essay for educational system

Giving Children Homework

by Miku (tokyo)

Some people believe that school children should not be given homework by their teachers, whereas others argue that homework plays an important role in the education of children. Discuss both views and give your own opinion. Homework has been given in large number of schools so far. However, there are agreement and disagreement in some people. This essay will indicate the both views how homework affects positively to educated students. I believe that doing homework leads their better education and it is highly likely to achieve their lives. Firstly, no homework can save students’ time and it is possible to develop their skills in the other interests. Younger generation have tons of opportunities and flexible mind and also some people do not actually use school subjects in their entire life. For example, many famous entertainers such as singer or dancer are absorbed their artistry in their childhood. So instead of doing homework, skilled person should experience and spend their time what they exactly want to do. On the other hand, to do homework still plays a significant role in teenager’s life. It is because there are only few people can be skilled person and the other ones would fail or suffer in a difficult situation before achievement. Furthermore, the mind of youngsters is changing easily. Moreover, making effort and handling a lot of tasks in schooling will even build a strong personality. Therefore, homework should be given to all students. In conclusion, it depends on the situation and people how they would like to advance their life. However, to manage school homework could be the momentous effect in any work environments. Thus, I will believe that being given homework is much important than without homework in school. [email protected] Thanks

Online Learning Essay

With the onset of the Covid-19 pandemic, most schools have had to switch to teaching online. Some people think that online teaching is as effective as in-person instruction, while others think online teaching is inferior. Discuss both these views and give your own opinion. It is considered by some that having online classes are as good as face-to-face classes, while there are others who think having face-to-face classes are better than having online classes. In my opinion, I believe that face-to-face classes are better for practical courses, while online classes are similar to face-to-face classes for theoretical courses. On the one hand, many think online classes are comparable to face-to-face classes. In other words, they think online classes could provide students the same standard of teaching and feedback. Nothing changes except for the medium to deliver the classes. Students would still need to finish assignments, do presentations and sit for examinations. On the other hand, some think online classes are lower in quality. Teaching staffs might not use to deliver lectures or classes through online platforms and ignore some questions from students. Consequently, some students need to spend extra time to email lecturers or teachers to answer their enquiries. Finally, in my opinion, whether face-to-face classes are better or equally efficient as online classes, depends on the major of the students. For example, face-to-face classes are better for students who are studying arts, physical education and chemistry, which required certain practical skills to succeed in their relevant fields. In contrast, online classes are as high quality as face-to-face classes for students who study law, accounting, cultural studies, which required more theoretical knowledge than getting their hands dirty. In conclusion, both teaching methods, either online or in person, could help students to achieve in their studies. It just depends on what students are studying to determine which method delivers better learning quality and experience.

IELTS Essay - Choice of School Subjects

by Ali Almasi (Esfahan, Iran)

Schools should only offer subjects that are beneficial to students’ future career success. Other subjects, such as music and sports, are not important. To what extent do you agree or disagree? It is generally thought that students should only study subjects which are beneficial to their successful future career and other topics like music and sports are not of importance. Personally, I am of the opinion that schools should provide, pupils with a marvelous opportunity to learn different subjects. There are many positive points if schools incorporate are lessons into their curriculum. One of the most important advantages with respect to this view is that it can significantly contribute to the enhancement of children’s creativity. Scientifically speaking, it has been proven that music and sports lessons may afford students the opportunity to develop their efficiency, performance and innovation. As a result, it can be particularly beneficial for them if they have an acquaintance with this type of subjects. Another merit can be ascribed to the fact that music can provide students with assistance to recall satisfactory memories and sports lessons may mitigate the risk of suffering from the infirmities and frailties of old age. Therefore, the more children study art topics during their studies the more they become successful in their occupation in the future. Another benefit in support of this view stems from the familiarity with expressing emotions. In other words, music and sports can boost children’s ability to explain their emotions and display their affection towards each other. Hence, they are competent in leading a tranquil lifestyle fraught with composure. By contrast, there is no doubt that subjects, such as math, chemistry and physics have played a significant role in the future career of children. This is because these subjects are rooted in reality and have a direct impact on all facets of children’s existence. It is true, though, that the brain of students is growing and needs to become acquainted with other courses. There are a large number of illustrations which indicate that children should be at liberty to opt their favorite discipline themselves to become successful, such as Elon Mask and Taylor Swift In conclusion, although educational systems consider subjects in the curriculum that would be useful for future job success of students, other topics like music and sports are of immense significance for them.

IELTS Essay - Compulsory Sport at School

by zaid khan

It is generally accepted that exercise is good for children and teenagers. Therefore physical education and sport should be compulsory for all students in all schools. What is your opinion? Although physical training is beneficial for children and teenagers alike, making it compulsory for all students in all schools is not a good idea. Rather it is the duty of each and every child's parents to ensure that their children get the required fitness education. In today's world, there are many types of schools including those for specially abled children where some pupils may not be able participate in sports due to some disability. Also there are a plenty of games that all played today and it is not feasible for any school to train their pupil for every one of them. For the sake of argument, if we make physical education as a mandatory subject in the curriculum then people will next argue which sport to make as obligatory in schools and that will be a never ending debate. Also, each sport has their specific requirements such as hiring qualified trainers, high-end equipment, open spaces, and quality time which would add to the expenses of institutions and shift the focus from their fundamental duty of imparting scholastic knowledge. Rather, It is the duty of each parents and not the schools to facilitate recreational activities for their children. Every parent should try to encourage their child to be sportive and should try to find which sport interest their child the most. They can then, enroll their offspring to master in his or her favorite play at sport-complexes which are designed for making champions which can never happen in a school. Also some games such as boxing involve a high risk of injury and should only be trained at premises where immediate medical help can be given which again cannot be expected in a school compound. In conclusion, although sports education is good for a child but it should not be made compulsory in a school. Instead parents should take the responsibility of their child's physical fitness and let schools pay attention on children's curricular activities. 329 words 1,939 characters

IELTS Essay - Investing in Computers or Teachers

by Shatha Salman (Jordan)

Computers or Teachers?

Some believe that money for education should mainly be spent on better computers while others believe it would be better spent on teachers. Discuss both views and give your own opinion. There is no doubt education play a crucial role in people’s lives. However, while some think investments in teaching should be towards enhanced technology and up to date computing machines, I would agree with those who argue that it will be a well spent fund if spent on tutors. Opponents point out that increased technology capabilities are important in students’ life cycle. This is because nowadays market requirements are all evolved on acquiring better computer skills. For instance, a student who has dealt earlier years in his education with advanced soft wares will somehow surpass the other. If, in contrast no funds were allocated for such valuable tool, a huge gap will arise later in students’ career. Meanwhile attracting talented tutors with a rich experience and knowledgeable resume will somehow comes in favor of students. In other words these teachers will inherit their lessons and expand learnings if they were paid the salary they deserve and by that they will be motivated to achieve their objectives and deliver the value to students. For example, some teachers connect spiritually with their students and encourage them to unleash the potential inside of them by the skills they already have throughout life. In order to have high maintained educational system, good talents with high level of experience to expand should be first on demand. In conclusion, although developed computers could contribute positively in education process and readiness, in my opinion investing in teachers are more vulnerable.

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Essay on Education System

• Updated on  
• Nov 15, 2023

The future of a country is shaped by its classrooms. Implementing a sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish. As education is the most important and basic right, everyone should have, it is our moral duty to facilitate the perfect learning environment for our students.

With the educational journey playing the foundation role in one’s career, there are contrary views concerning the type of education system and approaches we need to take. Hence, it has become a frequently asked topic under the essay writing section in school tests as well as competitive exams. To help you with this topic, we have curated a complete guide on how to write an essay on education system, with useful tips and tricks as well as reference samples. 

This Blog Includes:

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Generally, the essay topics on education system revolve around analysing a specific education system, its strengths and weaknesses as well as suggesting the solutions for its improvement. You might also be asked about writing an essay on the Education system of India in which you must mention the characteristics of the history of our educational apparatus from the Gurukul Education System to the Current education system in India . You can also take notes from our exclusive blog on the New Education Policy formulated by India with a unique approach to academics. Further, your essay on education system must also imperatively elucidate the key aspects of the system and its salient features as well as an unbiased analysis of its strong characteristics as well as a critical overview of its weak areas where improvement is needed.

• Format – Before drafting an essay on education system, you must know about the format of essay writing. Take a look at the following pointers which elaborate upon the general format of writing structured and impressive essays
• Introduction -The education system essay introduction should provide an overview of the given topic in the introduction, i.e. highlight the recent instances or questions related to the concerned education system. When it comes to the writing style, the introduction as the first paragraph will set the tone of the whole essay thus make sure that it covers a general outline of your topic
• Body of Content – After the introduction, you can start elaborating on the topic of the education system, its role in the development of a country, its key objectives, salient features (if a specific education system is given as a topic) as well as highlight its strong and weak areas. Then, you can further assess how the education system has evolved from earlier times. For example, talk about the history of the education system, and the prominent measures that contributed to its growth, amongst others. Analyse the major points thoroughly according to the essay question and then move towards the next section
• Conclusion – The conclusion is the final section as you wrap up your essay underlining the major points you have mentioned. Avoid ending it abruptly, either go for an optimistic touch to it or just summarize what has been mentioned above

The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher education. The Indian education system gives equal value to knowledge-based learning as well as co-curricular. Countries are now rigorously working on providing free access to education. Nowadays, being in school isn’t the same thing as before. Every individual is skilled in different fields and interests with a due focus on the set curriculum. We need a society that is more elevated towards balanced personal and professional growth . 

Also Read: Importance of Education in Development

Also Read: Essay on Co-education

For a nation to have harmony, the education system must focus on a holistic learning approach, i.e. provide equal educational opportunities to everyone, emphasize a wholesome curriculum as well and incorporate educational technologies to make learning a fun and interactive process. When it comes to the education system in India it is not only focused on rote learning and also pushes students towards sports , building interpersonal skills , etc. When schools were shut due to a global pandemic, Indian schools adopted online learning as the new method. There are a few drawbacks as well that the grading system starts from elementary classes and students are under the constant burden to score and pass the exams. Instead of learning something, new students become competitive to score better than the other students. The constant competition and comparison affect the mental health of all students. 

Also Read: Gurukul Education System

Also Read: Essay on Sarojini Naidu

Also Read: Essay on Online Education

The need for a well-balanced education system has become a necessity for every country as it plays a significant catalyst in its growth and development. As we know irrespective of one’s background, or family income the right to education is a necessity for everyone. Thus, the government of a nation shall work to make the system more accountable to every citizen. It should aim to enhance the features and policies as per the needs of the country so that it can contribute to the overall development as well as the growth of the economy.  Every child should get an opportunity to attend school and get educated as it is rightly said that “educated people make an educated nation”. The teachings of a sound education system help us to improve our lives in every way. For individuals, education raises self-confidence and opens opportunities for earning. On a country-wide level, it reduces the level of poverty and develops long-term economic growth.

The lack of diversity and engaging recreational activities is one of the biggest problems leading to the global crisis of illiteracy. For the developing nations, it is necessary to have ample knowledge regarding who is learning and what they are learning, so that they can mould their system in a more efficient way and hence, the future. The need for making the system reliable for children is very specific. It should aim to promote comprehensive growth which will ultimately help them in almost every aspect of life. The school and the teachers together shall prepare the children for future times. The children must know the practical aspects of what they are learning in the class. It can be easily said that students nowadays lack the ability to perform efficiently when given fundamental tasks. Thus, an education system must aim to penetrate creativity, decisiveness, communication, collaboration leadership and the spirit of teamwork.

Also Read: Women Empowerment Essay

Rooted in the ancient learnings of Vedas and Puranas, the Indian education system has come a long way from the old-school Gurukuls to the new-age hi-tech academic institutions. The students in schools and colleges are not just tested based on their learning abilities but also on their acquired knowledge and skills as well as their performance in extracurricular activities . This system is implemented in order to emphasize the importance of the overall growth of the child to broaden their horizons. The academic institutions in India, be it primary, secondary, or higher education, are embracing advanced technologies in facilitating learning and bringing a revolutionary change to the same-old classroom teaching. Many schools have brought tablets into their traditional classrooms to make learning an engaging and interesting process by teaching kids through digital applications .  

Also Read: Speech on Education for Students in English

Covid-19 has affected the world of education leading to a major shift from traditional four-walled classrooms to online classes. Online classes for online courses definitely lack the ‘personal’ touch and one-to-one interactions between teachers and students. On the contrary, traditional classrooms are less flexible and accessible to many students, especially in underprivileged communities. Attention and interaction are objective to every individual and can’t be attributed to any platform or mode of learning . Teachers and students have enhanced interaction and creative learning by using chatboxes, screen-share, whiteboards, etc. Which are useful for the presentation of images or PPTs. online classes becoming the new normal also gave the world the opportunity to make learning more flexible and accessible on a global level. It is also cost-effective since a good internet connection and a working computer is all you need to teach your class. 

Also Read: Best Schools in Delhi

The Indian education system is one of the oldest, most diverse learning systems in the world. The Indian educational system is designed to ensure a well-developed and uniform curriculum across different states for different grades in the subcontinent. Education is given utmost importance in India with schemes like free and compulsory education for children between the ages of 6 to 14, Beti Bachao, Beti Padhao campaign and Mid-meals in government schools to encourage students to attend school. Under the system, sports and performing arts are given the utmost significance and all students are encouraged to take part and develop a skill or expertise that will help them in the future. The Indian education system also focuses on practical learning and group activities to provide exposure and teach students the importance of teamwork and communication . The Indian education system focuses on the overall development of each student by introducing them to the basics of all the subjects from the start till the secondary level.

Also Read: Essay on Freedom: Wings of Liberation

With the rise in a lot of problems in the Indian Education System, we need a proper solution that will be effective. There is a requirement for improvement that creates a brighter future for the candidate. We can initiate a focus on skill development at the school level. Students and parents must understand that not only the ranks and grades but also the analytical and creative skills are also important. The subject taught in school must have both theory and practical teaching methods. Time-to-time syllabus update is necessary with changes with time.

This is also a high time for the government and private colleges to increase the payroll of teachers. The teachers who are working hard for the future of the students deserve more than what they are offered. The schools must hire teachers qualified teachers. The Indian Education System must change all these things. The schools must give equal opportunities to the students. The system now needs to let go of the old and traditional ways to elevate the teaching standards so our students can create a better and more advanced world.

Also Read: Best Education System in the World

• UK Education System
• Japan Education System
• German Education System
• Singapore Education System
• USA Education System
• Chinese Education System
• South Korean Education System
• Australian Education System
• French Education System
• Buddhist Education System
• Gurukul Education System
• Finland Education System
• New Zealand Education System

Relevant Blogs

A sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish.

The best education systems in the world focus tightly on key concepts which are taught in detail at an early age and ensure that students master the basics from which to build.

The modern school system was brought to India by Lord Thomas Babington Macaulay in the 1830s.

The Boston Latin School, established in 1635, was the first school.

Despite having improved over the years, the Indian education system still needs to be updated in various ways and the teaching techniques need to be revised.

Thus, we hope that this blog has helped you with the tips and tricks of essay writing on the topic education system. Unsure about finding the right course and university after completing 12th ? Our Leverage Edu counsellors are here to guide you throughout the process of finding the best program and university and sorting out the admission procedure to ensure that you send a winning application! Sign up for a free session with us today

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What Students Are Saying About How to Improve American Education

An international exam shows that American 15-year-olds are stagnant in reading and math. Teenagers told us what’s working and what’s not in the American education system.

By The Learning Network

Earlier this month, the Program for International Student Assessment announced that the performance of American teenagers in reading and math has been stagnant since 2000 . Other recent studies revealed that two-thirds of American children were not proficient readers , and that the achievement gap in reading between high and low performers is widening.

We asked students to weigh in on these findings and to tell us their suggestions for how they would improve the American education system.

Our prompt received nearly 300 comments. This was clearly a subject that many teenagers were passionate about. They offered a variety of suggestions on how they felt schools could be improved to better teach and prepare students for life after graduation.

While we usually highlight three of our most popular writing prompts in our Current Events Conversation , this week we are only rounding up comments for this one prompt so we can honor the many students who wrote in.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Put less pressure on students.

One of the biggest flaws in the American education system is the amount of pressure that students have on them to do well in school, so they can get into a good college. Because students have this kind of pressure on them they purely focus on doing well rather than actually learning and taking something valuable away from what they are being taught.

— Jordan Brodsky, Danvers, MA

As a Freshman and someone who has a tough home life, I can agree that this is one of the main causes as to why I do poorly on some things in school. I have been frustrated about a lot that I am expected to learn in school because they expect us to learn so much information in such little time that we end up forgetting about half of it anyway. The expectations that I wish that my teachers and school have of me is that I am only human and that I make mistakes. Don’t make me feel even worse than I already am with telling me my low test scores and how poorly I’m doing in classes.

— Stephanie Cueva, King Of Prussia, PA

I stay up well after midnight every night working on homework because it is insanely difficult to balance school life, social life, and extracurriculars while making time for family traditions. While I don’t feel like making school easier is the one true solution to the stress students are placed under, I do feel like a transition to a year-round schedule would be a step in the right direction. That way, teachers won’t be pressured into stuffing a large amount of content into a small amount of time, and students won’t feel pressured to keep up with ungodly pacing.

— Jacob Jarrett, Hoggard High School in Wilmington, NC

In my school, we don’t have the best things, there are holes in the walls, mice, and cockroaches everywhere. We also have a lot of stress so there is rarely time for us to study and prepare for our tests because we constantly have work to do and there isn’t time for us to relax and do the things that we enjoy. We sleep late and can’t ever focus, but yet that’s our fault and that we are doing something wrong. School has become a place where we just do work, stress, and repeat but there has been nothing changed. We can’t learn what we need to learn because we are constantly occupied with unnecessary work that just pulls us back.

— Theodore Loshi, Masterman School

As a student of an American educational center let me tell you, it is horrible. The books are out dated, the bathrooms are hideous, stress is ever prevalent, homework seems never ending, and worst of all, the seemingly impossible feat of balancing school life, social life, and family life is abominable. The only way you could fix it would be to lessen the load dumped on students and give us a break.

