For more than 30 years, the United States has been working hard to "reform" our public education system. However, was it broken at the beginning? In fact, despite some missing parts and occasional mission drifts, it works fine whenever possible. We can trace this excellent falseness back to five major places that have never been fully questioned or controversial. Is it fair or in line with the academic comparison of this country with China, India, Russia or other European countries? Moreover, have we completely digested the huge differences in national values, lifestyles and overall achievements between the United States and these countries? we do not have.
Since the 1980s, in response to the Reagan Administration's "Risk Country" committee "Our failed public education system," education reformers have fully invested in five fabulous preconditions:
We want to compare our national education statistics with our international economic competitors.
2. We need to adjust our education standards to meet the needs of the global workforce in the future
3. We will rely heavily on standardized test scores to measure student performance for international comparison
4. For this failure of our national education performance output, we should blame the quality or lack of quality of teachers.
We must fully repair the privatization of national education.
First, as mentioned in the previous articles, how can we compare countries with different government structures, different values, different statistical integrity standards, and different social/class differences? For example, China is a communist country that imposes national standards of education on students, ignoring the uniqueness and complexity of the place. They do this because they embrace communism and the "state" determines the content, location and location of their industry. From the initial stage to adulthood, their workforce is selected, tracked and organized. The lack of personal choice is overwhelmed by the stubborn utilitarian function of its political system. This is not the value of the United States, we have already understood the historical dangers of practicing these ideologies.
Compared with India, the middle class has grown exponentially with the growth of software engineering, manufacturing and the medical industry. Their surface results are impressive. However, we ignore issues such as gender discrimination, class/caste distinctions and ethnic barriers. Although the United States is no stranger to these issues, of course it is not innocent, but we have established mechanisms to fight them [although their strength is gradually losing]. At present, American women are more likely to receive education and attention. The United States still claims to emphasize the combination of personality and equality. We have accepted and implemented another historical lesson by providing the ideal of public education.
The global workforce that affects our education priorities is at best a rough assertion. why? Because it relies entirely on the political agenda and policy decisions set in each US election cycle. Industry travels where the corporate tax is lowest and where the labor is the cheapest. Since changes in economic policy can be carried out in an electoral cycle, does this mean that we have to change our educational priorities every time over time? Are we more focused on mathematics because China and/or India are cultivating more engineers? Is the quantity a problem or a quality? Moreover, do these countries produce more because of quality problems, or because the population is more, the workforce is more developable? For a while, the United States was proud of its citizens and their quality of life [or at least we claimed to be]. Education is rooted, unwavering, and materialism cannot thrive. The globalized workforce is a concept that encompasses the value of production, but ignores our historical acceptance of domestic innovation and the quality of civic life.
Standardized test scores may only be meaningful when trying to prove that external resources [legislators] are not available in the classroom, without understanding the economic engine of a particular region, and for community resources, challenges, and cultural strangers. make up. This is a suit for everyone, and the suit made by the tailor is obviously the best. Just as there are many ways to learn, there are a variety of assessment tools that can demonstrate learning and understanding. In the United States, we value individuality, personal growth, the uniqueness of the community, and the benefits of diversity. Are we sensationally testing standardization to address the quality of education, or preparing for punishment and preparing for a malicious takeover of the school district? This issue is related to the quality of the teacher. Teachers may only be able to provide the resources available, the support they receive, the preparations for development, and the quality of life that professionals may enjoy as they promise.
Finally, privatization has always been a treatment available to the public. However, it cleverly avoids the vague problem of accountability. Every citizen in the private sector cannot guarantee it. Private institutions deal with admission as they please, manage discipline according to their own wishes, and pay staff expenses according to their own wishes. The bottom line is their ultimate concern. The private system itself is a monarchy, making decisions from top to bottom, appointing nobility rather than collectively considering performance, and selling convenience and speed to us, while ignoring the necessary time for debate, analysis, compromise and collective consent. Democratic practice has failed.
These are the values we should be proud of and worth celebrating: 1] We don't track our students, we provide them with convenience, 2] We don't let students compete with each other, but against their own situation, 3] We Efforts to value all our citizens and their quality of life, 4] we embrace diversity, because we are proud to be a diverse country, 5] we value the natural environment, multilingual, multiracial, multireligious and non-religious differences Recognizing that citizenship in our country requires advanced citizenship. We educate and create social citizen engineers. The United States has an issue of equality in education rather than the quality of education.
Orignal From: Contains five major misunderstandings of American public education reform
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