American Student Education: Solving Conflict and Illiteracy - Essay Sample

Introduction

The American government’s era involving their students to education to reduce their illiteracy came to an end. The government of America now is at providing a more significant number of student education for various reasons. The first reason is to solve the issue of conflict - the government is providing education to the students so that they can get to understand each other beyond the racial dispute and minor dispute (Dye & Dye, 1992). And impact them with various ways of solving the problem. Public education tends to offer the children proper knowledge on various fields hence opening a source of employment to the youth; this tends to reduce the poverty rate and crime in the country.

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The other goal of public education in the United States is to reduce accidents on the road, through skills being offered in schools. Through such skills, more lives are saved on our day to day work and always reduce accidents at home with the proper acquittance of the use of machines (Dye & Dye, 1992). Besides, public education in America tends to solve drug abuse among young youths since the government tends not to allow any child to roam the streets during school time. The school programs help these students identify their purpose in life hence reducing the town risk. Public education is an ideal approach by the government in solving the problems facing society.

Transmission of our culture considering cultural ideas, literature, stories, and our central values are a strong gear to help our youngsters stay a richer, more worthwhile life, construct individual, and help them in turning into what was once known as “an amazing individual” self-actualization or assisting every pupil to reach his or her capacity and develop precise skills and interests. Public education in the US also plays a key role in helping people understand how the world works, and how people living in it engage, especially in places where perspectives are developed. It is also fundamental in the engagement with the arena, which includes the type of democratic participation mentioned in advance, and encouragement of each individual and collective participation. Public education also ensures the ability to study inclusive of self-tracking, running in organizations, being able to decide the best and reliability of facts and knowledge of how unique disciplines view the arena.

On the issue of consensus and the agreement to achieve these goals, various agreements were put in place, including the acts by various government officials, the federal government, and the local citizens. All these agreements did yield fruits on the attainment of the child’s results. Almost all the consensus is possible now that the number of whites and blacks graduating from high school is parity. Americans argue that education attainment is not achieved by the number of years while in the school system, rather with the number and complete time you have found to go through your course or school to completion.

The main issues in assessing education achievement are racial conflict, cross-comparison among united states examinations, school dropouts, and improved testing on performance. Racial and religious conflicts stand between the white and black students’ results. It is stated that the number of average students graduating from school for black students is lower compared to white students. This is because it is believed that schools might be testing or enhancing different tests on white students to black students. Though this complaint has been presented on the law court of the United States, such efforts have not yielded any fruits because the judges argue that these children are given the same time and opportunity in school environments and in the programs they take. Therefore, they state that it should not be a reason to register a complaint on different tests during the examination period.

Cross comparison of United States results has shown a tremendous difference in the students’ test results, majorly on certain subjects such as math and science. It has also been noticed that other states’ education is highly valued by the families more compared to the United States’ parents. As a result of this, it has led to significant impacts on the results because they tend to get serious with their education.

Another key issue in the assessment of educational achievement is school dropout - an increase in the rates of school dropouts tend to shoot by 10% (Rothstein & Jacobsen, 2006). The American government has made efforts to hide this kind of embarrassment students dropping out of school as early as 12 years and 18 years. However, they cover these statistics by only counting the number of students who have dropped out of school at the tenth and eleventh grades, which is a form of bias and a misrepresentation of the actual data on school dropout (Rothstein & Jacobsen, 2006).

The Scholastic Aptitude Test (SAT) controversy argued that in the 1960s and 1970s, the SAT results were not only bad but also worse (Rothstein & Jacobsen, 2006). Many Americans say it was an embarrassing act since the government did spend billions on this education project, but it seemed like they were investing in failures. Though as time passed, the decline in failure increased, and the number of students who joined university by then did increase too.

Lastly, we talk about improved testing and performance. As the years rolled out and the SAT declined, there was the emergence of skill tests that later took the order of the day. It is also argued that the report cards were to be taken back to the parents, and some kept by the district for management of students’ performance.

