Statistics show that private schools in America perform better than public schools because of various factors. One of the reasons for this disparity includes the perception that there is much laxity in public schools as compared to the private ones. This slackness exists among both the students and the teachers. In the US, the Office of Educational Research and Improvement (OERI) relies on the National Center for Education Statistics (NCES) to provide it with fundamental information necessary to improve educational standards in public schools (Choy, 1997).
Even so, the latter sometimes employ the models of the private schools to spearhead such adjustments. Some of these desired features associated with the private learning institutions include strict adherence to the timetable, considerable teacher to student ratio, and devolved decision making. That said, the public schools in the US should adopt such features including embracing sizeable classrooms to reduce the teacher's workload (Dronkers & Robert, 2003). In turn, the teacher will have ample time to deliver all-inclusive content to his or her class. In that line, the primary objective of this paper is to examine the variances between private and public schools.
Importance of the Study
This research is significant in making viable reforms in the public schools to achieve the required learning standards. Also, this study is fundamental in addressing high priority teaching data needs and to deliver consistent, dependable, comprehensive, and correct pointers of education position and style. Apart from that this study is helpful in providing confidential information "to the U.S. Department of Education, the states, the Congress," formulators of education policies, experts, and the civilians.
Today, about 10.9 million students in the U.S. are enrolled in private schools across the nation while 66.1 million others are admitted in public education institutions (Dronkers & Avram, 2009). The most notable difference between private and public schools is their sources of finance. Firstly, the public schools they are supported ex- checker, federal government funds, and state funding financially through the department of education. The private learning institutions are financed through school fees paid by the students or sometimes by non-governmental funds as endowments, grants, and charitable donations from the churches and foreign donors. However, in some countries, private schools get donations from Non-governmental and sometimes received public utilities such as transportation services. Also, the coaching fees paid at private institutions often diverge by rating level irrespective whether or the institution has a spiritual connection or not. Conversely, the total public school expenditures per student are often higher than those of private schools.
This study employed qualitative analysis as the primary method of research. A total of 500 schools were studied including 250 being private and 250 being public. Interviews were conducted with the teachers, administrators and the students. The primary indicators used include racial and ethnic diversity, skills acquired and the performance index in different schools.
Results and Findings
One of the findings achieved by this study is that the public schools comprise all both students from all ethical and all race background since they charges are lower than private ones. From the results, this study found that a multicultural earning environment can positively impact the learning experiences of students and teachers. Nevertheless, such ethnically diverse environment also has its challenges. For instance, the tutors and schools boards need to be aware of different cultural background among the students (Reeves & Rodrigue, 2016).
From the study, 35% of learners in public schools in "grade 1-12 were African-American or Hispanic, compared to 25% of those in private faculties." Also, this study found that the public schools in the U.S. have more students with limited English proficiency than the private ones. In the former, it was realized that such shortcomings called for the demands on school resources and the creation of extensive teacher training programs to foster expertise in teaching (Olneck, 1981). About 6% of all students in public schools had inadequate proficiency in English about 2% of private school learners.
This essay attempted to analyze the differences between private and public learning institutions in the U.S. The study shows that the statistical analysis of the disparities is essential in creating new and vital education reforms for public schools. Such reforms include adopting a manageable number of students and strict compliance with the rules and regulations including maintenance of time. The primary method of data collection employed by the study was interviewing. The results indicated that students in public schools had limited English proficiency compared to their counterparts in private schools. Also, the data collected shows that public schools are more culturally and ethnically diverse compared to the private ones.
Choy, S. P. (1997). Public and Private Schools: How Do They Differ? Findings from the US Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Dronkers, J., & Avram, S. (2009). Choice and effectiveness of private and public schools in seven countries. A reanalysis of three PISA data sets. Zeitschrift fur Padagogik, 55(6), 895-909.
Dronkers, J., & Robert, P. (2003). The effectiveness of public and private schools from a comparative perspective.
Olneck, M. (1981). Are private schools better than public schools? A critique of the Coleman Report. Focus, 5(1).
Reeves, R. V., & Rodrigue, E. (2016). Segregation, Race, And Charter Schools:What Do We Know?
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