— Henry Alley, Hoggard High School, Wilmington NC

Use less technology in the classroom (…or more).

People my age have smaller vocabularies, and if they don’t know a word, they just quickly look it up online instead of learning and internalizing it. The same goes for facts and figures in other subjects; don’t know who someone was in history class? Just look ‘em up and read their bio. Don’t know how to balance a chemical equation? The internet knows. Can’t solve a math problem by hand? Just sneak out the phone calculator.

My largest grievance with technology and learning has more to do with the social and psychological aspects, though. We’ve decreased ability to meaningfully communicate, and we want everything — things, experiences, gratification — delivered to us at Amazon Prime speed. Interactions and experiences have become cheap and 2D because we see life through a screen.

— Grace Robertson, Hoggard High School Wilmington, NC

Kids now a days are always on technology because they are heavily dependent on it- for the purpose of entertainment and education. Instead of pondering or thinking for ourselves, our first instinct is to google and search for the answers without giving it any thought. This is a major factor in why I think American students tests scores haven’t been improving because no one wants to take time and think about questions, instead they want to find answers as fast as they can just so they can get the assignment/ project over with.

— Ema Thorakkal, Glenbard West HS IL

There needs to be a healthier balance between pen and paper work and internet work and that balance may not even be 50:50. I personally find myself growing as a student more when I am writing down my assignments and planning out my day on paper instead of relying on my phone for it. Students now are being taught from preschool about technology and that is damaging their growth and reading ability. In my opinion as well as many of my peers, a computer can never beat a book in terms of comprehension.

— Ethan, Pinkey, Hoggard High School in Wilmington, NC

Learning needs to be more interesting. Not many people like to study from their textbooks because there’s not much to interact with. I think that instead of studying from textbooks, more interactive activities should be used instead. Videos, websites, games, whatever might interest students more. I’m not saying that we shouldn’t use textbooks, I’m just saying that we should have a combination of both textbooks and technology to make learning more interesting in order for students to learn more.

— Vivina Dong, J. R. Masterman

Prepare students for real life.

At this point, it’s not even the grades I’m worried about. It feels like once we’ve graduated high school, we’ll be sent out into the world clueless and unprepared. I know many college students who have no idea what they’re doing, as though they left home to become an adult but don’t actually know how to be one.

The most I’ve gotten out of school so far was my Civics & Economics class, which hardly even touched what I’d actually need to know for the real world. I barely understand credit and they expect me to be perfectly fine living alone a year from now. We need to learn about real life, things that can actually benefit us. An art student isn’t going to use Biology and Trigonometry in life. Exams just seem so pointless in the long run. Why do we have to dedicate our high school lives studying equations we’ll never use? Why do exams focusing on pointless topics end up determining our entire future?

— Eliana D, Hoggard High School in Wilmington, NC

I think that the American education system can be improved my allowing students to choose the classes that they wish to take or classes that are beneficial for their future. Students aren’t really learning things that can help them in the future such as basic reading and math.

— Skye Williams, Sarasota, Florida

I am frustrated about what I’m supposed to learn in school. Most of the time, I feel like what I’m learning will not help me in life. I am also frustrated about how my teachers teach me and what they expect from me. Often, teachers will give me information and expect me to memorize it for a test without teaching me any real application.

— Bella Perrotta, Kent Roosevelt High School

We divide school time as though the class itself is the appetizer and the homework is the main course. Students get into the habit of preparing exclusively for the homework, further separating the main ideas of school from the real world. At this point, homework is given out to prepare the students for … more homework, rather than helping students apply their knowledge to the real world.

— Daniel Capobianco, Danvers High School

Eliminate standardized tests.

Standardized testing should honestly be another word for stress. I know that I stress over every standardized test I have taken and so have most of my peers. I mean they are scary, it’s like when you take these tests you bring your No. 2 pencil and an impending fail.

— Brennan Stabler, Hoggard High School in Wilmington, NC

Personally, for me I think standardized tests have a negative impact on my education, taking test does not actually test my knowledge — instead it forces me to memorize facts that I will soon forget.

— Aleena Khan, Glenbard West HS Glen Ellyn, IL

Teachers will revolve their whole days on teaching a student how to do well on a standardized test, one that could potentially impact the final score a student receives. That is not learning. That is learning how to memorize and become a robot that regurgitates answers instead of explaining “Why?” or “How?” that answer was found. If we spent more time in school learning the answers to those types of questions, we would become a nation where students are humans instead of a number.

— Carter Osborn, Hoggard High School in Wilmington, NC

In private school, students have smaller class sizes and more resources for field trips, computers, books, and lab equipment. They also get more “hand holding” to guarantee success, because parents who pay tuition expect results. In public school, the learning is up to you. You have to figure stuff out yourself, solve problems, and advocate for yourself. If you fail, nobody cares. It takes grit to do well. None of this is reflected in a standardized test score.

— William Hudson, Hoggard High School in Wilmington, NC

Give teachers more money and support.

I have always been told “Don’t be a teacher, they don’t get paid hardly anything.” or “How do you expect to live off of a teachers salary, don’t go into that profession.” As a young teen I am being told these things, the future generation of potential teachers are being constantly discouraged because of the money they would be getting paid. Education in Americans problems are very complicated, and there is not one big solution that can fix all of them at once, but little by little we can create a change.

— Lilly Smiley, Hoggard High School

We cannot expect our grades to improve when we give teachers a handicap with poor wages and low supplies. It doesn’t allow teachers to unleash their full potential for educating students. Alas, our government makes teachers work with their hands tied. No wonder so many teachers are quitting their jobs for better careers. Teachers will shape the rest of their students’ lives. But as of now, they can only do the bare minimum.

— Jeffery Austin, Hoggard High School

The answer to solving the American education crisis is simple. We need to put education back in the hands of the teachers. The politicians and the government needs to step back and let the people who actually know what they are doing and have spent a lifetime doing it decide how to teach. We wouldn’t let a lawyer perform heart surgery or construction workers do our taxes, so why let the people who win popularity contests run our education systems?

— Anders Olsen, Hoggard High School, Wilmington NC

Make lessons more engaging.

I’m someone who struggles when all the teacher does is say, “Go to page X” and asks you to read it. Simply reading something isn’t as effective for me as a teacher making it interactive, maybe giving a project out or something similar. A textbook doesn’t answer all my questions, but a qualified teacher that takes their time does. When I’m challenged by something, I can always ask a good teacher and I can expect an answer that makes sense to me. But having a teacher that just brushes off questions doesn’t help me. I’ve heard of teachers where all they do is show the class movies. At first, that sounds amazing, but you don’t learn anything that can benefit you on a test.

— Michael Huang, JR Masterman

I’ve struggled in many classes, as of right now it’s government. What is making this class difficult is that my teacher doesn’t really teach us anything, all he does is shows us videos and give us papers that we have to look through a textbook to find. The problem with this is that not everyone has this sort of learning style. Then it doesn’t help that the papers we do, we never go over so we don’t even know if the answers are right.

— S Weatherford, Kent Roosevelt, OH

The classes in which I succeed in most are the ones where the teachers are very funny. I find that I struggle more in classes where the teachers are very strict. I think this is because I love laughing. Two of my favorite teachers are very lenient and willing to follow the classes train of thought.

— Jonah Smith Posner, J.R. Masterman

Create better learning environments.

Whenever they are introduced to school at a young age, they are convinced by others that school is the last place they should want to be. Making school a more welcoming place for students could better help them be attentive and also be more open minded when walking down the halls of their own school, and eventually improve their test scores as well as their attitude while at school.

— Hart P., Bryant High School

Students today feel voiceless because they are punished when they criticize the school system and this is a problem because this allows the school to block out criticism that can be positive leaving it no room to grow. I hope that in the near future students can voice their opinion and one day change the school system for the better.

— Nico Spadavecchia, Glenbard West Highschool Glen Ellyn IL

The big thing that I have struggled with is the class sizes due to overcrowding. It has made it harder to be able to get individual help and be taught so I completely understand what was going on. Especially in math it builds on itself so if you don’t understand the first thing you learn your going to be very lost down the road. I would go to my math teacher in the morning and there would be 12 other kids there.

— Skyla Madison, Hoggard High School in Wilmington, NC

The biggest issue facing our education system is our children’s lack of motivation. People don’t want to learn. Children hate school. We despise homework. We dislike studying. One of the largest indicators of a child’s success academically is whether or not they meet a third grade reading level by the third grade, but children are never encouraged to want to learn. There are a lot of potential remedies for the education system. Paying teachers more, giving schools more funding, removing distractions from the classroom. All of those things are good, but, at the end of the day, the solution is to fundamentally change the way in which we operate.

Support students’ families.

I say one of the biggest problems is the support of families and teachers. I have heard many success stories, and a common element of this story is the unwavering support from their family, teachers, supervisors, etc. Many people need support to be pushed to their full potential, because some people do not have the will power to do it on their own. So, if students lived in an environment where education was supported and encouraged; than their children would be more interested in improving and gaining more success in school, than enacting in other time wasting hobbies that will not help their future education.

— Melanie, Danvers

De-emphasize grades.

I wish that tests were graded based on how much effort you put it and not the grade itself. This would help students with stress and anxiety about tests and it would cause students to put more effort into their work. Anxiety around school has become such a dilemma that students are taking their own life from the stress around schoolwork. You are told that if you don’t make straight A’s your life is over and you won’t have a successful future.

— Lilah Pate, Hoggard High School in Wilmington, NC

I personally think that there are many things wrong with the American education system. Everyone is so worried about grades and test scores. People believe that those are the only thing that represents a student. If you get a bad grade on something you start believing that you’re a bad student. GPA doesn’t measure a students’ intelligence or ability to learn. At young ages students stop wanting to come to school and learn. Standardized testing starts and students start to lose their creativity.

— Andrew Gonthier, Hoggard High School in Wilmington, NC

Praise for great teachers

Currently, I’m in a math class that changed my opinion of math. Math class just used to be a “meh” for me. But now, my teacher teachers in a way that is so educational and at the same time very amusing and phenomenal. I am proud to be in such a class and with such a teacher. She has changed the way I think about math it has definitely improve my math skills. Now, whenever I have math, I am so excited to learn new things!

— Paulie Sobol, J.R Masterman

At the moment, the one class that I really feel supported in is math. My math teachers Mrs. Siu and Ms. Kamiya are very encouraging of mistakes and always are willing to help me when I am struggling. We do lots of classwork and discussions and we have access to amazing online programs and technology. My teacher uses Software called OneNote and she does all the class notes on OneNote so that we can review the class material at home. Ms. Kamiya is very patient and is great at explaining things. Because they are so accepting of mistakes and confusion it makes me feel very comfortable and I am doing very well in math.

— Jayden Vance, J.R. Masterman

One of the classes that made learning easier for me was sixth-grade math. My teacher allowed us to talk to each other while we worked on math problems. Talking to the other students in my class helped me learn a lot quicker. We also didn’t work out of a textbook. I feel like it is harder for me to understand something if I just read it out of a textbook. Seventh-grade math also makes learning a lot easier for me. Just like in sixth-grade math, we get to talk to others while solving a problem. I like that when we don’t understand a question, our teacher walks us through it and helps us solve it.

— Grace Moan, J R Masterman

My 2nd grade class made learning easy because of the way my teacher would teach us. My teacher would give us a song we had to remember to learn nouns, verbs, adjectives, pronouns, etc. which helped me remember their definitions until I could remember it without the song. She had little key things that helped us learn math because we all wanted to be on a harder key than each other. She also sang us our spelling words, and then the selling of that word from the song would help me remember it.

— Brycinea Stratton, J.R. Masterman

What the best education systems are doing right

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In South Korea and Finland, it’s not about finding the “right” school.

Fifty years ago, both South Korea and Finland had terrible education systems. Finland was at risk of becoming the economic stepchild of Europe. South Korea was ravaged by civil war. Yet over the past half century, both South Korea and Finland have turned their schools around — and now both countries are hailed internationally for their extremely high educational outcomes. What can other countries learn from these two successful, but diametrically opposed, educational models? Here’s an overview of what South Korea and Finland are doing right.

The Korean model: Grit and hard, hard, hard work.

For millennia, in some parts of Asia, the only way to climb the socioeconomic ladder and find secure work was to take an examination — in which the proctor was a proxy for the emperor , says Marc Tucker, president and CEO of the National Center on Education and the Economy. Those examinations required a thorough command of knowledge, and taking them was a grueling rite of passage. Today, many in the Confucian countries still respect the kind of educational achievement that is promoted by an exam culture.

The Koreans have achieved a remarkable feat: the country is 100 percent literate. But success comes with a price.

Among these countries, South Korea stands apart as the most extreme, and arguably, most successful. The Koreans have achieved a remarkable feat: the country is 100 percent literate, and at the forefront of international comparative tests of achievement, including tests of critical thinking and analysis. But this success comes with a price: Students are under enormous, unrelenting pressure to perform. Talent is not a consideration — because the culture believes in hard work and diligence above all, there is no excuse for failure. Children study year-round, both in-school and with tutors. If you study hard enough, you can be smart enough.

“Koreans basically believe that I have to get through this really tough period to have a great future,” says Andreas Schleicher , director of education and skills at PISA and special advisor on education policy at the OECD. “It’s a question of short-term unhappiness and long-term happiness.” It’s not just the parents pressuring their kids. Because this culture traditionally celebrates conformity and order, pressure from other students can also heighten performance expectations. This community attitude expresses itself even in early-childhood education, says Joe Tobin, professor of early childhood education at the University of Georgia who specializes in comparative international research. In Korea, as in other Asian countries, class sizes are very large — which would be extremely undesirable for, say, an American parent. But in Korea, the goal is for the teacher to lead the class as a community, and for peer relationships to develop. In American preschools, the focus for teachers is on developing individual relationships with students, and intervening regularly in peer relationships.

“I think it is clear there are better and worse way to educate our children,” says Amanda Ripley, author of The Smartest Kids in the World: And How They Got That Way . “At the same time, if I had to choose between an average US education and an average Korean education for my own kid, I would choose, very reluctantly, the Korean model. The reality is, in the modern world the kid is going to have to know how to learn, how to work hard and how to persist after failure. The Korean model teaches that.”

The Finnish model: Extracurricular choice, intrinsic motivation.

In Finland, on the other hand, students are learning the benefits of both rigor and flexibility. The Finnish model, say educators, is utopia.

Finland has a short school day rich with school-sponsored extracurriculars, because Finns believe important learning happens outside the classroom.

In Finland, school is the center of the community, notes Schleicher. School provides not just educational services, but social services. Education is about creating identity.

Finnish culture values intrinsic motivation and the pursuit of personal interest. It has a relatively short school day rich with school-sponsored extracurriculars, because culturally, Finns believe important learning happens outside of the classroom. (An exception? Sports, which are not sponsored by schools, but by towns.) A third of the classes that students take in high school are electives, and they can even choose which matriculation exams they are going to take. It’s a low-stress culture, and it values a wide variety of learning experiences.

But that does not except it from academic rigor, motivated by the country’s history trapped between European superpowers, says Pasi Sahlberg, Finnish educator and author of Finnish Lessons: What the World Can Learn From Educational Change in Finland .

Teachers in Finland teach 600 hours a year, spending the rest of time in professional development. In the U.S., teachers are in the classroom 1,100 hours a year, with little time for feedback.

“A key to that is education. Finns do not really exist outside of Finland,” says Sahlberg. “This drives people to take education more seriously. For example, nobody speaks this funny language that we do. Finland is bilingual, and every student learns both Finnish and Swedish. And every Finn who wants to be successful has to master at least one other language, often English, but she also typically learns German, French, Russian and many others. Even the smallest children understand that nobody else speaks Finnish, and if they want to do anything else in life, they need to learn languages.”

Finns share one thing with South Koreans: a deep respect for teachers and their academic accomplishments. In Finland, only one in ten applicants to teaching programs is admitted. After a mass closure of 80 percent of teacher colleges in the 1970s, only the best university training programs remained, elevating the status of educators in the country. Teachers in Finland teach 600 hours a year, spending the rest of time in professional development, meeting with colleagues, students and families. In the U.S., teachers are in the classroom 1,100 hours a year, with little time for collaboration, feedback or professional development.

How Americans can change education culture

As TED speaker Sir Ken Robinson noted in his 2013 talk ( How to escape education’s death valley ), when it comes to current American education woes “the dropout crisis is just the tip of an iceberg. What it doesn’t count are all the kids who are in school but being disengaged from it, who don’t enjoy it, who don’t get any real benefit from it.” But it doesn’t have to be this way.

Notes Amanda Ripley, “culture is a thing that changes. It’s more malleable than we think. Culture is like this ether that has all kinds of things swirling around in it, some of which are activated and some of which are latent. Given an economic imperative or change in leadership or accident of history, those things get activated.” The good news is, “We Americans have a lot of things in our culture which would support a very strong education system, such as a longstanding rhetoric about the equality of opportunity and a strong and legitimate meritocracy,” says Ripley.

One reason we haven’t made much progress academically over the past 50 years is because it hasn’t been economically crucial for American kids to master sophisticated problem-solving and critical-thinking skills in order to survive. But that’s not true anymore. “There’s a lag for cultures to catch up with economic realities, and right now we’re living in that lag,” says Ripley. “So our kids aren’t growing up with the kind of skills or grit to make it in the global economy.”

“We are prisoners of the pictures and experiences of education that we had,” says Tony Wagner , expert-in-residence at Harvard’s educational innovation center and author of The Global Achievement Gap . “We want schools for our kids that mirror our own experience, or what we thought we wanted. That severely limits our ability to think creatively of a different kind of education. But there’s no way that tweaking that assembly line will meet the 21st-century world. We need a major overhaul.”

Indeed. Today, the American culture of choice puts the onus on parents to find the “right” schools for our kids, rather than trusting that all schools are capable of preparing our children for adulthood. Our obsession with talent puts the onus on students to be “smart,” rather than on adults’ ability to teach them. And our antiquated system for funding schools makes property values the arbiter of spending per student, not actual values.

But what will American education culture look like tomorrow? In the most successful education cultures in the world, it is the system that is responsible for the success of the student, says Schleicher — not solely the parent, not solely the student, not solely the teacher. The culture creates the system. The hope is that Americans can find the grit and will to change their own culture — one parent, student and teacher at a time.