The major policy that was put in place to change all the problems was the Act of No Child Left Behind (NCLB), which was placed after the election of George Washington Bush. The NCLB touched various fields such as testing, parent choice, flexibility, and waivers. Testing is another way that could be used in resolving these issues. The NCLB Act suggested that children were to be put in test on their 3rd – 8th grade (Rothstein & Jacobsen, 2006). And the results were to be administered at the early stages. Random tests were done at these stages. This was to ensure no child was left behind at the early stages of their learning. The other aim of the test was to ensure that every student was able to read by the end of their 3rd grade (Rothstein & Jacobsen, 2006). As a result of this, there was a significant reduction in many problems such as racial conflict, poverty, disadvantaged students’ results, and English proficiency among the students, hence the Act of no child is left behind would be achieved.

Another policy is the policy of parent choice, where the NCLB gave parents the opportunity to choose the transfer of their students from one poorly performing school to another best performing school within the district without any interference. Parents are set of another group that tends to vote on other virtual matters on the school board meeting. The parents get chances to be chosen by fellow parents to join the parent-teacher association (PTA) (Rothstein & Jacobsen, 2006). They play a major role too toward key policymaking protocols in school. Parents cannot go minus acknowledgment of another group of individuals know as taxpayers and voters. The two groups play a major role, too though they are not seen regularly in the education field, but they take major place during school policy referendum. They do play a major role too on school development.

Another group is the racial and religious group, which play a role in restoring traditional moral in the education system such as sex education. These groups tend to support various groups such as national association for the advanced people of color, the national Catholic education conference, and the American Jewish conference (Ford & Ihrke, 2017). All these groups work so hard towards having great harmony during school programs.

The School board is also another group that is made up of a few individuals who are civil elected and parent-elected. Their work was to restore good attainment and school achievement. Waiver and flexibility is another policy best for resolving the issues. The Act allows parents to change schools for their children on the bills of the federal. One parent could change a student’s school, and it would be the responsibility of the previous school to account for the student’s fare to the other school (Ford & Ihrke, 2017).

American education achievement lies in various aspects of development. That is why various groups of personnel are involved in the development of the education system in America. They include trustees, presidents, students, and unions. Trustees are a group of individuals who are given the privilege to make policy from one school in one different state to another state. They move freely within the education system (Ford & Ihrke, 2017). They involve a high level of learned individuals. Their main work is to bind the political influence to the school, legislative, and society.

Presidents - they are a group of individuals who control the school administration. Their work is to bring the legislative, school, and new school policy at hand; they also represent their schools at a higher-level convincing those at the high level how good their school is doing. They tend to organize school competition in games such as football. In these games, the winning team tends to get a new classroom for their class. Through this, the President convinces the society on the reliance on education through practical practice (Ford & Ihrke, 2017).

The third group is the students, who are the group that gets directly with these results. Their cooperation plays a major role in educational attainment. They’re fully engaged in class, and the practical world convinces the world or the society on the importance of education. The union is another group that places a major role in solving this issue. Traditionally, the unions played a major role in salary determination to teachers (Ford & Ihrke, 2017).

References

Dye, T. R., & Dye, T. R. (1992). Understanding public policy. Englewood Cliffs, NJ: Prentice Hall. https://pdfs.semanticscholar.org/9923/6985a0bb36cc0bcfa0448abf1b4411a62196.pdf

Ford, M., & Ihrke, D. (2017). Are we on the same page? Determinants of school board member understanding of group accountability perceptions. Public Organization Review, 17(3), 451-479. https://link.springer.com/article/10.1007/s11115-016-0350-6

Rothstein, R., & Jacobsen, R. (2006). The goals of education. Phi delta kappan, 88(4), 264-272. https://senate.texas.gov/cmtes/80/c835/0714-Richard-Rothstein-2.pdf