The K-12 educational policy is the broadest since it covers children’s education from preschool to almost adulthood. This essay will review and comment on the policy of St. Mark’s School in Texas. The educational institution complies with the K-12 policy and is positioned as a school for boys. The academic component is divided into three sections, elementary school, middle school, and high school. The principal contributors are teachers, administrators, students, psychologists, and the government. The education positioning at every stage of life is essential because age-specific approaches must be unique, and school policies must be modern and tolerant.
Primary school students go through a rigorous academic curriculum and personal growth at a very young age. Strictness goes through the general training program, a thorough check. However, children can be at unconventional development levels, so they do not consistently achieve success in the learning process (Cartwright, 2019). Juvenile children have a flexible mind and quickly absorb all the information offered. According to Serpell and Esposito (2016), extracurricular learning and activities can help students achieve unity, but there is not enough evidence for this theory. According to primary school regulations, leadership is developed among the youngest children (Darver, 2021). Success in this matter can be achieved by showing examples of teachers who must be qualified and tolerant (Harris et al., 2016). Children in primary school receive the basic knowledge that is mandatory for daily life development; therefore, the stage is vital in the individual’s evolution.
The middle and high school curriculum is organized by department and provides more capacity for maneuvering. At this stage, teachers need to periodically revise their views and ideas for achieving effectiveness since adolescence is considered difficult age (Anagnostopoulos et al. 2016). St. Mark’s School meets this criterion, while “Teachers work to instill an enthusiasm for learning, independent and critical judgment” (St. Mark’s School in Texas, 2021). The secondary school has a system of standardized tests and homework and assignments. The site does not designate the updating and rationalization of these processes. According to Spillane et al. (2019), the political component can provide an educational, organizational structure. It means that schools need to rethink their assessment methods. St. Marx Middle and High School is trying to revise to engage the needs of adolescents, but some provisions may be adjusted.
The addition of classes aimed at students with special needs may enhance the honor in the educational institution’s policy. This children’s category receives more and more attention in the current realities because their number is growing. It is necessary to use a specialized general education policy (Norwich, 2019). The school positions itself as being tolerant of race and culture but does not explore this topic concerning children with disabilities, and it seems to be weird. This category may not lag far behind, catch up with ordinary students and live an entire life. For example, there are various programs to improve performance in case of problems with reading and speaking problems. In a study by Hulme et al. (2020), the outcome in children with disabilities is manifested through targeted intervention languages. Additionally, systematic and compulsory professional development can be added to educational policy. It will help teachers achieve personal growth and project it onto students. This process will significantly encourage children with special needs. All changes are necessary, so it is essential to follow the current rules.
References
Anagnostopoulos, D., Lingard, B., & Sellar, S. (2016). Argumentation in Educational Policy Disputes: Competing Visions of Quality and Equity. Theory Into Practice, 55(4), 342–351.
Cartwright, N. (2019). What is meant by “Rigour” in evidence-based educational policy and what’s so good about it? Educational Research and Evaluation, 25(1–2), 63–80.
Darver, S. (2021). St. Mark’s School of Texas | Welcome from the Head. Smtexas. Web.
Harris, A., Jones, M., & Adams, D. (2016). Qualified to lead? A comparative, contextual and cultural view of educational policy borrowing. Educational Research, 58(2), 166–178.
Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science, 29(4), 372–377.
Norwich, B. (2019). From the warnock report (1978) to an education framework commission: A novel contemporary approach to educational policy making for pupils with special educational Needs/Disabilities. Frontiers in Education, 4, 2–10.
Serpell, Z. N., & Esposito, A. G. (2016). Development of executive functions. Policy Insights from the Behavioral and Brain Sciences, 3(2), 203–210.
Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846–881.
St. Mark’s school of Texas | academic policies. (2021). Smtexas. Web.