Featured image via iStock.

About the author

Amy S. Choi is a freelance journalist, writer and editor based in Brooklyn, N.Y. She is the co-founder and editorial director of The Mash-Up Americans, a media and consulting company that examines multidimensional modern life in the U.S.

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Education System in the United States

​introduction.

Ideally, education should continually prepare an individual for life so that they may live it to the fullest while aiming at an experience of the greater good for all and sundry. Nurturing of the human capacity for creativity requires a fertile environment for growth. Thus, education can be acquired from home, where the educative process is informal. It can also be appropriated from an institutionalized setting in the form of a public school or a privately owned school. In the United States, each of these environments is well represented as a source of education. The extent to which each of them has been instrumental in the drive for the greater good has, however, not yet been established.

Also, it would be an interesting engagement to try and determine how much each of the three entities have contributed towards this goal in the American context. This article shall explore education in the United States based on the aforementioned sources of enlightenment. According to the National Catholic Educational Association, no database extant in the American continent provides data regarding public schools. Furthermore, no database collects the same; also, no database compares findings concerning private and public schools (NCEA, 2010). This treatise shall attempt to make such comparisons. Findings of privately run schools and home-based learning centers shall be considered in mutual exclusivity, and comparisons made of the same regarding various parameters of interest. The author shall then endeavor to draw logical conclusions from the comparisons thus made.

​General Structure of the Education System in the United States

In the United States, education can be seen from two perspectives. There is a level at which education is considered not to be compulsory, and there is compulsory education. The non-compulsory level of education is below kindergarten. Different states have different ages at which children may enter compulsory education. This is usually six years of age. However, the range is usually between five and seven years (USAEducation, 2011). This level of education is also known as pre-higher education, and it lasts for ten years on average. For example, a child who joins compulsory education classes at the age of six years shall be expected to graduate at the age of sixteen, approximately ten years later. Within this level, one starts with pre-schooling, which commences from age three to six. The types of schools that provide pre-primary education include nursery schools, kindergarten, and daycare centers. A child in kindergarten spends two years in school (EuroEducation, 2011). In some cases, certificates are awarded as proof that a child indeed attended pre-primary classes. These certificates make the children eligible for admission into Elementary school.

Elementary school lasts four years, and the age of entry is usually six years, immediately after completion of Kindergarten. There are four grades at this level, but that also depends on the state and local practice. At ten years of age, one is likely to graduate with a certificate or a diploma that is awarded by the State or District. The student is then eligible to join Middle School. Sometimes, however, the issuance of awards may not be necessary (EuroEducation, 2011). For example, when a student is to maintain their residency within the same school, there will be no need for proof of graduation to the next level since the student is already known.

From ten to fourteen years of age, a student attends Middle School. This is from grade four to grade six but in some cases, it may go up to grade seven, or grade eight. On average the level takes three years to be completed. High school is from grade seven (or eight) to twelve and lasts six years; from thirteen to eighteen years of age. Some schools offer a level known as the Junior Secondary, which typically runs from thirteen to fifteen years of age and lasts an average of three years. The representative grades in this level are grade seven to eight, seven to nine, or eight to nine. It is a level followed immediately by the Upper secondary. The latter takes five years, is composed of grades nine or ten to twelve, and involves children who are between fifteen and eighteen years of age. Twelfth grade is the level for graduation from secondary school in all states. When one graduate, they are awarded a High School Diploma together with a transcript which details the marks that the student obtained and the curriculum in which he or she was involved (USAEducation, 2011).

Beyond secondary school education, there are two branches of education that one may opt for. They may get vocational education and training. This does not culminate in one being awarded a degree, but under certain circumstances, there may be transferable credits that lead to the award of a degree. On the other hand, a high school graduate can opt for the pursuance of a degree in any field that interests him or her (USAEducation, 2011). Higher education, also called post-secondary education can last an entire lifetime. It might also last for only three years after which the student decides to seek employment either in a field relevant to the acquired knowledge or an entirely different field. The transmutability of knowledge gained from higher education places the scholar at an advantage in that they are not confined to their area of expertise. The open-minded graduate will find gainful employment in whichever field they opt for. The essence of education is not to end up having a job, but to live life fully. Therefore, one who gets a job after they have acquired their degrees is fortunate

​Subjects Taught at Various School Levels

Much of what children are introduced to while they are in Kindergarten is repeated through the course of their elementary school life. Numbers, language, and social science are taught using computers, film, and books. These lists are, however, not exhaustive. Teachers have the responsibility of shaping the way children will think at this level and what the children learn shall be important determinants of whether or not the students shall be successful in the future. The teacher encourages them to play so that they may develop language and social skills. At Elementary School, one or two teachers are usually held responsible for a group of children whom they instruct in one of several special subjects. These subjects include science, music, and art (United States Bureau of Labour, 2002).

​The private education system in the United States

Behind every decision for one to embrace either the public school system or private school system, there is a motive. The rationale behind American people opting for private education is multi-faceted. However, there seems to be one underlying reason (opines the author) that traverses all others and that is, a collectively disgruntled group of people who have lost faith in the education that the public sector provides. What are some of the reasons for opting to go private? If the 2004 publication on private schooling is anything to go by, private schools are a reserve of the financially capable. The same publication gives the impression that the majority of rich people prefer having their children attend private schools that have no religious affiliations (Education Week, 2004). It would also so appear as if this group of people detests the idea of their progeny being indoctrinated with religious dogma; that not being relevant to their realization of the good life. Moreover, it depicts the definition of “the good life” as something subjective, arguable depending on personal perspectives of what comprises the good in life. If the observations on religious dogma were true, then a paltry 10% of the school-age population would still be an overestimation of the proportion of people who do not view success in life as a function of one’s religiousness or lack thereof.

According to the Council of American Private Education, one of the reasons the American populace opts for private educational institutions is the provision of quality education that they appropriate (CAPE, 2011). The implication of this is that, for the parents of school-going children who attend private school, the delivery of quality is better experienced away from public institutions. Other reasons cited for preferring private to public schools are supportive communities, safety and orderliness in private environments, and the impartation of morals and ethical values. When each of these factors is taken in isolation and regarded as a polarizing factor, it does not appear to hold much water, if any at all. About the quality of education, for example, it would be expected that public schools would offer better quality. This is because the federal government has the backing of the whole American population, albeit begrudgingly for some, in form of income tax returns. Therefore, the acquisition of quality personnel and educative amenities would/should not be an unbearable burden.

The National Centre for Education Statistics (NCES) defines a private school as one that does not obtain its financial support primarily from public funds. Besides, such schools use classrooms to deliver educative material from kindergarten up to grade 12. Other levels that compare to K-12 but as yet ungraded are also considered, for example, some Montessori schools assign institutions to “primary” or “intermediate” levels rather than giving specific grades. The said schools should also employ one teacher or more, for them to snugly fit within this criterion. The NCES does not consider a private school an institution or organization that does not use a classroom set-up to deliver instruction. It has been running the private school survey since 1997, with data derived from administrative personnel in the same institutions (NCES, 2011).

According to NCESs 2009-2010 survey, some private schools had religious orientations and these formed the majority of private schools (Broughman, Swaim and Hryczaniuk, 2011). The religious leanings notwithstanding, an interesting fancy that comes to mind is a look at the reasons behind these proclivities. It would also be of sensual appeal to study the various religious interests represented in the various school, to find out which is the most represented and why.

From the same survey mentioned above, it was evident that the majority of private schools around the United States had no religious affiliations at all. That is, not one religion had several schools that exceeded that of schools devoid of religious inclinations. These “unspiritual” (read non-sectarian) schools were closely followed in number by private schools that are predominantly Roman Catholic (Broughman, Swaim, and Hryczaniuk, 2011). According to the National Catholic Educational Association, when a single year is considered, examining test scores to determine student achievement, and to compare the quality of education between public and private schools avails very little relevant information (NCEA, 2006). This statement has been construed to engender the lack of comparison of other relevant data within any single academic or survey year.

For example, based on the 2009-2010 NCEA report, one may easily compare the enrolment of students in Roman Catholic schools and those in the Baptist church, thereby concluding that the higher the number of schools, the higher the number of students who enroll in them. This conclusion, however, is flawed, especially when one goes a step further and makes the same comparisons with, say, Jewish schools. The conclusion would imply direct proportionality between the number of schools and the number of enrollees. Nevertheless, the Jewish schools number less than half of the Baptist schools, but students enrolled in Jewish schools are more than half the number of those in Baptist schools. Similarly, it would be expected that since the number of Greek orthodox schools are exactly half the number of schools of the Church of God in Christ, the enrollees in the latter institution would be, ideally, half the number in the former give or take a few thousand students. A stark contrast is observed in this case, when the number of Greek orthodox enrolees exceeds the number of enrollees in schools considered to be affiliated with the Church of God in Christ (Broughman, Swaim and Hryczaniuk, 2011). With such discrepancies, it is highly unlikely that comparisons within different years would avail anything different.

From the survey carried out by the NCEA, several questions are likely to arise in the curious-minded. One would ask, for instance, how religious affiliations affect examination scores or how the religiously inclined to turn out in life after attending school. Furthermore, one would be interested in knowing the drop-out rate per grade of the religiously inclined vis a vis the non-sectarian. This, followed by an exploration of the reasons why would be a worthwhile engagement leading to a keener understanding of the school demographics. It would also enlighten one who needs to make decisions regarding which school his or her children ought to attend. However, the report provided addresses none of these concerns. Where one would probably get the answers to these questions, the data is not as detailed as to be of much relevance. A document by the Council for American Private Education, in mentioning the scores by students doing science, states that in 2009, 44% of the students in private schools “scored at or above the ‘proficient level’ in science”. The same publication further states that, for students in the fourth grade, 48% were deemed proficient according to NAEP (CAPE, 2011). It is thus evident that one might need to investigate to arrive at the answers to the queries above.

Apart from the meager statistical information from the well-established institutions like NAEP and the NCEA, several studies have been carried out whose objectives are congruous with the raised questions. Some studies have concluded that students from private schools perform better than their public school counterparts. However, other studies find conflicting results. Those whose results are in the affirmative invariably find out also that the best performers are students from catholic schools (Figlio & Stone, 2011).

According to Figlio and Stone, these studies did not employ robust instruments for the adjustment of non-random selection. They, therefore, proposed the implementation of a system of study that would improve system power prediction by about three times compared to studies done before theirs. They, like the aforementioned National Catholic Educational Association, did their studies while considering high schools in three categories: religious private high schools, nonreligious private high schools, and public high schools. Having made these modifications, they found out that nonreligious schools have a significant superiority to the religious schools in as far as science and mathematics subjects are concerned (Figlio and Stone, 2011).

There exists a debate about the benefits (if any at all) that private schools bring to the American schooling system. Those who criticize the private schools say that parents decide to opt for them being driven by the desire to appear socially elite or simply to separate themselves. It is the collective points of view of these critics that parents do not necessarily choose private schools because of better academic performance. They contend that these parents are hell-bent on keeping their children separate and untainted from those who come from other races and backgrounds. Furthermore, they say that for these parents, their children’s attending private schools is an attractive status symbol. The critical punch line they put forward is that private schools propagate segregation by class and race (Education Week, 2004).

On the other hand, there exist proponents for private education. In support of the system, they say that the monopoly extant with many public schools is not competitive. They add that a competitive system that opens up the opportunity for people to choose the schools to which they shall take their children is required. To support this point, they say that private school students are superior academies to their public school counterparts. They contend that schools need to be autonomous, and such a system would promote this autonomy; also adding that due to autonomy, student performance would improve. The proponents say that there is bias in the private school system. They propose an opening up of the system by the introduction of children from low-income families and those whose affiliate groups are underrepresented. This would mean that a means of supporting these students’ education be established. They, therefore, propose the use of vouchers as well as school choice programs (Education Week, 2004).

The proposal regarding the use of vouchers and increased school choice was given a counter-offer by the group called Americans United. On their website, they gave several reasons why people ought not to support this emerging trend. Among the reasons was the fact that the First Amendment gave a guarantee of freedom of religion from state influences. That is, they invoke the unending debate of the separation of church and state. They contended that this law would be broken when Americans agreed to support the issuance of vouchers for schooling. Citing the fact that a majority of private schools have religious affiliations and that these institutions have the mandate to indoctrinate the students and to educate them as well, the Americans United felt that Americans would be inadvertently supporting religion against their free wills. Americans would be paying for their children to be indoctrinated with religious dogma with which they did not agree (Americans United, 2011).

Ostensibly, the issuance of the voucher would be a tad more acceptable if it appreciably led to an improvement in the academic performance of students in their academics. That not being the case, however, the Americans United group is vehemently opposed to the idea. They contended that students in public schools performed much better in mathematics and reading than students in private schools. Furthermore, they would have expected the program to cause several changes in the students who participated in it. For example, participants were expected to have positive aspirations concerning their schooling in the future and to improve in the frequency with which they did their homework. However, the program never did bring such changes. On the contrary, student participants’ likelihood of absenteeism from class increased significantly (Americans United, 2011).

The report by the NCES never detailed graduation statistics for the year 2009-2010. Instead, it had data for the previous year. Whereas the reason for missing this data remains unknown, the NCES reported that of the twelfth graders who were enrolled in October 2008, ninety-eight percent graduated in 2009 (NCES, 2011). That was a very high success rate for graduates in private schools, which would have been taken as indicative of the quality of education that private institutions have to offer. Furthermore, 64% of the high school graduates from private schools later enrolled in 4-year colleges. This was representative of 308,813 high school graduates, who enrolled by the fall of the same year as they did graduate (NCES, 2011).

Using multiple sources of data, Heckman and LaFontaine made estimations of trends of graduation rates in the United States high schools. They noted that previous calculations were rife with biases and corrections had to be made for their study to be acceptable. Eventually, they found out that the rates provided by the National Centre for Educational Statistics were substantially high and thus misleading. They also found out that for forty-odd years, there had been a decline in the rate of graduation. Furthermore, they observed that even though the number of immigrants and minorities was on the increase in American society, this was not the cause of declining high school graduation rates among native populations. Therefore, they were able to explain why college attendance was also on the decline. Findings concerning gender differences in graduation from high schools were also useful in deciphering the reasons behind the gaps extant in male-female college attendance, and why those gaps were gradually increasing (Heckman and LaFontaine, 2011). These findings were not specifically for high school graduates from private high schools, but a traversal of all high schools regardless of their administrative leanings. In an appeal to the part being a representative of the whole, one would comfortably suggest that these findings could be transmuted to the private school population with similar implications.

The sizes of private schools might affect the effective transmission of knowledge and its receptivity among students. Here, the paper explores what other people have said regarding this, and the recommendations that they put forth towards improving the education system in the United States. Taken from an economic perspective, larger school sizes are better than smaller ones because of economies of scale benefits realized in the former. According to Ferris and Leung though, this is a consensus that requires revision because the benefits accrued from one side are outweighed by the disadvantages from other fronts. They cite the fact that more and more students are growing frustrated by the system, and coupled with the escalation of violence in the same schools, the drop-out rates are also on the rise (Leung and Ferris, 2008).

Since class sizes in most private schools are small, the student to teacher ratio critical for individual attention is easily achieved. This ratio stands at 15:1, but smaller ratios are more advantageous both to the teachers and students alike. With smaller ratios, teachers have fewer students to deal with and can divide their time well among the few students demanding their attention. Each student benefits by having more time spent with the teacher. Therefore, each student in a private school classroom has the opportunity to be personally aided by the teacher when the need calls for it (Kennedy, 2011).

​A Summary of Some of the Benefits of Private School System

According to the United States Department of education, when private school students and their public school counterparts are compared, the former generally outperform the latter on standardized achievement tests. Also, for the former to graduate, they pass through requirements that are more demanding than for their counterparts. Completion of advanced-level courses is more likely for private school graduates than for their public school counterparts when they take three academic subject areas. National Assessment of Educational Progress results showed that private student scores were above average nationally. Experts recommend students to take up challenging subjects that push them into striving for excellence. Private schools make provisions for this by making it a requirement for students to take difficult courses like calculus before they graduate. When it was assessed who between the two was more likely to attain a bachelor’s degree by their mid-twenties, those who had gone to private schools in their eighth grade scored 52% compared to 26% for the public school attendees (CAPE, 2011b).

Depending on a school’s financial resources, compensation for private school teachers might be higher than that for public school teachers. On the whole, however, they are usually comparably lower. The teachers usually benefit from getting free housing and meals as opposed to the public school teachers who do not get such benefits. Also, teachers in private schools have widely variable pension schemes. They are required by private schools to be credentialed. That is, a teacher has to have a teaching certificate backed with a degree in the relevant subject. Armed with these two documents, a teacher stands a greater chance of being hired than one who does not have them. However, concerning budgetary costs, public schools stand a better chance of raising significantly large amounts of money. They do so by making annual appeals, cultivating alumni, and soliciting grants from corporations. Private schools nurture strong bonds with their alumni. Therefore, they also have high rates of fund-raising success. They also have a management structure that is considered to be lean. This means that a critical decision does not have to pass through several authorities to get approval. Rarely, if ever, will a private school have to contend with a union of teachers (Kennedy, 2011).

​Some observed discrepancies to the generalizations regarding private school superiority

Rothstein, Carnoy, and Benveniste filed a report regarding the accountability of private schools to students’ parents, the outcomes parents expected of their children, and policies for retention and selection of teachers. They found out that in elementary school accountability to students’ parents does not differ significantly from the same in public schools. There was also no clearly defined school outcome expectation in private schools, and that was in no way different from the situation in public schools. Neither type of school did mentor teachers nor evaluate them formally to assess variation in their performance and delivery of instruction. They also found that where there was a competition between private and public schools, innovations by private schools never made their competitor public schools improve in any way whatsoever. Therefore, they made a point to the proponents for choice in public education, that to improve academic achievement, choice of public versus private institutions held very little weight (Benveniste, Carnoy and Rothste, 1999).

