Padgett, p. 45). Teachers must try to go beyond their normal functions in order to show to parents that their opinions and thoughts are important in the education of their children. Building a network with parents can help ease this process. Through this network, the parents would be able to connect with other parents and families in the community and discuss the problems and other possible thoughts relevant to their child’s education (Padgett, p. 27). In order to further involve parents in their child’s education is through the student information system (SIS) and these systems open lines of communication and provide parents with internet access about their child’s attendance, grades, evaluation, and behavior (Bird, p. 38). This system works well for both teachers and parents because the teachers are able to provide parents with progress notes about the students. This would prevent surprises on the part of parents about their child’s school progress, and it would also assist them in making the necessary assistance and remedies for their child’s low grades, negative behavior, and possible absences. Reading epidemic. In order to resolve this issue, teachers can help struggling readers by getting parents involved in their children’s reading activities. Parental involvement can extend reading parameters and these parents may be able to suggest the skills where their child needs help (Ediger, p. 47). Parental input can help identify problem areas in a child’s reading, and later guide the teachers in making the necessary adjustments in the student’s reading skills. Extensive training for teachers can also help these teachers handle students who have difficulty reading. In the end, effective reading is very much dependent on educators who can adequately deal with the student’s reading problems and successfully manage such (Menzies, et.al., p. 67). Rigid school rules on personnel. This issue can be managed by simply allowing a relaxation or an easing up of the rigid rules among personnel (Hood). Easing up on these rules would help ensure that teachers are not overly stressed in the teaching field and are given opportunities to relax and enjoy their lives as teachers. Centralized decision-making. This decision-making style must also be devolved to the local communities and school systems. More power must be given to the schools and the school administrators, especially in relation to personnel and the management of student activities (Hood). No one knows the teachers and students more than the people who actually interact with them on a daily basis. Therefore, the decision-making must be passed on to the local administrators because they would know what is best for students and teachers. Low number of school days. Summer vacations and other breaks must be reduced and more school days must be added to the school year (Liveris, p. 13). More homework must also be assigned to the students and more time devoted to school work must also be set-up in the schools and at home with the parents. Successful schools Various elements and qualities factor in on the success of schools. For example, in the School of Arts and Sciences in Tallahassee, their success is based on a curriculum which is responsive to the developmental aspect of learning; and its program is based on thematic and interdisciplinary instruction, as well as project-based learning, which replaced formal grading systems (Page, p. 7). Some schools are also engaged in project-based learning and internship. At BASIS, the last two-weeks of their classes are based on project learning. In this program, various students would be involved in different projects. Some may help develop an opera for a Metropolitan Opera Project; and others may take a trip down to a marine laboratory to participate in research studies on marine animals. The point is that students get to choose which project they wish to develop and be involved in. In the process they are establishing practical applications to their theoretical learning which they have been involved in during their duration of the school year. Other qualities of successful schools also emerge in terms of the teacher student ratio. In the School of Arts and Sciences, one teacher is to 16 students (Page, p. 7). This number is easy for the teacher to handle and is a ratio conducive to efficient student learning. Eventually, these elements are essential to a successful educational system. Conclusion America’s educational system is currently failing. It is going through various issues including the lack of political will among our leaders on the implementation of change. Other issues like high attrition rates, low parental involvement, and a reading epidemic are just some of these issues which contribute to the failure of this educational system. Other issues include the centralized system for the public school system and the low number of school days. The good thing about these issues is that there are various solutions which can be implemented in order to reduce their impact, if not totally eliminate them. These solutions are however based on a strong political will and the advocacy of teachers as well as parents. With the cooperation of all these sectors, it is possible to restore America’s educational system. Reference Anhorn, R. “The profession that eats its young”. The Delta Kappa Gamma Bulletin, 2008, 74(3), 15-26. Boyer, A. & Hamil, B. “Problems Facing American Education”. 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Epstein, J.L. “Improving family and community involvement in secondary schools. Education Digest, 2008, 73(6), 9-12. Hood, J. “The Failure of American Public Education”. Freeman Online, 1993, 43(2), 12 October 2011 from http://www.thefreemanonline.org/columns/the-failure-of-american-public-education/ Jalongo, M. & Heider, K. “Editorial teacher attrition: An issue of national concern”. Early Childhood Education Journal, 2006, 33(6), 379-380. Kopkowski, C. “Why they leave”. NEA Today, 2008, 26(7), 21-25. Liveris, A. “Make It in America: The Case for Re-Inventing the Economy”. 2011. Pennsylvania: John Wiley & Sons. Massey, D. “The Discovery Channel said so” and other barriers to comprehension. Reading Teacher, 2007, 60(7), 656-666. Menzies, M., Mahdavi, J., & Lewis, J.L. “Early intervention in reading”. Remedial and special education, 2008, 29(2), 66-67. Padgett, R. “Best ways to involve parents”. Education Digest, 2006, 72(3), 44-45. Page, R. “Successful Charter Schools”. US Department of Education. 2004. 12 October 2011 from http://www2.ed.gov/admins/comm/choice/charter/report.pdf Splitt, F. “America's Failing Education System: It Can Still Be Fixed”. The Drake Group. 2006. 12 October 2011 from http://www.thedrakegroup.org/Splitt_Failing.pdf Read More