We Must Reform America's Educational System

analytical Essay
1311 words
1311 words

Critiques express concern about standardized tests and insist that there should be some way to measure the excellence of students within the same context dictated by strict and uniform educational standard (Baker, 2006; Kohn, 2000). Experts, like Dr. Montessori, do not agree and counter that there are other methods that can be implemented to evaluate each child. They warn about instilling fear and anxiety in students and the consequences to their brain development (Kohn, 1999; Kunimura, 2010; Montessori, 1949; Myers, 2011). Instead they stress the importance of creating an environment that allows trial and error to maximize learning, to mimic real life situations. Proponents of the current educational system continue on and want to even deepen their Common Core Initiative, that strives to align the different state curricular into a unified whole, while basing it on the current school reform (Kohn, 1999; Ravitch, 2010). Scholars on the other hand are deeply concerned about this and refute that it disengages kids in schools and their learning. They argue that children, too, are diverse human beings, just like adults who are naturally different and that school curricular have to be flexible to allow for challenges each leaner brings along. In addition, they object and remind that children are not machines were one manual would do for all. They remind that children are born explorers and natural learners, educating this out of them deploys emotional instability, rejection and skepticism and achieves just the opposite.

Opponents then challenge that standardized testing is a objective means to evaluate comprehension and continue to hold onto the image that Common Core standards eliminate wasting time by focusing on the essential subje...

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In this essay, the author

  • Argues that standardized tests should be used to measure the excellence of students within the same context dictated by strict and uniform educational standards, while experts like dr. montessori counter that there are other methods to evaluate each child.
  • Argues that standardized testing is an objective means to evaluate comprehension, but experts disapprove again, stating that it only tests a small portion of what students should be learning, while narrowing curricular.
  • Argues that society should trust in school faculty's ability to develop curricular and tests in the first place.
  • Explains that the current u.s. educational system continues to introduce other means of evaluating student's achievements while creating a positive and encouraging attitude in learning outcomes that can be implemented immediately.
  • Argues that there is no ultimate truth and that even all areas of science are grounded in personal experiences, ideas and enlightenment, suggesting merging science with phenomenology into intersubjectivity.
  • Argues that testing should be limited to only administering them every few years, choosing a diversity of children, and substituting common core standards with constructivism learning theories in curricular to rescue current educational standards from the grip of the past.
  • Opines that educational policies need to be transformed and not just reformed in order to provide children with an education they deserve.
  • Opines that parents need to realize that raising children takes time and work beyond just cooking and cleaning for them. caregivers should re-prioritize and become more involved in the life and education of their children.
  • Opines that it is important to let children guide us, as we can learn so much from them, while providing adults with the opportunity to experience things in life with renewed eyes.
  • Cites abram, d., baker, j. m. and brown, c.
  • Explains freire, p., huelsman, c.b. and jones, j. standardized tests and early childhood education.
  • Analyzes kohn's case against standardized testing: raising the scores, ruining the schools. montessori-pierson publishing company.
  • Cites myers, d. g., worth publisher, and organization for economic co-operation and development.
  • Cites ravitch, d., robinson, k. and robinson on the death and fife of the great american school system.
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