Private schooling also has its disadvantages. Some things are not implicitly taught in private schools. For example, a graduate from a private school would find it difficult to strike a conversation with any other person, who is essentially different from them. Unless it was a fellow graduate who came from the same institution, or a school with a similar status, building meaningful rapport would not be easy. Indoctrination also occurs in private schools albeit of a different kind than the commonplace religious dogma inculcation. That indoctrination goes a long way to assure students of private schools that they are better than those who never succeeded in attending similar schools.

The latter is seen as inferior people who are not even worth spending time with. The effect of this influence upon the indoctrinated was made evident in the Democratic presidential nominee, Al Gore, who could not speak to the populace. Thus, such students remain ignorant of some facts like there being other smart people apart from those who attend similar schools to theirs. They remain unaware that some highly adept people never see the inside of classrooms. Also, they realize rather belatedly that some of the so-called smart people are not smart at all. School is lacking in the instruction on social intelligence, the ability to be creative, and it does not teach emotional intelligence (Deresiewicz, 2008). Deresiewicz does not, however, give the way through which one may be educated in these latter aspects, pertinent through the acquisition of this knowledge might be.

The private school system achieves the creation of analytically biased minds, thereby developing lopsided intelligence that may not be entirely beneficial in seeing and appreciating the value inherent in other people. Such people are more adept at dealing with machines or analyzing books than interacting with other members of the human race. The system of private schooling essentially alienates one from that which is human in the sense that it creates a block to interpersonal interactions that are every bit human. Besides, a person develops a misguided sense of how worthy they are to receive certain rights and privileges. The unbearable truth in all of this is the fact that all through the life of a student who has been in private school, they have been graded using numerical rankings. Such students end up equating their grades to their identity and value. Absolute excellence, they forget, does not imply academic excellence or vice versa (Deresiewicz, 2008).

Whether it is a private school or a public school, one would contend that both have a common disadvantage. This is about the type of interaction a school-going child is exposed to. They can only interact with their age-mates while in school. Bigger children invariably bully the smaller ones, who in turn do the same to yet smaller ones. Among these children, none appreciates how to interact with grownups. The fear that is inculcated into them by the bullies they meet in school becomes the same fear that they show towards their parents back at home. Fear is a monster that feeds upon itself, however. Therefore, the fear engenders a reciprocal propensity for abuse from parents who do not know better. It is not a seldom occurrence to find children who’ve been abused by otherwise well-meaning parents.

The vicious cycle started with their being taken to school, which alienated them from their parents. They then picked up bits and pieces of strange behavior from their peers, which they came home with, much to the chagrin of their unprepared parents. Thus, there is a growing concern that home-schooling would be the only best option for a growing child (Oeser, 2011). Furthermore, time taken out to quietly reflect on one’s own is an alien concept to school-going students, who are more inclined to be rowdy, loud, and disorderly. Also, since they learn to pass their examinations, school-goers eventually lack long-standing applicable knowledge. Most of what they learn is quickly forgotten with the passing of the examination. Their understanding of concepts is not adequate as the knowledge they have does not correlate well with real-life issues.

​American Education in Public Schools: A Brief History

A majority of people in the United States who come from low-income backgrounds take their children to public schools. Currently, the parents whose children attend private schools are rather similar in characteristics. For one, they are from affluent backgrounds. The fact that school fees charges in private schools are high shields this elitist group of people from other influences. However, if the restrictive costs of financing education in private schools were to be revised downwards, up to 59% of parents would opt for private education. This would be aided by vouchers which would, ideally, be catering for the whole tuition fees. Besides, parents with low income show greater enthusiasm for private school enrolment, but money continues to be their major hurdle. It is opined that there would be a greater diversity of parents and the group would inevitably be larger if the price of private education were reduced (Education Week, 2004).

For some people, the public education system is the ideal system of instruction. However, it faces a lot of criticism, and many times it has had to be revised so that it may continue playing a pivotal role in the shaping of public opinion regarding solidarity with the government. Having developed in the nineteenth century, its inception was the result of a suggestion by the then President Jefferson. Public school education is under the management of states and school districts. Whereas education in the United States began with puritans and Congregationalists, a purely Christian group of people, the introduction of the public school system came much later. With the coming of people from different countries, there was a foreign influence upon the natives. The entrant people did not all embrace the Christian faith, they have been of different inclinations. For this reason, private education began and thrived in the mid-eighteenth century (Thattai, 2011).

​Disadvantages of Public Schools

In public schools, teachers generally get better remuneration. However, starter salaries are usually very low. This leads to very few teachers being retained in the public sector. Too much bureaucracy in the public sector implies that decisions take very long to be made even when those decisions are critical. Public schools are usually bogged down with political influences and union contracts. The rules that they adhere to while at work are also antique (Kennedy, 2011). Some courses are considered to be more challenging than others. It is less likely for a student in a public school to be required to take such courses as calculus before they graduate (CAPE, 2011b). This has the effect of developing an individual who shall not strive to excel in real life. It also relegates such an individual to a life of relative ease or one that is not well equipped to face challenges. Such an individual ends up having difficulties solving personal problems. Suicidal tendencies and drug-related escape mechanisms are rife among these people who will under most circumstances seek the easiest way out of any rut. The ways that appear easy, however, are illusions and present the individuals with a false sense of comfort or repose from the hardships they experience.

​Of Co-Educational Schools versus Single-Sex Schools

Both private and public schools can be regarded as single-sex institutions or co-educational. In the latter case, a school trains students of both sexes, while in the former the school is exclusively for girls or boys. A debate continues regarding whether the genders should be separated in the school set-up. Those who oppose the idea are the conservative types who feel that there is the looseness of morals that comes into play when members of the two genders are nearby for extended periods. For the feminists, a separation of the sexes is the ideal environment for women to achieve success in life. Historically, it has been normal to separate girls and boys, giving them unequal status to each other based on their acquired societal roles in later life. Literacy was, therefore, more prevalent among males than among females. The former was trained in subjects that would be relevant in their workplaces, politics, and war. Girls, on the other hand, were trained on how to be better performers in the home arena. Thus, the inception of co-education was a threat to the widely accepted status quo, where men were regarded in higher esteem than women (Rury, 2008).

​Controversies in the Adoption of Coeducation

In 2006, Title IX regulations of the US department of education were amended. This allowed single-sex school enrolment, but with reservations. It contended that the enrolments ought o be voluntary. Also, an equal school for the opposite gender should have been present or catered for. While endeavoring to convert to single-sex institutions, some schools have been met with challenges like meager finances and political pressures. Enrolment in such schools has also been a problem for some of the administrators (Rury, 2008).

It would have been thrift for the United States to have learned a thing or two from her European contemporaries. Europe’s experience with coeducation has been anything but rosy. They have documented disadvantages that they have observed against female students in such schools. They state that contrary to their expectation that coeducation would bring about a keen appreciation of either gender by the other, the opposite remains true. Girls have invariably been the sufferers while boys (and teachers) have been the perpetrators of a myriad of atrocities. In a literal sense, girls lack adequate space in these schools. They are the objects of boys’ desires, and often battered with lewd suggestive remarks. Male teachers also tend to get romantically attached to girl students. Girls do not get as much appropriate attention from teachers as the boys do, and they are also taken as social workers to be strategically seated next to ill-mannered boys. This is done to cause the boys to learn some good manners from the better-behaved girls. The missing point in all this is that the bad behavior of the boys seated next to the girls might (and does) rub off on the girls, whose behavior will then be all the worse (Anon., 2004).

In coeducational institutions, inequity exists in the meting out of punishments for wrongdoing. Girls get punished more severely than boys even when their misdeeds are essential of similar magnitude. It is understood, in a discriminatory manner, that girls are more diligent than boys, but that boys are more intelligent than girls. Therefore, when a girl performs well in class, it is attributed to her diligence, while if a boy does the same, it is said that he passed or excelled because he is intelligent. Boys are encouraged to be competitive while girls are frowned upon if they act similarly. The latter is expected to conform. They are also given less time for verbal expression than boys are given in class (Anon., 2004).

Other issues that have arisen through the years after the introduction of coeducational institutions include the argument by some doctors that women would suffer from overexertion and get harmed. It was argued that the overexertion would come from the girls’ competition with boys. Indulgence in sexual impropriety was also pointed out as being highly likely when the two sexes were left to interact for extended periods (Rury, 2008).

Outcomes of education that are of most interests to parents and students include academic achievement test scores, an appropriately delineated concept of self, and long-term success indicators. These are more evident in single-sex schools than in coeducational schools, and they give leverage for the proponents for single-sex schools. In comparison, single-sex schools perform academically better than coeducational schools.

​Current Trends of Education in the United States

In the late twentieth century, there arose a drive for the reformation of elementary education in the United States. Its purpose was to indiscriminately improve the academic performance of students. Children were left accountable to the schools, districts, and ultimately the states for their academic achievement. However, concerns have been raised that the United States students perform relatively poorly in their academics compared to students of other countries. They blame this on an educational system that they deem not to be enabling the students to perform as it should be. Elementary education in the United States is constantly being reformed and refined. The United States is democratizing its education so that it does not support systems that are representations of goals and expectations, and are industrial or social. It is drawn toward an education system that is open and universal (Howey and Post, 2011).

When students perform poorly, the education system is seen as being a failure. It thus behooves the government to ensure that a running system strikes the right balance. One that places a lot of demands on the students is sure to cause them to perform poorly. A very lax system, on the other hand, will produce individuals who are ill-equipped for their roles in society. Thus, the government has put in place measures to ensure that all children have equal access to quality education. These measures include the creation of a welcoming environment, which embodies the prevention of bullying and harassment, and the outlining of the responsibilities that education providers have towards this goal. The onus rests on education providers to ensure that harassment does not occur. Such harassment might be from the education providers themselves, or other sources. Education providers should take the measures necessary to remedy harassment when they know that students are being harassed. Otherwise, they (education providers) face imminent sanctions, since their laxity (or presumed indifference) allows the education system to be poisoned. Harassment is seen as one of the impediments to the ease of access to educational services. When one is harassed, they may not “participate fully in the educational experience” (OHRC, 2011).

An education provider helps reduce instances of bullying and harassment by being non-tolerant to the act of bullying and being unequivocal about the consequences a student has to face for being a bully. The educator further communicates this by educating students concerning disabilities; he or she then encourages them to appreciate diversity. Appreciating diversity will imply that the students do not taunt their peers who may be disabled in one way or another. They will respect their disabled peers, and even protect them from further harm if necessary. The education provider may also get involved in role-playing to cultivate compassion and awareness of the impact that bullying has on other people. They may act like the ones upon whose taunts are being thrown or being big, act as the bullies. In either case, the students will see the folly behind bullying as a front. Bullies are essentially weak people who hide their weaknesses by attacking others. Finally, the educator protects students who report bullying by maintaining confidence regarding their report (OHRC, 2011). The educator does not let other students know the one who reports instances of bullying to the authorities.

​The Role of Universities in the United States Education System

There was a decline in American education as was documented in 1983 by the National Commission on Excellence in Education. This brought about a change that saw the inception of standardized testing and accountability (Heckman & LaFontaine, 2011). A 2001 Act called the No Child Left Behind Act sets out requirements for each state to identify low-performing schools. Another of its requirements is for the annual assessment of students in reading and mathematics. Declining standards in the secondary school level of education imply that very few students get enrolled in universities around the country. America boasts of the largest number of institutions of higher learning throughout the world, but if these institutions cannot enroll Native Americans due to mediocre performance in their secondary schools, one is left to marvel at what the future holds for university education within the country.

Scientific research in universities thrives on funding from various sources. Research is important to the advancement of knowledge since it creates new perspectives to what is already known. Much of what results from research can be applied in areas such as pharmaceuticals for the production of new drugs. The current trend tends towards genetic science, which has brought about a lot of controversies. When universities lack students to carry out research then there is a paucity of funds from donors who fund the research projects. This brings a complication to the universities, which rely much on donor funding. The case of Berkeley and Novartis appears to have been instigated by such a state of affairs as has been described above. Berkeley signed an agreement with Novartis in November 1998 and rescinded about one-third of its patent rights to Novartis in exchange for a $25 million grant towards research (Washburn, 2005). The said company had vested interests in the outcome of the research and, thus, was in a way investing in it. That movie had a lot of ethical connotations.

Another issue that was highlighted in Washburn’s book is the notion that universities have gradually been shifting from their academic role to institutions that run businesses. This is a pithy subject since the university ought to be an institution of higher learning and not drawn into the rigmarole of generating income. Universities ought to set the pace for industry to follow, by making breakthroughs in research projects that will enhance the human experience of living within the planet earth. That notwithstanding, universities have become embroiled in the shaping of individuals to prepare them for employment within the industries. One may contend that they are responding to the dire needs of the economy by providing the market with the best brains the country has to offer. However, the country appears to stand no gain, especially when such patents as were aforementioned are left in the hands of foreign companies (Washburn, 2005).

A reversal of roles is readily observable in that the industry now makes the demands and the universities dance to her tune. For example, when the industry demands chemical analysts, the universities respond by giving their analysts to the industries. Due to the lack of employment in the country, an analyst who finishes their course at university and immediately finds a source of income sees herself as being very fortunate. This, however, results in a dilution of the high standards of excellence that are expected of all public institutions of higher learning. Universities need to maintain an autonomous stance that is neither swayed by the government nor by the industry as these two entities seek to push their agenda (Washburn, 2005). On one side is an entity with political ideals while on the other is one that seeks financial gains. Both the government and the industrial entities stand in opposition to the universities’ values of serving the common good of all humankind.

The involvement of outside forces in university affairs has made even students forget their primary agenda at having joined the universities. Like Reynolds in the Washburn (2005) book, many a scientist ends up being a politician due to these disruptions in the curriculum. If even the students should get derailed from their “calling” in such a manner, in all probability, the future of the universities is painted in bleak colors. It is necessary to redefine the role of the university and give the students clear guidelines as to the parts they ought to play therein. Not only are grades falling within secondary schools, but also those who end up in university, having attempted and succeeded at a difficult feat, may get disillusioned at what they find.

Hirsch (2006) appears to have the answer to one of the woes so far when he says that students have to read and comprehend. Any student can read, given the time to do so. But their understanding of what they have read is the most crucial part of their acquisition of knowledge. Comprehension is the difficult bone that students need to chew while at school to enable them to sit their examinations and pass with flying colors. Since they are not taught to comprehend, it follows that their performance in class also suffers. They are not even prepared within their extant grades for the grades which they shall be facing in the future. Hirsch says that a broad range of knowledge is required for students to be able to comprehend what they read (Hirsch, 2006). One may question at this point from whence that a “broad range of knowledge” shall be obtained.

Hitherto, it has been observed the diverse challenges that the American child faces as he or she pursues an education. The challenges start right from kindergarten through to university. The American child is also exposed to a lot of information that buffets them from all types of sources: the internet, television, radio, movies et cetera. These sources of information together with the students’ own experiences (however few and apart those experiences might be) ought to be sufficient to give the background knowledge that Hirsch craves for them. If these sources are not enough to give the American child the vast knowledge that Hirsch talks about, then it remains an enigma where else the knowledge shall come from. The school has synthesized the knowledge for the students to acquire, not in its raw form, but in a form that has been more purified; akin to the sugar that one gets on the table compared to the sugar from the cane.

According to Hirsch (2006), knowledge is all around us, but it is taken for granted. In essence, he says that even the modern student has a lot to learn from his or her surroundings. As they walk along the streets, go sightseeing or listen to music on the radio, all these areas hold a bit of knowledge here and a bit there that may stand the observer in good stead when they are faced with the problem of comprehending written material in class. It may be added that comprehension is context-dependent but knowledge garnered from one source can be transmuted to an application that is far much different than its source. Therefore, as students learn to be more in touch with their environments, they shall be better equipped to face the future challenges that they are bound to meet. They shall be able, when in university, to stand for what they know is right, disallowing the interference of other institutions whose missions stand at variance with the mission of the academia.

​Conclusion

Reforms in education in the United States are bound to be a collective effort involving, not only the government but also all other stakeholders. America was founded as a nation on solid Christian principles, and these guiding principles worked well for the founding generation as well as the few generations that stood by them thereafter. The encumbrances that America faces are as a result of her generosity toward all nations. These nations have brought with them influences that have diluted the American spirit of democracy and freedom; for even the freedom that the founding father fought for has been misinterpreted. It is time that America went back to her first principles; for there lays the answer to most of the problems she faces nowadays. Democracy per se is a boon that the American people can never take for granted. Nevertheless, it only speaks of good things that have not been counterbalanced by the “bad”. A bit of non-democratization may be required to create the critical balance that America requires. The government needs to step up its authority to ensure that things happen in the correct way that they should, but that ought to be done with discretion as there still is an extant law that governs the land. It is a law that the people have put forth by themselves, and it is in the power of the people to repeal the same and come up with better laws.

The breaches in the education system in America are not irreparable. Since the United States has shined in glory in the past, she still can do the same but only if the people are willing to rise together and make that dream a reality. Right from elementary school to the university level, students have the latent ability to excel, for America does have the mental capacity to read and understand books. She is well endowed with comprehensive skills.

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Learning Recovery: What’s the best way to support learning recovery in middle-grade math? Should schools stay focused on grade-level standards while trying to address critical learning gaps as best as they can? Or should they systematically address individual students’ unfinished learning from prior years so they can ultimately catch back up — even if that means spending meaningful time teaching below-grade skills? As educators and administrators wrestle with those questions as they prepare to return to school in the fall, contributor Joel Rose offers some guidance inadvertently found in a study of Teach to One , an innovative learning model operated by New Classrooms Innovation Partners, the nonprofit where he is co-founder and CEO. That research found performance in schools with accountability systems that focused on grade-level proficiency (and thus prioritized grade-level exposure) grew 7 percentile points, while those that operated under systems that rewarded student growth (and thus prioritized individual student needs) grew 38 points. While the study was never intended to compare results across schools in this way, the stark difference between the two groups could not be ignored. Math is cumulative, and the path to proficiency often requires addressing unfinished learning from prior years. For the middle grades, administrators and policymakers would be wise to question the grade-level-only gospel as they begin to plan students’ educational recovery. Read the full analysis . 

Lessons from Spanish Flu — Babies Born in 1919 Had Worse Educational, Life Outcomes Than Those Born Just Before or After. Could That Happen With COVID-19?

