New York Testing System Limitations
The New York Standardized Testing system is a topic of controversy both on a state and country levels. Some experts argue that the tests that measure students’ performance are the perfect indicators of the readiness to college education (Taylor par. 10). Nevertheless, the principles of the early grading method possess some considerate shortcomings. Due to the reports that are issued by the parents of New York students, their children must spend approximately 14 hours for preparing to the English-language arts and mathematics examinations (Lapham par. 2).
Moreover, it was acclaimed that the reading passages that were included into the Pearson Core Testing for the third grade corresponded to the level of the seventh-grade students. The critical issue is the role of the teacher in the testing system. Since the assignments are not developed by the educators, who deal with the respective grades, the poor scores that are gained by the students at the tests should not align with the negative influence on the teacher’s career. Consequently, the New York testing system should be reviewed by a professional team of independent experts. The number of tasks has to be reduced for the third-grade pupils. Finally, the results of testing have to account for no more than 10 % of teacher’s evaluation.
Early Childhood Programs: Financial Concerns
One of the major concerns that arise in the sphere of child care regards the dilemma of affordability, quality, and accessibility. Thus, the ultimate factor that hinders the quality of early childhood development in New York is the issue of costly care programs. The Head Start system provides a source of funding for the low-income parents (“U.S. Department of Health and Human Services” par. 1). However, in my opinion, it is quite deficient for the U.S. government since it does not align with an equal distribution of education expenditure costs. Alternatively, the following scheme of childhood investing may be suggested. The price of the program has to correspond to several factors, which are the parents’ incomes, componential costs of care, and additional grants (“Operating Budgets for Child Care Centers” par. 28).
Granting Tenure: Timeframe Implications
In 2014, the leading U.S. activist and reporter, Campbell Brown, filed a suit against the New York tenure laws. According to her, the flexible regulations of tenure-granting prevented the state students from receiving a high-quality education (Shapiro par.1). Indeed, the reports of parents, who served as the plaintiffs at the trial, revealed that the New York learners were provided with diverse levels of proficiency. It accounts for the different scales of teachers’ qualifications. Therefore, one may claim that the demands of the educators’ preparation have to raise so that to enhance the quality of learning in New York. Specifically, the time before granting a tenure has to extend to five years, instead of three with the condition of additional verification during the first year after receiving it.
Boring Education Solutions
In his report on the U.S. educational performance, a professor of teaching at UCLA’s graduate school, Marcelo Suarez-Orozco, claims that if one visits an American school and asks the students to define school, the most widely used word that will appear in the definitions is “boring” (Suarez-Orozco par. 5). There are few ways, in which one can make the process of education more appealing to the learners. It is a common wisdom that modern students are fond of technology and digital tools. Thus, the educators do not have to suppress their interests if they wish to make the process of learning exciting. Thus, the educators have to devise multiple assignments that would align with electronic devices. The usage of iPads at class, therefore, does not have to inflict conflicts; it can become a revolutionary standard of learning. Besides, motivated teachers have to be attentive to students’ preferences. Thus, it is offered to prepare expectancy quizzes and pass them to the learners at the beginning of a term so that they could express what they want to learn during the course.
Works Cited
Lapham, Katie. 10 Reasons why no Child Should Take New York State’s Common Core Tests. 2015. Web.
Taylor, Kate. New York State Students Post Slight Gains on Tests. 2014. Web.
Operating Budgets for Child Care Centers 2001. Web.
Shapiro, Eliza. Campbell Brown Tearfully Files Tenure Suit 2014. Web.
Suarez-Orozco, Marcelo. To Improve Education, We Must Make School Less Boring. 2013. Web.
U.S. Department of Health and Human Services 2007. Web.