The current lack of interest can be contributed to two key factors: 1) The United States has a poor math and science curriculum and 2) Lack of qualified math and science teachers. America’s competitive edge in the global economy, the strength and versatility of its labor force, its capacity to nourish research and innovation – all are increasingly dependent on an education system capable of producing a steady supply of young people well prepared in science and mathematics (USELDC, 2005).
The placement of students who are ill prepared for the STEM program is not beneficial to the student social leaving a feeling of failure and a lot to make up since the coursework in STEM is different. These student fail due to the fact of a weak educational background and it is a part of their self-fulfill prophecy to accomplish a successful course work in STEM. STEM perpetuates social inequality amongst high school students with only 100 of the 350 applicants selected for the program.
These presumptions have been calamitous to the education system in light of the fact that they don't represent favoritism of schools in the edification system. For instance, schools that have profoundly taught educators, advanced material, and suitable facilities can give more to the learner than those that don't. How then can schools be required to be evaluated the same on the off chance that they are not the same? By dismissing the education of American youngsters, and not giving an equivalent thorough training to each person in every school, social order is setting them up for failure. More people will drop out of school because of failing grades in light of the fact that schools are equipping them for government sanctioned tests, and not giving a thorough training that shows them how to utilize their education, other than a test taken yearly.
Therefore it is unfair to determine that a student may perform poorly at college simply because of one standardized test they took at high school. Overall it is evident that standardized testing has affected the education in the United States negatively. The main flaw is that policymakers made standardized testing the center of our education system, which intern led to vast changes in curriculum where educators were forced to teach to test rather than teaching materials that fosters creativity, and enhances knowledge. Howard Gardner, famous for his work on multiple intelligences, stated he was unconcerned that American children were ranked last among the major industrial nations in the Third International Mathematics and Science Study. He reported that tests measure exposure to facts and skills not whether or not kids can think (Ritter 5).
(Crone). Even Enamorado 6 though teaching to the test is another beneficial factor, it doesn’t always work. High-stakes testing’s dependence on state-mandated assessments as the dominant or sole criteria for graduation or promotion can threaten teacher’s fragile capabilities to meet diverse student n... ... middle of paper ... ...o by with standardized test being used in schools and other places, U.S. is creating many different ways to raise the standards high for our future education. Although being amung of the most educated countries in the world, the U.S. education level has fallen in the last decade. Standardized test has failed in many ways to be beneficial to public educations.
The student body and the school administration is morphing into a nonproductive system with a zombie-like attitude. American students lack academic drive and curiosity compared to European and Asian countries because the standard for academic success is constantly lowered. Americans must reform the school system and change their perspective on how important an education is to the rest of the world. One of the main issues in the educational system is the mindset of students, especially those in poverty. Students in poverty since the, “...beginning of the Progressive Era...” have had a tendency to not put forth effort in the classroom (Hood).