History: Contributor Chad Aldeman has some bad news: The effects of COVID-19 are likely to linger for decades. And if the Spanish Flu is any indication, babies born during the pandemic may suffer some devastating consequences . Compared with children born just before or after, babies born during the flu pandemic in 1919 were less likely to finish high school, earned less money and were more likely to depend on welfare assistance and serve time in jail. The harmful effects were twice as large for nonwhite children. It may take a few years to see whether similar educational and economic effects from COVID-19 start to materialize, but these are ominous findings suggesting that hidden economic factors may influence a child’s life in ways that aren’t obvious in the moment. Hopefully, they will give policymakers more reasons to speed economic recovery efforts and make sure they deliver benefits to families and children who are going to need them the most. Read the full essay .

Pittman & Darling-Hammond: Surveys Find Parents Want Bold Changes in Schools — With More Learning Inside and Outside the Classroom

Future of Education: Whatever they thought of their schools before the pandemic struck, parents now have strong opinions about what they want them to provide. They are looking beyond fall reopenings to rethink schooling, and they care about having good choices for interest-driven learning opportunities beyond the classroom . Two national parent surveys released in May shed new light on how to think about the often-used phrase “more and better learning.” Among the key findings, write contributors Karen Pittman and Linda Darling-Hammond: Parents want bold changes in schools, to make public education more equitable and learner-centered. But they also believe that home, school and extracurriculars play complementary roles in imparting the broad set of skills children need for their future success. This means educators and policymakers must support learning that extends beyond the school day, the school walls, the school staff and the traditional school approaches. Read the full essay .

High-Quality, High-Dosage Tutoring Can Reduce Learning Loss. A Blueprint for How Washington, States & Districts Can Make It Happen

Personalized Learning: There is near-unanimous, bipartisan agreement that tutoring is among the most promising, evidence-based strategies to help students struggling with learning loss . Decades of rigorous evaluations have consistently found that tutoring programs yield large, positive effects on math and reading achievement, and can even lead to greater social and motivational outcomes. It isn’t just the research community buzzing about tutoring — it is gaining momentum in policy circles, too. Which means there is a real opportunity — and responsibility — to design and deliver tutoring programs in a way that aligns with the research evidence, which is fortunately beginning to tell us more than just “tutoring works.” Contributors Sara Kerr and Kate Tromble of Results for America lay out a blueprint for how Washington, states and local school districts can make high-quality, high-dosage tutoring happen .

COVID-19 Raised Fears of Teacher Shortages. But the Situation Varies from State to State, School to School & Subject to Subject

Teacher Pipeline: Is the U.S. facing a major teacher shortage? Relatively low pay, a booming private sector and adverse working conditions in schools are all important elements in whether teaching is becoming an undesirable profession. But, writes contributor Dan Goldhaber, the factors that lead to attrition are diverse, so treating teachers as a monolith doesn’t help in crafting solutions to the real staffing challenges that some schools face. There is no national teacher labor market per se, because each state adopts its own rules for pay, licensure, tenure, pension and training requirements. And nationally, tens of thousands more people are prepared to teach than there are available positions. But while some schools have applicants lined up when an opening becomes available, others, typically those serving economically disadvantaged students, draw far fewer candidates. And schools tend to struggle to find teachers with special education or STEM training. The pandemic certainly raises concerns about teacher shortages; what is needed is a more nuanced conversation about teacher staffing to come up with more effective solutions to real problems. Read the full essay .

Clash of Cultures, Clash of Privilege — What Happened When 30 Low-Income Students of Color Were Admitted to Elite Prep Schools

Analysis: Programs like Prep for Prep and A Better Chance have long been regarded as groundbreaking solutions to the lack of diversity in the nation’s most elite prep schools. Teens who join these types of programs undergo a transfer of privilege that starts with their education and bleeds into every facet of their lives, forever altering their trajectory with opportunities that otherwise would likely be unattainable. But what assumptions do these programs subscribe to? And what lessons can be found in the experiences of the participants? In her Harvard senior thesis, contributor Jessica Herrera Chaidez followed 30 participants in a program that grants select socioeconomically disadvantaged students of color in the Los Angeles area the opportunity to attend famed independent schools. She found that the experiences of these students can be understood in various forms of twoness associated with this transfer of privilege, an internal struggle that begins with their introduction to the world of elite education and will come to mark them for their entire lives in a way that they aren’t even able to comprehend yet. Read more about her findings, and what some of these students had to say .

Steiner & Wilson: Some Tough Questions, and Some Answers, About Fighting COVID Slide While Accelerating Student Learning

Case Study: How prepared are district leaders, principals and teachers as they work to increase learning readiness for on-grade work this fall? That’s the question posed by contributors David Steiner and Barbara Wilson in a case study examining how a large urban district sought to adapt materials it was already using to implement an acceleration strategy for early elementary foundational skills in reading . Among the insights to be drawn: First, planning is critical. Leaders need to set out precisely how many minutes of instruction will be provided, the exact learning goals and the specific materials; identify all those involved (tutors, specialists, and teachers); and give them access to shared professional development on the chosen acceleration strategies. Second, this requires a sea change from business as usual, where teachers attempt to impart skill-based standards using an eclectic rather than a coherent curriculum. It is not possible to accelerate children with fragmented content. All efforts to prepare students for grade-level instruction must rest on fierce agreement about the shared curriculum to be taught in classrooms. What we teach is the anchor that holds everything else in place. Read the full essay .

Schools Are Facing a Surge of Failing Grades During the Pandemic — and Traditional Approaches Like Credit Recovery Will Not Be Enough to Manage It

Student Supports: Earlier this year, failing grades were on the rise across the country — especially for students who are learning online — and the trend threatened to exacerbate existing educational inequities. The rise in failing grades appears to be most pronounced among students from low-income households, multilingual students and students learning virtually . This could have lasting consequences: Students with failing grades tend to have less access to advanced courses in high school, and a failing grade in even one ninth-grade course can lower a student’s chances of graduating on time. Addressing the problem, though, won’t be easy. In many school systems, the rash of failed courses could overwhelm traditional approaches to helping students make up coursework they may have missed. In a new analysis, Betheny Gross, associate director of the Center on Reinventing Public Education, implored school and district leaders to be especially wary of one long-established but questionable practice: credit recovery. Read more about her warning — as well as her recommendations for how districts should seek to reverse this learning loss .

Riccards: The 1776 Report Is a Political Document, Not a Curriculum. But It Has Something to Teach Us

Analysis: The 1776 Report was never intended to stand as curriculum, nor was it designed to be translated into a curriculum as the 1619 Project was. It is a political document offered by political voices. But, writes contributor Patrick Riccards, dismissing it would be a mistake, because it provides an important lesson . The American record, whether it be measured starting in 1619 or 1776, is hopeful and ugly, inspiring and debilitating, a shining beacon and an unshakable dark cloud. American history is messy and contradictory; how we teach it, even more so. For years, we have heard how important it is to increase investment in civics education. But from #BlackLivesMatter to 2020 electioneering to even the assault on the U.S. Capitol, the basics of civics have been on display in our streets and corridors of power. What we lack is the collective historical knowledge necessary to translate civic education into meaningful, positive community change. The 1776 Report identifies beliefs espoused by our Founding Fathers and many Confederates and reflected by those who attacked the Capitol on Jan. 6. They are a part of our history that we must study, understand, contextualize and deconstruct. The 1776 Report becomes the proper close to the social studies lessons of the past four years. As the next chapter of American history is written, it is imperative to apply those lessons to significantly improve the teaching and learning of American history. Our nation’s future depends on better understanding our past .

There’s Lots of Education Data Out There — and It Can Be Misleading. Here Are 6 Questions to Ask

Student Data: Data is critical to addressing inequities in education. However, it is often misused, interpreted to fit a particular agenda or misread in ways that perpetuate an inaccurate story . Data that’s not broken down properly can hide gaps between different groups of students. Facts out of context can lead to superficial conclusions or deceptive narratives. In this essay, contributor Krista Kaput presents six questions that she asks herself when consuming data — and that you should, too .

Educators’ View: Principals Know Best What Their Schools Need. They Should Have a Central Role in Deciding How Relief Funds Are Spent

School Funding: The American Rescue Plan represents a once-in-a-generation federal commitment to K-12 schools across the country. The impact will be felt immediately: The $122 billion in direct funding will support safe school reopenings, help ensure that schools already providing in-person instruction can safely stay open and aid students in recovering from academic and mental health challenges induced and exacerbated by the pandemic. How these funds are distributed will shape the educational prospects of millions of students, affecting the country for decades to come. As they make rescue plan funding decisions, write contributors L. Earl Franks of the National Association of Elementary School Principals and Ronn Nozoe of the National Association of Secondary School Principals, states and districts should meaningfully engage and empower school principals throughout all phases of implementation. Principals, as leaders of their school buildings and staff, have unequaled insights into their individual schools’ needs and know which resources are required most urgently. Read the authors’ four recommendations for leveraging this expertise .

Case Studies: How 11 States Are Using Emergency Federal Funds to Make Improvements in College and Career Access That Will Endure Beyond the Pandemic

COVID Relief: The Governor’s Emergency Education Relief Fund gave states more than $4 billion in discretionary federal dollars to support K-12 schools, higher education and workforce initiatives. These were welcome resources, coming just as the pandemic accelerated unemployment and exacerbated declining college enrollment, hitting those from low-income backgrounds hardest. But as contributors Betheny Gross, Georgia Heyward and Matt Robinson note, most states have invested overwhelmingly in one-time college scholarships or short-term supports that will end once funds run out. In hopes of encouraging policymakers across the country to make more sustainable investments with the remaining relief funds, the trio spotlights efforts in 11 states that show promise in enduring beyond COVID-19. Read our full case study . 

In Thousands of Districts, 4-Day School Weeks Are Robbing Students of Learning Time for What Amounts to Hygiene Theater

School Safety: Last April, the Centers for Disease Control and Prevention made clear that having good ventilation and wearing masks consistently are far more effective at preventing the spread of COVID-19 than disinfecting surfaces. This clarification was long overdue, say contributors Robin Lake and Georgia Heyward of the Center on Reinventing Public Education, as scientists had long suspected that deep cleaning and temperature checks are more hygiene theater than a strategy for limiting the spread of an airborne virus. Thousands of school districts, however, had already built complex fall reopening plans with a full day for at-home learning. The result was a modified four-day week with students receiving significantly reduced live instruction. Eliminating a full day of in-person teaching was always a high-cost strategy from an education standpoint; now there is confirmation that it was totally unnecessary. Lake and Heyward argue that we cannot afford to throw away an entire day of learning and student support based on a false scientific premise .

Teacher’s View: How the Science of Reading Helped Me Make the Most of Limited Time With My Students & Adapt Lessons to Meet Their Needs

First Person: March 12, 2020, was contributor Jessica Pasik’s last typical day in the classroom before COVID-19 changed everything. When her district closed, she assumed, as did many, that it was a temporary precaution. But with each passing week, she worried that the growth in reading she and her first-graders had worked so hard for would fade away . Many pre-pandemic instructional approaches to teaching reading were already failing students and teachers, and the stress of COVID-19 has only exacerbated these challenges. When Pasik’s district reopened for in-person classes in the fall, they were faced with difficult decisions about how to best deliver instruction. One factor that helped streamline this transition was a grounding in the science of reading. Having extensive knowledge of what they needed to teach allowed educators to focus on how they would teach, make the most of the limited instructional time they had with students and adapt lessons to meet their needs. There are multiple factors that teachers cannot control; one person alone cannot make the systematic changes needed for all children to reach proficiency in literacy. But one knowledgeable teacher can forever change the trajectory of a student’s life. Students will face many challenges once they leave the classroom, but low literacy does not need to be one of them. Read her full essay .

Homeschooling Is on the Rise. What Should That Teach Education Leaders About Families’ Preferences?

Disenrollment: With school closures, student quarantines and tensions over mask requirements, vaccine mandates and culture war issues, families’ lives have been upended in ways few could have imagined 18 months ago. That schools have struggled to adapt is understandable, writes contributor Alex Spurrier. But for millions of families, their willingness to tolerate institutional sclerosis in their children’s education is wearing thin. Over the past 18 months, the rate of families moving their children to a new school increased by about 50 percent , and some 1.2 million switched to homeschooling last academic year. Instead of working to get schools back to a pre-pandemic normal, Spurrier says, education leaders should look at addressing the needs of underserved kids and families — and the best way to understand where schools are falling short is to look at how families are voting with their feet. If options like homeschooling, pods and microschools retain some of their pandemic enrollment gains, it could have ripple effects on funding that resonate throughout the K-12 landscape. Read the full essay .

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Bev Weintraub is an Executive Editor at The 74

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• Indian Education Essay

Read Indian Education Essay on Vedantu

The Education of a child is one of the most important decisions a parent can make. While there are many different types of educational options available, not all are created equal. Children in India have the unique opportunity to receive a world-class education, thanks to the many excellent schools that are available. Since ancient times, India has been known for its great educational system. The country's first university, Nalanda, was founded over 1,000 years ago. Today, there are thousands of schools in India, many of which are among the best in the world.

What is Indian Education?

Indian Education is a term used to refer to the Education that is offered primarily to American Indian students. The Indian Education Act of 1972 defined its purpose as "to meet the unique educational and culturally related academic needs of American Indian children."

Similarities Between Mainstream Education and Indian Education

There are several similarities between mainstream education in America, also known as public schools, and Indian Education. Traditional public schools are subject to the same educational mandates as Indian schools overseen by the Bureau of Indian Affairs (BIA). Most incorporate a core set of subjects such as English, math, social studies, and science into their curriculum. The school year is roughly 180 days long, and students attend class 5 days a week for around 6 hours each day.

Differences Between Mainstream Education and Indian Education

Despite these similarities, there are also some key differences between mainstream education and Indian Education. Perhaps the most notable is that Indian Education is often delivered in a culturally relevant and inclusive manner, which takes into account the unique needs of Native American students. This can include incorporating tribal history and culture into the curriculum, providing Native American educators, and incorporating traditional tribal values and beliefs into the school environment. In addition, Indian Education is often offered on or near reservations, while mainstream Education is not.

Essay on Indian Education

Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to Education. 

Indian Education is one of the largest and complex education systems in the world along with China. India is committed to providing basic Education to its citizens, the framework of which is defined in the National Policy of Education. Elementary Education is now compulsory in India. At the time of Independence, only 14% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold.

History of Education System

The history of the Indian education system comes from the times of Ramayana and Mahabharata. The historic Indian education system is also called the Gurukula system. There were gurus then who are now known as teachers and shishyas who are called students now. The gurus and the shishyas lived together under one roof in Gurukula until the completion of their Education. The shishyas were expected to help the guru in all the daily chores as part of their learning. The children belonging to higher strata of the society were taught all the subjects from Sanskrit to Holy Scriptures and mathematics to metaphysics by the gurus. The Gurukulas during those times focused on the practical aspects of life. The students were taught in the open classroom in the surrounding area of nature. This early system of Education in India continued for many years until the modern education system came into the picture in the nineteenth century.

In the early 19th century, during the British period, the modern education system was brought into our country by Lord Thomas Babington Macaulay. The basic strength of this modernized education system was the examinations and a well-defined curriculum, which gave importance to subjects like science and mathematics and subjects like philosophy, metaphysics were given a back seat. The brick and mortar classrooms replaced the open classrooms in the Gurukulas. The essence of the guru shishya bond was taken over by a more formal relationship between the teacher and the student. To understand the progress of any student, examinations were conducted at frequent intervals. The focus of the education system shifted from learning to memorizing the concepts to score good marks in the examinations.

Problems of Indian Education System

Over a period of time, it has been observed that there are many loopholes in the system of Education in India. Instead of understanding the concepts, students started cramming and memorizing the lessons. Knowledge is given a backseat and scoring in high rankings takes importance. Modern parents have tuned their mindsets accordingly, and their goal is to ensure that their children score good marks instead of acquiring knowledge right from the primary level. 

Private schools and colleges have been rapidly increasing in the country but the results produced by them are far beyond satisfactory. It has also been observed that the quality of teachers deteriorated with the passing of time. Our examination system is responsible for the wide skill gap. India is producing lakhs of engineers and professionals every year but only a fraction of this number is actually getting employed. This is because the Indian examination system focuses more on scoring good percentages rather than the actual continuous comprehensive evaluation. 

Research and development, which should be the cornerstone of our system, are given the least importance. The private schools and colleges focus on the admission of more students and are least interested in the quality of their Education. This is the major reason why the faculties and the teachers lack skills and specialization. This is quite evident from the fact that a single professor is assigned to teach multiple subjects.

How Can We Improve the Indian Education System?

First and most importantly we should improve the grading system. Rote learning should be discouraged completely. Teachers and faculties should focus more on the analytical skills of the students and grade them accordingly. There should be more focus on comprehensive evaluation instead of scoring only good marks. Workshops must be organized for teachers on a regular basis to keep them updated about the latest developments in the sector of Education. At the same time, the curriculum should be reframed according to the present needs of Education in India.

Indian Education is a unique and specialized Education system that is offered primarily to Indian students. It incorporates culturally relevant and inclusive elements not found in mainstream Education but is subject to many of the same mandates .

The payroll structure of the teachers and the faculties, especially in the government institutions should be improved. This step will help in motivating the teachers to develop their skills and they will take a keen interest in grooming or shaping up a student's life and career. The government and other entities who are associated with the education sector, need to understand the importance of quality of Education. Education should be a holistic process that must focus on the overall development of the physical, emotional, social, and cognitive skills of a child. It needs to be a slow and cyclic process and must take place gradually to help the child develop into an autonomous, independent, and knowledgeable individual.

An educated individual is an individual who should be able to contribute towards the betterment of the economic and social development of the society as well as the country. The true goal of Education must exceed awarding the degrees and certificates to the students. Education is not a tool to earn livelihood, but it is a way to liberate the mind and soul of an individual.

FAQs on Indian Education Essay

1. Why is Education Important for Any Individual?

Education is important for the development of an individual. It makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

2. What Problems Does the Indian Education System Face?

The Indian education system focuses on rote learning. It means that the education system focuses more on memorizing instead of understanding the concepts. The grading system in the Indian education system is very poor. Teachers and faculties lack in skills and qualification. They don’t update themselves with the latest facts. Teachers are paid very less and so they lose motivation.

