Today, there is a great problem in American schools. The ever increasing dropout rates are showing that teachers are not able to stimulate and interest their students. Children and teens are losing their ability to think creatively and on higher level because of the lack of arts education in public schools. If all children had this privilege, they would have higher test scores, would more likely go to college, and less likely to commit crimes. Students who graduate from high school are drones of a test-centered, strict curriculum based on if the student can pick the right multiple choice answer.
Administrators from New York schools admit that “low income areas in NYC look to cut out art education because of tight budgets” (Raleigh). Many schools are making art classes either optional or taking them out completely because they don’t have the funds to keep them. The many schools throughout North America that require art credits to graduate from high school note the problem the rest of the schools have by making them optional or taking them out altogether. Many people say that art classes teach kids many skills
“Are the arts really a vital asset in my child’s education?” This topic held a popular slot a decade ago, but today the crucial issue seems to have fallen by the wayside. Attention has been turned towards standardized testing and a focus on core subjects that are supposedly essential to the student’s performance in and out of the classroom. What many do not know is that the arts have a significant affect on people of all ages, especially children. The problem is, facts have been overlooked, causing state boards to make severe budget cuts in school systems nationwide. Unfortunately, the arts departments are always the first to go.
The effects of underfunded high schools are depreciating the quality of education students receive. There are many underfunded high schools throughout the nation. There have been many budget cuts to the funding for public education by the government. In fact, many people have reacted to this, and some even protest it, “The rally, [...] comes as recent state budgets dropped funding for public education down to a historic low in 2011” (Lin). It is important to recognize that underfunding in schools is now something schools throughout the United States suffer from.
Everyone knows of the recent decline to our nation’s economy. From a failing job market, to rising food, and gas prices, the United States’ economy hasn’t been good to anyone who lives here. However, some of the worst damage to the economy has been to our nation’s schools. Due to budget cuts forced on by the government, school districts and townships all over the nation have been forced to make drastic changes. School’s everywhere have been forced to cut teachers, library aids, close schools, have students pay for transportation, and even cut classes from school curriculums.
(Ronfeldt, Loeb, and Wyckoff, 2012) state that “about 30 percent of new teachers leave the profession after five years.”(Sawchuk, 2012) said that teach turnover affects students achievement negatively and it was large in schools with low performance. It means that high teacher turnover causes low students’ performance. What other scientists said about the high teacher turnover that affect low students’ scores. National Center for Education Statistics found that 8 persent of teacher left the profession in 2008-09 for reasons other than retirement (Education Innovation Instituc, 2011). Continue high turnover contribute in creating turbulent atmosphere that impedes academic planning and implementation, disrupts the relations between teachers and families, and it can be an indicator of underlying imbalances in school (University of Northern Colorado, 2011).
The population of ASU is ruining students and putting them at a disadvantage, with theses larger class sizes teachers and students can not form a relationship, and by providing hybrid courses as an alternative Arizona State is cheating students out of an education. The only options for ASU to fix this problem is to lower the amount of students attending or arrange for more professors. Seventy three thousand, three hundred seventy eight (73,378) students call ASU home. Two thousand eight hundred seventy five (2,875) teachers work at ASU. While on average the class sizes should be twenty-five students per teacher, this simply is not true.
In addition, California schools are considering removing any music requirement for graduation (American). There are two main reasons for these cuts: money and test scores (Moran, 2004). In the wake of the No Child Left Behind Act, music education has been yet again squeezed from school budgets and schedules. With pressure mounting to raise reading and math scores, school administrators have added more reading and math classes that leave little opportunity for elective courses like music (Moran, 2004). Music teacher employment has been decreased to the point that in Seattle, eleven teachers teach all of the elementary music classes in the district’s seventy schools (de Barros, 2004).
The pressure this system puts on students leads them to cheat. “Pressure by parents and schools to achieve top scores has created stress levels among students—beginning as early as elementary school—that are so high that some educators regard it as a health epidemic” (Palmer). The saying “you are going to drive me to drink” can be applicable to the way the current school system is over-concerned with grades, “you are going to drive me to cheat”. Another factor adding to the pressure on students is how much harder it is becoming to get into the top universities. “At Stanford, admission rates plummeted from 12.1 percent in 2003 to 5.7 in 2013.
Putting children into specific classes based on their successes during standardized tests is not fair to kids who had a bad day, missed a bit too much school, or have yet to understand the importance of trying. This not only inaccurately describes a child’s current intelligence, but also can falsely determine his or her future success as a student. Children’s knowledge varies based on many factors including living situation, cultural heritage, and family income. Most schools with low test scores have high diversity and limited resources; these schools are in need of financial support the most. In order to create the best education system, we must adhere to every student’s needs, no matter who they are or how they learn.