A nation should require all its students to study the same national curriculum until they enter college. Write a response in which you discuss the extent to which you agree or disagree with the recommendations and explain your reasoning for the position you take.
Education is one of the most important investments a nation can back. Education and education policy permeates almost all aspects of life, from science and technology to socio-economic issues. With that said, it is important for nations to think about how education, especially K-12 education plans out for their denizens. Although it’s important for there to be a base-line and some sort of centralization on what gets taught in schools, I don’t believe that a nation should enforce the same national curriculum for all its constituents.
First, it’s important to look at what makes up a nation. For example, the United States of America is a nation made up of hundreds of different ethnic groups with different ancestral histories. They live in different parts of the country and have very specific experiences based on their immigrant histories and regional locations. Implementing a national curriculum would mean leaving out certain groups’ experiences and histories. Even for smaller homogeneous nations, with the pull of globalization these countries too have become more mixed with different groups of people. Creating a curriculum that demands students be taught the same thing could highly hinder the different groups of these nations.
Furthermore, studies have shown students are more invested in their learning when it connects to some aspect of their life. In East Los Ángeles, a project called History in a Box, helped elementary school students learn about the vast ethnic groups who live in their city in the past. These children learned about Jewish, Russian, and Mexican immigrants that occupied the same spaces that these children now occupy. From this project, outcomes showed an increase interest in school overall. Therefore, it is important to take into account, when developing curriculum, that demographics and history matter.
Consequently, adopting this type of curriculum would do more harm than good. In fact, something similar was the catalyst of the, No Child Left Behind Initiative, by the Bush Administration. It stipulated that if students could pass these mundane state tests, they would be adeptly prepared for college. However, it negatively affected primarily low-income schools because of its high stakes outcomes. All of sudden, critical thinking, for subjects such as history and literature, were no longer the basis of a teacher’s mission; instead the class focused on memory and regurgitation so that students would pass state tests. And if they didn’t pass those tests, the teacher and the student were penalized. It took away from the subjectivity of teaching, of learning without stressing failure.
Overall, a national curriculum would, in fact, create a set of standards that would put children, teachers, and communities above or below the threshold, which could be dire for those unfortunate to fall below it. Furthermore, it would not be able to encompass ethnic and regional differences, a key aspect in engaging young people in the classroom. Conclusively, nations should think hard about implementing a national curriculum that demands students be taught the same thing.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-26 | vincentsjwu | 66 | view |
| 2019-09-19 | PrincewillOkosun | 50 | view |
| 2019-09-19 | PrincewillOkosun | 50 | view |
| 2019-09-16 | jay08 | 50 | view |
| 2019-09-09 | 1172910232 | 58 | view |
Grammar and spelling errors:
Line 3, column 529, Rule ID: TOO_TO[1]
Message: Did you mean 'to have'?
Suggestion: to have
...e pull of globalization these countries too have become more mixed with different groups...
^^^^^^^^
Line 7, column 125, Rule ID: THE_PUNCT[1]
Message: Did you forget something after 'the'?
..., something similar was the catalyst of the, No Child Left Behind Initiative, by the...
^^^^
Transition Words or Phrases used:
consequently, first, furthermore, however, if, look, so, therefore, for example, in fact, sort of, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2680.0 2235.4752809 120% => OK
No of words: 489.0 442.535393258 110% => OK
Chars per words: 5.48057259714 5.05705443957 108% => OK
Fourth root words length: 4.70248278971 4.55969084622 103% => OK
Word Length SD: 2.95117745224 2.79657885939 106% => OK
Unique words: 274.0 215.323595506 127% => OK
Unique words percentage: 0.560327198364 0.4932671777 114% => OK
syllable_count: 812.7 704.065955056 115% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.4670633929 60.3974514979 72% => OK
Chars per sentence: 107.2 118.986275619 90% => OK
Words per sentence: 19.56 23.4991977007 83% => OK
Discourse Markers: 4.24 5.21951772744 81% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.21411818693 0.243740707755 88% => OK
Sentence topic coherence: 0.0571223110449 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.052176769656 0.0758088955206 69% => OK
Paragraph topic coherence: 0.119770281868 0.150359130593 80% => OK
Paragraph topic coherence SD: 0.0506667143256 0.0667264976115 76% => OK
Essay readability:
automated_readability_index: 14.2 14.1392134831 100% => OK
flesch_reading_ease: 43.73 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 14.5 12.1639044944 119% => OK
dale_chall_readability_score: 8.94 8.38706741573 107% => OK
difficult_words: 135.0 100.480337079 134% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 79.17 out of 100
Scores by essay e-grader: 4.75 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.