3. How Can the Education System Improve in India?

The education system in India should be improved by discouraging rote learning and changing the grading system. Utmost importance should be given to the research and development, which is the cornerstone of our system. Parents and teachers should focus on the overall development of a child and focus on their cognitive and analytical skills.

4. How are Women Empowered Through Education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5. What are the Skills Someone Needs to Acquire Through Education?

There are many skills that develop through Education, but some of the core ones include Communication, Critical Thinking, Active Listening, Leadership, etc. A truly educated individual should be able to communicate effectively with others and use critical thinking to help them make the right decisions in life. Moreover, active listening is a skill needed for introspection, and leadership is important for guiding and motivating people. All these skills are essential for the overall development of an individual. These skills help one in achieving success not only in their Education but also in professional life. One of the main reasons for the success of the western world is that they put a great deal of emphasis on education and reward students who excel in it. These skills helped in making them leaders in their respective fields.

6. What are the Educational Goals of India?

India mainly has three educational goals - Equality, Excellence and Equity. To achieve the first two goals, the government of India is making tremendous efforts by providing free Education to students belonging to weaker sections of society. This measure helps in providing opportunities to all the children irrespective of their socio-economic background. To achieve excellence in Indian Education, the Central Board of Secondary Education (CBSE) has taken many initiatives, including setting up world-class institutions, promoting research activities, etc. The third goal is equity in Education. The government is implementing schemes like Sarva Shiksha Abhiyan to promote equitable distribution of resources for Education across different sections of society, including weaker and marginalized sections.

7. How Is Education Related to Employment?

Education is directly related to employment because of multiple reasons. Most importantly, qualifications are required for securing jobs. The more the qualification, the better is the chance of landing a good job. Moreover, an individual with quality education is more likely to be productive at work and do his/her tasks in a precise manner which helps their employer to achieve their goals as well. Also, the person is likely to be paid better if they have a good educational background. In a nutshell, Education helps an individual in getting a good job and earning a respectable salary.

8. How is Education Linked With Economic Development?

Education is the key to economic development because an educated person is able to contribute more to society. They are able to think innovatively and come up with new ideas that can help in improving the economic condition of their country. Moreover, they are able to work in various sectors like agriculture, manufacturing, services, etc., and contribute to the economic growth of their country. It can also be seen as a key to social development because an educated individual is able to contribute more towards societal welfare. This, in turn, plays a major role in reducing poverty and hunger levels across the world.

9. How Do We Make Education More Interesting and Interactive?

Education should be made more interesting and interactive by providing real-life examples in the classroom. For example, a mathematics teacher can explain a topic in a class by referring to a purchase receipt or tax statement of an individual. This way, students will be able to connect with what is being taught in the classroom and understand it better. Moreover, the teacher should not only rely on textbooks. Instead, they should use various other sources like newspapers, magazines, and the Internet to supplement teaching. Also, awarding marks for participation in classroom activities such as debates & discussions will help students develop public speaking skills and improve their communication. Vedantu teachers are constantly being trained in this area to provide better interactive sessions in the classroom.

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Education System In India Essay

Indian education reformers want to narrow the disparity in student achievement between rural and urban areas. India's educators work hard to overcome their country's challenges in providing quality education to all its citizens. Here are some sample essays on the education system in India.

100 Words Essay On Education System In India

India's education system is ideal for providing its students with a solid academic foundation. It emphasises lifelong learning and encourages its students to pursue higher education. It also develops the students' language skills by allowing them to study in both English and Indian languages. Such courses encourage ideal attitudes toward their nation and its people- creating a positive atmosphere for learning and growth.

India surrounds its students with Indian history, culture, religion, and literature throughout their schooling years. It promotes patriotism through encouraging students to study Indian history and culture. This can help them develop a sense of cultural pride that can inspire them to support the development of their home country.

200 Words Essay On Education System In India

Education is the most important aspect of any society. It is the foundation on which a society is built and the tool that allows its citizens to make the most of their lives. It allows the country to educate its people and earn revenue from their talents. However, there are always 2 sides to a coin, along with benefits there are also some issues.

Issues In The Indian Education System

The Indian education system is in a state of flux. A number of issues have cropped up in recent years, and there seems to be no clear solution in sight.

One of the biggest problems is the disparity between urban and rural students. The quality of education that students in rural areas receive is quite poor, and they often don't have access to the same resources as their urban counterparts. This leads to a huge achievement gap between students from different backgrounds.

There are also concerns about the level of education that students are receiving. Many experts believe that the curriculum is outdated and does not prepare students for the modern world. In addition, there is a lot of emphasis on rote learning, which does not allow students to think creatively or critically.

500 Words Essay On Education System In India

The education system in India is plagued with a number of issues that have a direct impact on the students. Addressing these issues will require systemic changes that ensure all students can access adequate resources.

Challenges of Accessibility and Quality

Let's take a closer look at two of the biggest challenges facing India's education system: accessibility and quality.

Accessibility is a huge issue in India. Due to poverty and the lack of infrastructure, many rural areas and poor urban neighbourhoods don't have adequate schools or teachers. As a result, many children are denied the right to an education.

And even when children have access to education, it's often of poor quality. Many schools are overcrowded and underfunded, which means that students don't have access to good teachers or up-to-date textbooks and other learning materials.

Impact of Gender Inequality

One issue impacting the students is gender inequality. Boys and girls are not given an equal opportunity to receive an education. This needs to change if India wants to become a developed nation. Girls need to be given the same opportunities as boys so that they can contribute to the growth of the country. There are many solutions that have been proposed to address this issue, but more needs to be done to implement them successfully.

Struggles of India’s Rural Areas

For many parts of the country, especially rural areas, the issues in India’s education system run even deeper. Much of the Indian population is still living without access to educational resources and other basic needs. To make matters worse, a large number of these people belong to marginalised communities, like those living in poverty or facing discrimination based on factors like gender or caste.

In rural areas, most schools are underfunded and lack basic facilities. These schools face varying levels of neglect when it comes to providing adequate teacher support as well as basic needs such as toilets, clean drinking water, and well-maintained buildings. As a result, attendance rates at primary schools are often very low and many drop out before completing schooling altogether.

Solutions for Improved Education

The Indian government has taken various steps to ensure that a quality education is accessible for all. In 2020, the government launched a new initiative called ‘National Education Policy’ (NEP) which promises to set up a new educational system in India with increased access, improved quality, and greater equity. This initiative will focus on strengthening school education by providing more resources and more qualified teachers, and introducing vocational training programs as an alternative to traditional education.

NEP also sets out some objectives for higher education that aim to make learning more interesting and accessible. These include setting up new autonomous colleges for research purposes, and improving the availability of faculty in universities. NEP also aims to bridge the digital divide by making information communication technology (ICT) an integral part of teaching and learning.

Furthermore, NEP plans to focus on addressing gender inequalities in the Indian education system by introducing measures such as affirmative action policies, gender sensitization training, flexible learning options and financial assistance schemes specifically for women. These strategies go a long way towards improving India’s educational system and ensuring better outcomes for students across the country.

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How can education systems improve? A systematic literature review

• Published: 07 April 2022
• Volume 24 , pages 479–499, ( 2023 )

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• Ignacio Barrenechea   ORCID: orcid.org/0000-0002-4673-3862 1 ,
• Jason Beech 2 &
• Axel Rivas 1  

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Understanding what contributes to improving a system will help us tackle the problems in education systems that usually fail disproportionately in providing quality education for all, especially for the most disadvantage sectors of the population. This paper presents the results of a qualitative systematic literature review aimed at providing a comprehensive overview of what education research can say about the factors that promote education systems’ improvement. This literature is emerging as a topic of empirical research that merges comparative education and school effectiveness studies as standardized assessments make it possible to compare results across systems and time. To examine and synthesize the papers included in this review we followed a thematic analysis approach. We identify, analyze, and report patterns in the papers included in this systematic review. From the coding process, four drivers for system improvement emerged: (1) system-wide approaches; (2) human capital; (3) governance and macro–micro level bridges; and (4) availability of resources.

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Barrenechea, I., Beech, J. & Rivas, A. How can education systems improve? A systematic literature review. J Educ Change 24 , 479–499 (2023). https://doi.org/10.1007/s10833-022-09453-7

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Accepted : 03 March 2022

Published : 07 April 2022

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DOI : https://doi.org/10.1007/s10833-022-09453-7

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Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

Get the huge list of more than 500 Essay Topics and Ideas

Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Best Education System Essay Samples and Tips for IELTS

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Updated on 01 February, 2024

Mrinal Mandal

Study abroad expert.

The IELTS writing test is designed to evaluate the writing skills of non-native English speakers. The section has two tasks, and task 2 is writing a formal essay of 250 words in 40 minutes. The essay topics are based on general interest. IELTS often uses similar topics by changing the words of the questions. Applicants need to practice writing on common topics like online education system essays, Indian education system essays, environment essays, and technology essays, among other topics.

In order to do well in task 2, applicants need to have a complete understanding of the types of essays. We will discuss a very popular topic that is asked almost every alternate year. The topic is ‘education’ and there are chances that you’ll get to write an essay on similar topics.

Take a look at these sample education system essay topics for your IELTS test, along with the tips to write a winning essay.

Table of Contents

Download e-books for ielts preparation, tips to write a winning essay on education system related topics, frequently asked questions, popular study abroad destinations, sample 1 on education system essay.

Question: Some people say that the education system is the only critical factor for the development of a country. To what extent do you agree or disagree with this statement?

Education is the pillar of development, and without any doubt, it is one of the best ways to develop a country. Many even argue that the education system is the only critical factor driving the development of a country. However, I do not agree with this point. I strongly believe that there are various factors responsible for development. Things like international relationships, technologies, agriculture, healthcare, trade, resources, and skills are some of the critical factors along with the education system that encourages development. Every aspect is essential for sustainable development.

Firstly, the education system has a huge role in the overall development and the developed economies have exemplary education systems. In fact, the education system grows some of the best skills and talents in the nation. This eventually increases the value of the economy. However, countries like Sri Lanka are still developing at a sluggish pace despite being an educated nation. The nation is struggling to cope up with mass poverty. It would be wrong to entirely burden the education system with the responsibility of development. Education helps in development, but it alone is not enough.

Secondly, development does not mean only a rise in GDP and revenue. Factors like healthcare, freedom, rights, lower crime rates, and safety are some of the key factors that contribute to the overall development of a nation. For instance, some South-Asian and Middle Eastern countries have huge foreign currency reserves, yet they are troubled with war, crime, and have a low freedom index. These countries are economically strong, and educated, but lack peace and safety. Taking these two instances in mind, I  disagree that education is the sole reason behind the development. 

Similarly, considering a developed nation like Japan, things become easier to understand. Japan is one of the most stable economies in the world. The nation has used resources, utilized skills, maintained global trade relationships along with nurturing a good education system to build the country. It is a perfect example of how well the people of the nation worked hard to build the nation from scratch. 

There are various Asian countries like India that are using robust technologies to gain prominent economic growth. Soon they will turn out to be developed countries. They have developed the education system but they have not focused only on this single aspect. Increasing exports, democratic governance, leadership skills, living standards, trade, and safety are some of the essential factors that help a nation develop.

Putting my thoughts together, I would like to conclude by saying that along with a developed education system, leadership, technologies, trade, and government; a country can develop effectively. Education is just one factor, and not solely responsible for development. 

Related Reads:

Education System Essay Samples – 2

Question: The education system for all the levels, primary, secondary and higher levels should be free. Do you agree or disagree? 

Education builds an individual and it is universally acknowledged how important it is. Even with so much development, to see children not getting educated due to financial constraints is depressing. I completely agree with the statement that education of all levels should be free of cost, so that everyone in the country, irrespective of their background, can grow and develop. 

Making education free will be the best initiative taken by the government toward sustainable development. Sometimes even basic education becomes difficult to bear for many poor families. By making it free, one can ensure that no one will be deprived of education just because they cannot afford it. There are countries where the education system is free up to the primary levels. However, this does not sound effective. A child that aspires to take up medicine or engineering courses will be deprived of education. Hence, according to my opinion, the government should take initiatives to make education free for all levels. 

A nation grows and develops when the younger generation makes a paradigm shift so the financial crisis should not stop them. A lot of talent is lost every day just because they cannot afford an education. Everyone needs to get a fair chance to showcase their talent so that the nation marches towards becoming a developed one. Countries with maximum literacy levels are mostly the developed economies of the world. There will be less crime when individuals get educated. This is because knowledge is the power that helps in eradicating crime and violence. Education cultivates responsible and mature generations. 

An intelligent nation develops faster. When everyone gets educated, the nation gets better facilities, global exposure, and development. Signs of poverty will be negligible. Safety and freedom will prevail everywhere as everyone has their own share of knowledge and experience. 

We get better healthcare, services, doctors, professionals, businesses, and engineering facilities. The country becomes self-sufficient and the need for immigration and brain drain ultimately shows a declining curve. The education system should be considered a necessity and it should be free for all gender, class, social status, and region.

The more educated professionals in the nation, the better will be the developments in essential aspects like war equipment, agriculture, medicine, food, and technologies.

To conclude, the education system should be free and compulsory for everyone. Everyone should be given a chance to grow and build a noteworthy life. Uneducated youth is dangerous, so the government should make the education system free and a basic fundamental right for all.

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• The time allotted to task 2 essay writing is 40 minutes and it cannot be extended.
• The essay should be a minimum of 250 words. There is no upper word limit. It is better to write some extra words.
• Avoid complicated long words and any sort of technical jargon. Keep the language simple, but accurate.
• The essay should be divided into organized paragraphs. Every essay should have 3 parts, introduction, body, and conclusion. Draft the concluding summary well.
• Brainstorming is important to attempt a problem-solution question. 
• Understand the question well. There will be an opinion essay, direct, cause solution essay, agree-disagree, or problem-solution essay. Each one has a different question pattern. The two samples mentioned above on the ‘education system’ are opinion-based essays.
• Work on vocabulary related to the topic. It is important to know some good words, phrases, and idioms related to every topic that you practice.
• Submit an essay without any grammatical mistakes. 
• Map out all your ideas. Ideas should be relevant and must match with the topic.
• Be familiar with the essay topics that frequently come in the test over the year. 
• Your opinion matters and you need to pen down your opinion well. Opinions should be supported with valid justification and ideas.
• Organize the essay in three parts, introduction, body, and conclusion. 
• If you are using idioms, do not stuff them. You must know the correct meaning before you use them.
• If you are using facts, make sure that they match with the official source.
• Take care of lexical resources. Do not use very common words that you use to speak regularly. 
• Use a formal tone. Do not use any semi-formal or informal tone in your essay.
• Your opinion should be the same from introduction to conclusion. You cannot agree in the introduction and disagree in the conclusion.
• If you are working on a problem-solution essay, you need to focus on both aspects. Think about all the possible problems and then correlate the solutions
• Proofread your essay once you are done writing. It will help you find various minor mistakes.

Recommended Reads:

Through a winning essay, you must prove your English language writing skills. The IELTS essay is a challenging one until you go through some samples. Practice regularly and follow the tips. Refer to the IELTS essay samples for a better understanding. You can consult the academic counselors of upGrad Abroad for clarifying any more doubts. 

How to start an essay about education?

You should start out by first outlining the core statement that you wish to make. You should understand the various nuances of the essay and then write about the core points in logical paragraphs. End with a proper conclusion as well. Do not ramble in the essay or use clichés or repetitive words or content. 

You should begin by talking about the question or topic of the essay and whether or not you agree with the same. Thereafter, talk about your desires to outline your points in the following paragraphs.

How to write an essay about education?

You should start with an introduction section, where you mention the topic or question of the essay and your own opinion regarding the same. 

Thereafter, illustrate your points with examples in the next couple of paragraphs. End with a conclusion that re-affirms your opinions and closes the topic in a neat way. Do not ramble in the essay. 

Always use examples and logic to demonstrate your points without any unnecessary hyperbole. Use transitions from one paragraph to another and make use of advanced and compelling vocabulary in turn. Keep your essay sentences short and avoid lengthy sentences and huge paragraphs.

How to start a scholarship essay asking about educational goals?

Starting a scholarship essay that talks about your educational goals? You should first write about the goals which have relevance to the scholarship in question. 

Thereafter, flesh out the core goals and list the ways you intend to achieve the same. Always be clear about the program and scholarship and their role in helping you achieve these educational goals. 

Be specific about your goals and keep them divided into long and short-term ones. Always be honest about your objectives in this regard.

How to write conclusion of general essay about education system?

When you are writing a conclusion about the education system in a general essay, you should always start with the re-iteration of the main question that was asked or the main statement/topic that was given.

Thereafter, you should state your own opinion about the education system, which you have already talked about in the earlier paragraphs.

Thereafter, use good vocabulary to sign off with a line or two about the education system currently and a futuristic angle, i.e. what could happen or what may happen.

What is the importance of education system essay?

The importance of education system essay is one where you are given the task to write about the importance of the education system in the current scenario. You should always emphasize on how education is what determines the eventual quality of life for any individual while equipping one with skills, knowledge, understanding and the personality to excel in the modern world. 

Education is not just for employment but also for awareness and a better life. You should also talk about the current education system that you know in your country and why it is important, i.e. the stage-wise progression of education for children and how they are equipped at various stages with different skill sets. Always talk about your own opinion in this regard.

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Mrinal Mandal is a study abroad expert with a passion for guiding students towards their international education goals. He holds a degree in mechanical engineering, earned in 2018. Since 2021, Mrinal has been working with upGrad Abroad, where he assists aspiring students in realizing their dreams of studying abroad. With his expertise and dedication, he empowers individuals to navigate the complexities of international education, making their aspirations a reality.

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Essay on Education System In The Philippines

Students are often asked to write an essay on Education System In The Philippines in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Education System In The Philippines

The philippine education structure.

The education system in the Philippines is divided into three levels. These are the elementary level, the secondary level, and the tertiary level. The system is overseen by the Department of Education for basic education, and the Commission on Higher Education for college and university education.

Elementary Education

Elementary education in the Philippines is compulsory. It lasts for six years, starting at age six. The goal of this stage is to teach basic literacy, numeracy, and knowledge about the world. The curriculum includes subjects like Math, Science, English, Filipino, and Social Studies.

Secondary Education

Secondary education in the Philippines is divided into two parts: Junior High School (Grade 7-10) and Senior High School (Grade 11-12). These years prepare students for the next stage of their education or for work. They study a range of subjects, including electives based on their interests.

Tertiary Education

Tertiary education in the Philippines includes undergraduate and postgraduate studies. Students can choose from a wide range of courses. This stage is not compulsory but is important for those who want to pursue professional careers. The quality of tertiary education varies from institution to institution.

Challenges and Reforms

The Philippine education system faces challenges like lack of resources and overcrowded classrooms. To address these, the government introduced the K-12 program in 2013. This extended basic education to 13 years and aimed to improve the quality of education. The success of these reforms is still being evaluated.

250 Words Essay on Education System In The Philippines

The education system in the Philippines is managed by the Department of Education. It is split into three levels: elementary, secondary, and tertiary. Students start school at the age of 5 or 6. They spend six years in elementary school and four years in high school. After high school, they can choose to go to college for further studies.

Elementary education is the first step. It starts with kindergarten for children aged 5 or 6. This is followed by six years of primary education where students learn basic skills like reading, writing, and math.

High School Education

After completing elementary education, students move on to high school. This is a four-year program where they learn more advanced subjects. After high school, students can choose whether to go to college or start working.

College Education

College education is optional in the Philippines. Students who choose to go to college can study for a bachelor’s degree, which usually takes four years. They can also choose to study for a master’s or doctoral degree after that.

Quality of Education

The quality of education in the Philippines is improving. The government is working hard to make sure all children can go to school. They are also trying to improve the quality of teaching and learning in schools.

In conclusion, the education system in the Philippines is structured and comprehensive, aiming to provide quality education to all its students. This system, though facing challenges, is continually improving to ensure a bright future for the youth of the country.

500 Words Essay on Education System In The Philippines

Introduction.

The education system in the Philippines is unique and has evolved over many years. It is known for its strong emphasis on basic education, which is made up of six years of elementary school and four years of high school. In 2013, the K-12 program was introduced, adding two more years to the high school curriculum.

Structure of the Education System

The Philippine education system is divided into three levels. The first level is the elementary or primary level, which lasts for six years. Children usually start school at the age of six.

The second level is the secondary or high school level. This lasts for four years. Students usually enter high school at the age of 12 or 13.

The third level is the tertiary or higher education level. This includes colleges and universities. Students can pursue different degrees depending on their interests and career goals.

K-12 Program

The K-12 program was added to the education system in 2013. This program added two more years to the high school level, making it six years in total. The extra years are meant to prepare students for work, entrepreneurship, skills development, or higher education.

Teaching Methods

Teachers in the Philippines use a variety of methods to teach students. They use lectures, group work, and hands-on activities. They also use technology, like computers and projectors, to make learning more engaging.

Despite its strengths, the education system in the Philippines faces many challenges. One of these is the lack of resources. Many schools lack basic facilities like classrooms, libraries, and science labs. There is also a shortage of teachers in some areas.

Another challenge is the quality of education. Some students struggle with reading and math, even after finishing elementary school. This shows that the education system needs to improve in these areas.

The education system in the Philippines has made many changes to improve the quality of education. The K-12 program is one of these changes. It aims to prepare students for the future, whether they choose to work, start a business, or continue their studies. Despite the challenges, the country continues to work on improving its education system for the benefit of its students.

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The Case for Later School Start Times: Benefits for Students and Society

This essay discusses the benefits of starting school later in the morning. It highlights how aligning school schedules with the natural sleep patterns of teenagers can improve their mental and physical health, enhance academic performance, and create safer communities. The essay presents evidence showing that later start times can reduce sleep deprivation, improve cognitive functions, and decrease risks of depression and anxiety among students. Additionally, it addresses potential logistical challenges and suggests that the long-term benefits outweigh these initial hurdles. The essay concludes that a shift to later school start times is a necessary change for the well-being and success of students.

How it works

Over the past few years, the topic of school start times has been a hotly debated issue among educators, parents, and policymakers. The traditional early morning schedule has been a longstanding norm in our education system, yet a growing body of evidence suggests that this may not be in the best interest of students. Starting school later in the morning could bring about a host of benefits that range from improved mental and physical health to better academic performance and even broader societal advantages.

It’s time we take a closer look at why schools should start later.

First and foremost, we need to understand the biological rhythms of teenagers. Adolescence is marked by significant changes in sleep patterns due to the shift in the body’s circadian rhythms. During these years, it becomes naturally harder for teenagers to fall asleep early and wake up early. The American Academy of Pediatrics has pointed out that middle and high schools should ideally start at 8:30 AM or later to align with these natural sleep patterns. Despite these recommendations, many schools still start before 8 AM, which forces students to wake up too early and often function on insufficient sleep. This chronic sleep deprivation can lead to serious consequences, including increased risks of depression, anxiety, and other mental health issues. By shifting school start times to a later hour, we can help students get the rest they need, which is crucial for their overall well-being.

The impact of sleep on mental health cannot be overstated. Teenagers are already navigating a tumultuous period of growth and development, and lack of sleep only exacerbates the stress they experience. Insufficient sleep has been linked to higher rates of mood disorders, including depression and anxiety. When students are well-rested, they are better equipped to handle the emotional and social challenges that come with adolescence. They are more resilient, have better emotional regulation, and are generally in a better mood. In essence, later school start times can significantly enhance the mental health and emotional stability of students.

Moreover, the academic benefits of later school start times are substantial. Numerous studies have shown that when students get adequate sleep, they are better able to concentrate, retain information, and perform well on tests. Sleep-deprived students, on the other hand, struggle with cognitive functions such as memory, problem-solving, and critical thinking. A notable study by the University of Minnesota found that schools with later start times reported higher grades, improved attendance, and reduced tardiness. These academic improvements are not just advantageous for individual students but also for the educational system as a whole. Higher academic performance leads to increased graduation rates and more students being well-prepared for college and future careers.

In addition to individual benefits, there are broader societal implications to consider. Later school start times can contribute to safer communities. For instance, the Centers for Disease Control and Prevention (CDC) has highlighted that sleep-deprived teenagers are more likely to be involved in car accidents. This is particularly relevant for high school students who drive. By starting school later, the number of drowsy driving incidents among teenagers can be reduced, thereby decreasing the overall number of traffic accidents. Additionally, well-rested students are less likely to engage in risky behaviors, such as substance abuse, which further contributes to a safer and healthier community.

Critics of later school start times often point to logistical challenges, such as the impact on after-school activities, transportation, and family schedules. While these concerns are valid, many schools that have adopted later start times have found effective solutions to address these issues. For example, adjusting the schedules of extracurricular activities, coordinating transportation more efficiently, and engaging with the community to develop workable solutions have all proven successful in various districts. It’s important to note that the long-term benefits of improved student health and academic performance far outweigh the initial logistical hurdles. Schools that have made the shift to later start times report that the benefits quickly become apparent and the community adapts to the new schedule.

Furthermore, the financial implications of later school start times are worth considering. Studies have suggested that the economic benefits of better academic performance and higher graduation rates can lead to significant long-term savings. Healthier students mean lower healthcare costs, and safer teenage drivers mean fewer accidents and insurance claims. In the bigger picture, the investment in shifting school start times could result in substantial economic gains for the community.

The movement toward later school start times is not just a fleeting trend but a necessary evolution in our approach to education and student welfare. As more research underscores the importance of sleep for adolescent development, it becomes increasingly clear that early school start times are misaligned with the needs of students. Embracing a later start time can foster an environment where students are healthier, more engaged, and better prepared for the challenges of both academia and life beyond the classroom.

Another significant aspect to consider is the role of parents and the community in supporting this change. Parental involvement and community support are crucial in making the transition to later start times successful. Educating parents about the benefits of sufficient sleep and the positive impact it has on their children’s overall health and academic performance can help garner their support. Community leaders and policymakers also play a vital role in facilitating this change by advocating for policies that prioritize student well-being and education.

It is also essential to look at the experiences of schools that have successfully implemented later start times. These case studies can provide valuable insights and best practices for other schools considering the change. Schools that have made the switch often report an initial period of adjustment followed by noticeable improvements in student behavior, mood, and academic performance. Sharing these success stories can help build momentum and support for broader adoption of later start times.

In conclusion, the evidence in favor of later school start times is compelling and multifaceted. By aligning school schedules with the natural sleep patterns of teenagers, we can support their mental and physical health, enhance academic performance, and contribute to safer and more vibrant communities. The benefits of such a change extend beyond the individual to society as a whole, making it a worthwhile investment in the future of our students. It is time for educators, policymakers, and parents to recognize the profound benefits of later start times and take action to ensure that our educational practices reflect the best interests of our students.

Making this shift requires commitment and collaboration, but the potential rewards are immense. By prioritizing the health and well-being of our students, we are laying the foundation for a brighter, more successful future for all. Let’s embrace this change and work together to create an education system that truly supports the needs of our young people.

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PapersOwl.com. (2024). The Case for Later School Start Times: Benefits for Students and Society . [Online]. Available at: https://papersowl.com/examples/the-case-for-later-school-start-times-benefits-for-students-and-society/ [Accessed: 5-Jun-2024]

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Systemic Racism in Education Essay

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Introduction

The role of governments and institutions, measures and policy changes.

A form of racial inequality associated with education is the achievement gap, which refers to the persistent disparities in academic performance between white and non-white students. Theoretical perspectives suggest that this is due in part to the ways in which racism operates within educational institutions, including biased testing practices and the overrepresentation of students of color in disciplinary actions (Barber et al., 2020). Systemic racism also affects education through artificial institutional boundaries. For example, as Tourse et al. (2018) point out, young Native Americans were forbidden to speak their native languages at church-related schools in the late 19th century. At the same time, the First Nations Code Talkers were successfully employed during World War II to transmit messages. However, they only gained recognition more than half a century after the war ended.One form of racial inequality associated with the educational system is the achievement gap between students of different races. This refers to the disparity in academic achievement between students of color, particularly Black and Latino students, and their White counterparts (Howard, 2019). Structural perspectives such as the conflict theory suggest that the achievement gap results from systemic inequalities in the educational system. According to this perspective, the educational system is designed to maintain the social status quo, perpetuating the marginalization of students of color. The achievement gap can be attributed to the unequal distribution of resources, such as funding and qualified teachers, that favor White students and schools in affluent neighborhoods.On the other hand, cultural perspectives suggest that the achievement gap results from cultural factors that impact academic performance. For example, the cultural deficit theory argues that students of color are less successful in school because they lack the cultural capital valued by the dominant culture (Howard, 2019). This perspective holds that the dominant culture’s values and behaviors, such as being assertive, critical thinking, and speaking Standard English, are incompatible with those of students of color. Consequently, they are seen as inferior and not suited for academic success.Another example of the influence of systemic racism on education is seen in the historical practice of housing segregation. According to Rothstein, enclosing non-white communities into separate blocks led to students of color being more likely to attend underfunded schools with less experienced teachers and fewer resources (as cited in Tourse et al., 2018). This leads to worse quality of education, higher risk of dropping school, and generally less student retention rate, continuing to higher education. Systemic racism also manifests in the form of biased testing practices, disciplinary actions, and other forms of discrimination within educational institutions (Barber et al., 2020). This leads to people from the affected communities gaining even less opportunities to achieve quality education throughout their young years.

Governments and educational institutions have a crucial role to play in addressing racism in education. They need to recognize and acknowledge the existence of racism in education and work towards creating an inclusive and diverse environment where every student feels welcome and supported. They should also implement policies and procedures that address racism in education. Governments and educational institutions must also promote diversity and inclusion in the classroom and beyond.

Supporting marginalized groups, such as students of color, indigenous students, and students from low-income families, is also an essential aspect. This includes providing resources for tutoring and mentoring, creating safe spaces for these students to express themselves, and providing financial assistance for those in need. Governments and educational institutions can collaborate with community organizations that are working towards ending racism in education. This includes working with parents, community leaders, and civil rights organizations to develop strategies that address racism and promote diversity and inclusion in education. Today, governmental programs like affirmative action and activist movements such as Black Lives Matter exist to fight racism in social institutions, including education. Acknowledging systemic injustices and inequities requires recognizing the ways in which racism operates in various social institutions and accepting the involvement of all society members in systemic racism (Bonilla-Silva, 2021). This can involve listening to the experiences and perspectives of people from marginalized communities, educating oneself on the history and legacy of racism, and actively working to dismantle unjust systems and structures.

Measures and policy changes that educational institutions can implement to help alleviate racial inequality include increasing funding for schools in underprivileged areas and hiring and retaining diverse teaching staff. Additionally, anti-bias training for teachers and administrators can be implemented to combat unconscious bias and discrimination within the classroom (Sue et al., 2020). Furthermore, it is necessary to re-evaluate the adequacy and efficiency of the existing academic achievement evaluation systems in schools and in universities that have been regarded as flawed and biased for a long time (Baber et al., 2020). Lastly, providing additional support and resources for students from marginalized communities can help them succeed academically and prepare for college and career opportunities.

In conclusion, addressing systemic racism in education requires a concerted effort from governments, educational institutions, and the broader community. Institutions and governments can implement policies and programs that promote diversity and inclusivity through cooperation, collaboration, and communication. Societies can create and support a more equitable and just educational system to address long-term issues such as the achievement gap. Addressing racial inequality requires a concerted effort to dismantle systemic barriers and cultural biases that perpetuate the marginalization of students of color. Educational policies that provide equal opportunities for all students, such as equitable funding, teacher training, and curriculum reform, are essential in closing the achievement gap and promoting racial equality in education.

Barber, P. H., Hayes, T. B., Johnson, T. L., & Márquez-Magaña, L. (2020). Systemic racism in higher education . Science, 369 (6510), 1440–1441. Web.

Bonilla‐Silva, E. (2021). What makes systemic racism systemic? Sociological Inquiry, 91 (3), 513–533. Web.

Howard, T. C. (2019). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms . Teachers College Press.

Sue, D. W., Calle, C. Z., Mendez, N., Alsaidi, S., & Glaeser, E. (2020). Microintervention strategies: What you can do to disarm and dismantle individual and systemic racism and bias. John Wiley & Sons.

Tourse, R. W. C., Hamilton-Mason, J., & Wewiorski, N. J. (2018). Systemic racism in the United States. Springer.

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Collaborating to transform and improve education systems: A playbook for family-school engagement

By Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler

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This playbook on family-school collaboration makes the case for why family engagement is essential for education systems transformation and why families and schools must have a shared understanding of what a good quality education looks like. By providing evidence-based strategies from around the world and other hands-on tools that school leaders and partners can adopt and use in their local contexts, it aims to help leapfrog education inequality so that all young people can have a 21st-century education.

The COVID-19 pandemic has put the topic of families and schools working together to educate children at the center of virtually every country’s education debate. Teachers around the world report developing creative ways of engaging with parents to help their students learn at home, including strategies they would like to continue even after pandemic is over (Teach for All, 2020; Teach for Pakistan, 2020). In turn, parents—whom we define as any family members or guardians who are the primary caregivers (see Box 1 for important terms defined)—have responded to these new remote-learning experiences and new forms of communication. Their increased expectations of deeper engagement with schools are reflected in representative surveys of parents across Colombia, Mexico, Peru, and the United States—all pointing to this rising demand from families for new approaches to working with schools ( Learning Heroes, 2020; Molina et al., 2020).

Many leaders of schools and school systems across the world had an “aha” moment when, after pivoting to new outreach and communication mechanisms, they saw major jumps in the level of engagement of families, especially among those who had been previously deemed hard to reach. From Argentina to India to the United States, leaders realized that hard-to-reach families were not opposed to engaging with schools; it was just that the schools’ approaches to engagement were getting in the way. For example, when the government of Himachal Pradesh, a state of almost 7 million people in India, pivoted from asking parents to come to schools for meetings to finding multiple ways for schools to come to parents —through text messages, WhatsApp groups, and Facebook posts—engagement levels jumped from 20 percent to 80 percent in two months (Brookings Institution, 2021).

I felt like I knew more during the school closures what my child had been learning than the entire three and a half other years she’s been in school. Parent, United States

The four goals

This new focus on ways to connect families with schools presents an opportunity to markedly shift broader approaches, and the overall vision, for long-term collaboration. This playbook shows that family-school engagement—namely the collaboration between the multiple actors, from parents and community members to teachers and school leaders—has an important role to play in improving and transforming education systems to achieve four main goals (Figure 1):

• Parent and family: In this playbook, “parent” is shorthand for any family member, caregiver, or guardian who cares for children and youth. We rely most heavily on the term “family” to capture the varied contexts in which children live and are cared for, including extended family members—from grandparents to aunts, uncles, or cousins—who play leading roles in caregiving. The playbook uses the terms “parent” and “family” interchangeably.
• Teacher: The playbook uses “teacher” instead of “educator” to distinguish between the education professional (whose vocation is to instruct and guide children in school) and parents (who are their child’s first educators, helping them develop and learn from birth on).
• Involvement versus engagement: We find Ferlazzo’s distinction between family “involvement” and “engagement” helpful and use the terms accordingly. “A school striving for family involvement often leads with its mouth—identifying projects, needs, and goals and then telling parents how they can contribute.” In contrast, “a school striving for parent engagement leads with its ears—listening to what parents think, dream, and worry about. The goal of family engagement is not to serve clients but to gain partners” (Ferlazzo, 2011, p. 12).
• Family-school engagement: This playbook uses the term “family-school engagement” instead of the more common “family engagement” not only to express the dual nature of the engagement but also to highlight the fact that either side can, and does, initiate the engagement process.
• Alignment and the alignment gap: When families and schools share the same vision of the purpose of school, they are aligned in their beliefs and values, and this coherence is a powerful driver of education system transformation. An “alignment gap” exists when families and schools either do not share or perceive that they do not share the same views on the purpose of school and therefore what makes for a quality education for their children and communities.
• Schools and education systems: “School” denotes children’s structured process of teaching and learning regardless of location (whether a school building, outdoors, a library, a museum, or home). “Education systems” comprise schools but also frequently include a range of actors in the community (such as parks, employers, or nonprofit programs) that can work with schools to provide an ecosystem of learning opportunities. Education systems can have different levels of jurisdiction (district, state, or national) that denote their limits of authority. Although governments in every country bear the responsibility for ensuring that all children, especially from marginalized communities, can access a quality education, this playbook also refers to nongovernmental school networks (for example, a private school chain or a nonprofit network) as jurisdictions.
• System improvement: Certain efforts maximize how a system delivers education against the existing vision and set of outcomes. They aim to achieve the first two goals defined in this playbook: (a) improve student attendance and completion, and (b) improve student learning and development.
• System transformation: Other efforts broaden engagement to redefine the purpose of an education system, hence shifting the beliefs and mindsets that guide it along with the operations that deliver on that vision. They aim to achieve the second two goals defined in this playbook: (a) redefine the purpose of school for students, and (b) redefine the purpose of school for society.

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Improving education systems

Robust evidence shows that family-school engagement can significantly improve how systems serve their students, especially those who have been poorly served. Studies that primarily assess school improvement have looked at students’ educational outcomes as measured by attendance; completion; and achievement on literacy, numeracy, and other regularly assessed competencies. We classify these efforts as system “improvement” because they improve how the system delivers education against an established set of outcomes rather than shifting the overall vision of the system’s purpose. Several such studies find that family-school engagement, when implemented effectively, not only boosts student outcomes but also can be a highly cost-effective investment.

Our students come from very challenging backgrounds, so we cannot focus only on academics. I feel it is necessary for teachers to spend some time bonding with students. It is very important for me to bond with their families as the difficulties faced by the families are also related to my child’s background. As a teacher, I feel having this complete triangle connected to each other is very important. Teacher, India

Schools with strong family engagement are 10 times more likely to improve student learning outcomes. In one longitudinal study across 200 public elementary schools in Chicago (Bryk, 2010), researchers identified five key supports that together determined whether schools could substantially improve students’ reading and math scores: school leadership, family and community engagement, education personnel capacity, school learning climate, and instructional guidance. Crucially, schools improved most when all five supports were present. A sustained weakness in even one of these elements led schools to stagnate, showing little improvement.

The important role family-school engagement plays in improving students’ achievement is also broadly supported by other research, including a meta-analysis of 52 studies that found that engaging parents in their children’s schooling leads to improved grades for students in their classes and on standardized tests (Jeynes, 2007).

Communicating with families can be one of the most highly cost-effective approaches. Robust family engagement, as a core pillar of improving schools, certainly requires investment to shift mindsets and behaviors, but one particular component of this effort—direct communication with families—is a highly cost-effective way of improving student attendance and learning outcomes. A global study comparing evaluations of different types of education interventions (such as teacher training, materials provision, scholarships) across 46 low- and middle-income countries found sharing information about education to be at the top of the list in terms of cost-effectiveness (Angrist et al., 2020). The study showed that a particular approach to communicating information is what improves student outcomes at scale, namely context-specific information about the benefits, costs, and quality of local schooling from a messenger that families and students trust. For example, data that help families and their children to better assess the specific benefits of staying and doing well in school (like higher earnings and better health) as well as to better identify resources that could help students participate in higher education and understand the quality of schooling options available to them. In fact, targeted information campaigns about the benefits of education for students can deliver the equivalent of three additional years of high-quality education for a low per student cost.

The Global Education Evidence Advisory Panel identified communicating with families in this manner, including through videos or parents’ meetings at school, as a “great buy” for education systems. For a modest investment, it can significantly improve student outcomes on important dimensions such as years of schooling and acquisition of literacy and numeracy skills across a large number of communities (Global Education Evidence Advisory Panel, 2020).

Transforming education systems

The increased attention to family-school engagement also provides an opportunity for a broader debate and dialogue on the overall purpose of school. Families not only have increased expectations for ongoing engagement but also, in many contexts, have had front-row seats inside the schooling process during the COVID-19 pandemic and have opinions on what a quality education should look like for their children.

These discussions on the purpose of school would, of course, include an examination of strategies to ensure that students are attending school and learning well there. But they would also allow parents and families and teachers and schools to take a step back and ask each other, “What are schools for? What role should they play in society? And what types of competencies and skills should schools help our children develop?”

No institution or one actor can reinvent the education system by themselves. So you need to spend the time to develop an answer to the question: What is it that we want for our children in this community? Only once we agree on where we’re trying to go, can we then work in coordination and know what our respective roles are. Developing this shared vision is what good leaders do. District superintendent, United States

We refer to this broader engagement on the guiding vision of education as system “transformation” work because it does not take the current education system outcomes as a given. Although the family engagement literature offers only a limited focus on engaging families with this goal in mind, the system transformation field offers substantial insight on the important role family-school engagement plays in this process—and what it takes to achieve this engagement.

Redefining the purpose of education—one of the most powerful levers for sustainably transforming systems—requires participation by the whole community. Systems of any kind—education, health, or justice—are made up of many elements, from the concrete and visible (like people and resources) to the abstract and invisible (like group priorities and culture). Scholars of system dynamics point to changing “deep structures,” which include the invisible elements of a system like values and beliefs, as one of the most effective ways to transform what systems do (Gersick, 1991; Heracleous & Barrett, 2001). They argue that frequently, when leaders seek to change the concrete or visible elements of a system without changing the deep structures of beliefs and values that guide that system, the results amount to tinkering around the edges. Conversely, a shift in the beliefs and values that guide a system drives changes across the visible and invisible elements alike (Meadows, 2008; Munro et al., 2002).

In this way, aligning around a shared vision of the purpose of school is a powerful way for schools and families to shape the deep structures guiding how schools operate. For example, in communities where families or teachers or students have different beliefs about what school is for and hence what they should do , schools are likely to struggle, being pulled in multiple directions or experiencing considerable headwinds to any changes that are made. In contrast, communities with a well-aligned vision of the purpose of school can move forward constructively, with families, teachers, students, and others all playing their respective roles in helping to advance this vision. This type of family-school engagement has the added benefit of helping sustain a vision of quality schooling across multiple political cycles. An Achilles’ heel of education system change is the short tenure of leaders. In Latin America, for example, most education ministers are only in office for an average of two to three years, which frequently means a revolving door of priorities guiding the system (Fiszbein & Saccucci, 2016).

Deep dialogue with families and schools is needed to unlock systemwide transformational processes. One study examined the greatest barriers to and enablers of systemwide change, tracking reform journeys across three countries: Canada, Finland, and Portugal (Barton, 2021). In all three cases, the primary barrier was a misalignment between members of the community—from education leaders to teachers to families—on their beliefs and values about school. They lacked a shared sense of “this is what school is about.” In all three countries, a process of deep and respectful dialogue, whereby families and schools along with others had equal places at the table, was crucial for unlocking the system transformation process. The study concludes that collectively defining and aligning the purpose of education, and the values that drive it, are among the essential enablers of systemwide transformation. This study reaffirms prior findings from U.S.-based research: education reforms are only successful when, among other things, they are consistent with stakeholders’ values, in other words when they are aligned to students, parents, and teachers’ beliefs about education (Cohen and Mehta, 2017).

A changing world

The COVID-19 pandemic has not been the first and will not be the last external force driving a need to change education systems. Strategies for families and communities to work together across all four goals of system improvement or transformation are needed now, particularly to address the growing inequality that has emerged from the pandemic. But they will also be needed in the future to navigate the skills needed for a rapidly changing world.

There is a growing consensus among education experts and learning scientists that education systems must focus more heavily on ensuring that students develop a wide range of competencies—from robust academic knowledge, to “learning how to learn,” to collaborative problem solving. Many also agree that to develop this breadth of skills and deliver a holistic education, teaching and learning experiences must shift to include more experiential, playful, real-world application of academic learning (Winthrop et al., 2018). The forces that are already pushing education systems in this direction are set to accelerate over the coming decades. They include the advent of new technologies, the disruption of the world of work through automation of routine manual and cognitive skills, and the seriousness of complex social and environmental crises.

Although we subscribe to the argument that the fast pace of change requires education systems to improve and transform toward a more holistic vision of education and have written extensively on this before, we recognize that when it comes to family-school engagement, prescribing a vision undercuts the very power of the engagement process. For example, the deep dialogue needed to redefine the purpose of schools can only occur if parents and families and teachers and schools have an equal voice, whereby each brings their respective expertise to the table, and there is a level of trust that allows for the cocreation of a shared vision. We also realize that every context is different and together families, education professionals, students, and other stakeholders should be the ones to decide what a quality education looks like for them given their culture, history, aspirations, and community realities.

This is why this playbook focuses on offering ways of understanding the full landscape of family-school engagement strategies so that communities may learn from each other but ultimately with the goal of adapting and making strategies relevant in their own contexts. It is also why, to complement this landscape of strategies, we have provided an in-depth look at one of the system transformation goals: “redefine the purpose of school for students.” Current family-school engagement work has focused much less energy and attention on transforming education systems than on improving them, and deepening the field’s understanding of how to approach this goal is one way of addressing this gap.

Playbook contributions

This playbook includes six main components:

• Overview: We describe the four goals for family-school engagement (two goals for improving how systems serve students and two goals for transforming how systems are envisioned). The section provides context for family-school engagement in light of the COVID-19 pandemic and explains who should use the playbook.
• Evolution: This section discusses the evolving nature of family-school engagement. Historically, schools were never designed to engage families in the education of their children and we discuss the three main barriers facing family-school engagement today. We highlight the evolving story of good practice in family-school engagement from episodic involvement to continuous engagement.
• Strategy landscape: This section provides an overview of the good practice strategies that stakeholders can use to improve family-school engagement. It is a typology, or “map,” for understanding the breadth of family-school engagement approaches for achieving each of the four goals and highlights findings from our review of over 500 strategies.
• Strategy Finder: This interactive database features more than 60 strategies from around the world that bring the strategy landscape to life.
• Aligning beliefs: This section provides an in-depth look at the third goal of family-school engagement: redefine the purpose of school for students . It provides a framework for understanding how family-school engagement can support system transformation and our insights from surveying close to 25,000 parents and more than 6,000 teachers about their education beliefs. We conducted these surveys together with our Family Engagement in Education Network (FEEN) across 10 countries and one global private school chain.
• Conversation Starter tools: This section continues the in-depth look at redefining the purpose of school for students by sharing our “Conversation Starter” tools. These tools will help anyone begin exploring how to help families and schools reach a shared understanding of what a good-quality education looks like.

Whom is this playbook for?

This playbook is for anyone interested in helping families and schools work better together to improve or transform how education is delivered or what goals it achieves. Given the power held by education system leaders and school heads, this playbook is particularly focused on supporting them in understanding the why, what, and how of working jointly with families to improve or transform schools (as further described in Box 2, “Who should use this playbook?”).

How was the playbook developed?

The playbook incorporates input from dozens of organizations and thousands of individuals around the world as well as extensive strategy analysis and research, as follows:

We hope this playbook is particularly useful for school system leaders, teacher organizations, civil society partners, and funders. We also hope the many parent organizations around the world, whose work we lift up and highlight, will find this playbook helpful to their ongoing work. The list below is certainly not exhaustive, and if you find yourself outside of one of these groups, we encourage you to read on.

Education decision makers

• Jurisdiction leaders and administrators. At the broader systems level, the playbook can be especially relevant for jurisdiction leaders and administrators at the district, state, and national levels, including jurisdiction-level governing boards, private sector school networks, and education leaders with oversight of key functions such as strategic planning, teacher training, and community engagement.
• School leaders and leadership teams. At the school level, the playbook is designed for school leaders, principals, and their executive leadership teams, including staff with responsibilities over community engagement and student success, as well as any related school-level governing boards.
• Leadership training programs. In addition, the playbook can also be useful for trainers of school leaders, such as universities. We hope the playbook can inspire content for curricula around family engagement and systems transformation.

Teacher leaders

• Teacher networks. Teacher unions, networks, and organizations will also find this playbook useful, especially in their work on strategy, policy, and advocacy. Although the playbook is not designed for individual teachers, much of its content addresses topics that teachers regularly discuss and that figure in their concerns.
• Teacher training programs. In addition, the playbook can also be useful for trainers of teachers, such as universities. We hope it can inspire content for curricula around family engagement and systems transformation.

School partners

• School partners. In addition to systems-level administrators and school-level leaders, the playbook is useful for the many partners of schools. This includes NGOs, including those that support delivery of education to children; private sector organizations, such as for-profit education companies; and funders, including bilateral and multilateral agencies and philanthropic foundations.
• Parent organizations. We also designed the playbook for parent organizations—groups of parents that have organized themselves to provide input into school and community-level issues, such as curricula, school infrastructure, and public safety. These groups are well placed to advocate for strong family-school relationships, and we hope the playbook will inspire learning from the other parent organizations featured in the Strategy Finder.

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Winthrop, R., Ershadi, M., Angrist, N., Bortsie, E., & Matsheng, M. (2020). A historic shock to parental engagement in education: Parent perspectives in Botswana during COVID-19. The Brookings Institution. http://www.brookings.edu/wp-content/uploads/2020/11/Parent-perspectives-in-Botswana-during-COVID-19-FINAL.pdf

Wolf, S., Aber, J. L., Behrman, J. R., & Peele, M. (2019). Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out. Developmental Science, 22(5), Article e12878.

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Zuilkowski, S.S., Piper, B., Ong’ele, S., & Kiminza, O. (2018). Parents, quality, and school choice: Why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era. Oxford Review of Education, 44(2), 258-274.

Acknowledgments

This playbook was co-authored by Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler from the Center for Universal Education (CUE) at Brookings. Rebecca Winthrop is the primary investigator, and the other co-authors are listed alphabetically given their equal contribution to the work.

The examples in the Strategy Finder were co-authored by Rebecca Winthrop, Adam Barton, Rachel Clayton, Steve Hahn, Maxwell Lieblich, Sophie Partington, and Lauren Ziegler.

This playbook was developed over a two-year period, with input from a number of collaborators, whose help was invaluable.

First and foremost, CUE would like to acknowledge the numerous inputs from the members of its Family Engagement in Education Network (FEEN), a group of education decisionmakers representing public education jurisdictions, private school networks, and nonprofit, parent, and funder organizations from countries around the world. FEEN members have shown their commitment to building ever stronger family-school partnerships, even during what have been the most challenging school years in recent memory. Members took time out of their schedules to attend regular virtual meetings, help co-create the vision guiding the project (including selecting the name of the network), review and adapt survey drafts, and connect us to their communities so we could conduct surveys and focus groups with parents and teacher across their jurisdictions. They provided documentation of family engagement strategies within their organizations, made time for follow-up interviews with CUE, and provided thoughtful input into early drafts of the playbook. CUE is forever grateful for the commitment, comradery, and wisdom of the network members, whose contributions have helped ensure the playbook reflects the lived experiences from numerous contexts around the world. We are also deeply indebted to the thousands of parents and teachers who across each FEEN jurisdiction took the time away from their busy lives talk to us and answer our surveys.   FEEN has grown since its inception and currently represents 49 organizations from 12 countries and one global private school chain with schools in 29 countries. The members are:

Aliquippa School District, Pennsylvania, U.S. Allegheny Intermediate Unit, Pennsylvania, U.S. Association of Independent Schools of South Australia Avonworth School District, Pennsylvania, U.S. Brentwood Borough School District, Pennsylvania, U.S. Buenos Aires Ministry of Education, Argentina Butler School District, Pennsylvania, U.S. Cajon Valley Union School District, California, U.S. Chartiers Valley School District, Pennsylvania, U.S. Doncaster Council, UK Duquesne School District, Pennsylvania, U.S. Fort Cherry School District, Pennsylvania, U.S. Ghana Education Service, Ghana Hampton Township School District, Pennsylvania, U.S. Himachal Pradesh Department of Education, India Hopewell School District, Pennsylvania, U.S. Inter-American Development Bank Itau Social Foundation, Brazil Keystone Oaks School District, Pennsylvania, U.S. Khed Taluka District, Maharashtra, India Leadership for Equity, Maharashtra, India LeapEd Services, Malaysia Learning Creates Australia Lively Minds, Ghana Metropolitan School District of Wayne Township, Indiana, U.S. Michael & Susan Dell Foundation, India Ministry of Education, Colombia Nashik District, Maharashtra, India Networks of Inquiry and Indigenous Education, Canada New Brighton School District, Pennsylvania, U.S. New Castle School District, Pennsylvania, U.S. Nord Anglia Education Northgate School District, Pennsylvania, U.S. Parentkind, UK Pune Municipal Corporation, Maharashtra, India RedPaPaz, Colombia Right to Play, Ghana Samagra, Himachal Pradesh, India School District 8 Kootenay Lake, British Columbia, Canada School District 23 Central Okanagan, British Columbia, Canada School District 37 Delta, British Columbia, Canada School District 38 Richmond, British Columbia, Canada School District 39 Vancouver, British Columbia, Canada School District 48 Sea to Sky, British Columbia, Canada South Fayette School District, Pennsylvania, U.S. The Grable Foundation, U.S. Transformative Educational Leadership Program, Canada Western Beaver School District, Pennsylvania, U.S. Western Cape Department of Education, South Africa Young 1ove, Botswana

We are also deeply grateful to our colleagues who reviewed our playbook offering incisive and important feedback, suggestions, and critiques. Our final draft is measurably improved thanks to all of them taking time, often during weekends and holidays, to provide us with their feedback. Thank you to:

John Bangs, Madhukar Banuri, Alex Beard, Eyal Bergman, Jean-Marc Bernard, Sanaya Bharucha, Margaret Caspe, Yu-Ling Cheng, Jane Gaskell, Crystal Green, Judy Halbert, Kathy Hirsh-Pasek, Linda Kaser, Linda Krynski, Karen Mapp, Brad Olsen, Carolina Piñeros, Tom Ralston, Keri Rodrigues, Urvashi Sahni, Eszter Salamon, Michael Serban, and Heather Weiss.

In addition to the FEEN and peer reviewers, CUE conducted consultations and interviews with a number of stakeholders who provided thorough and thoughtful input over the years into the development of the research, the playbook, and the examples featured in the Strategy Finder. We are especially grateful to:

Akwasi Addae-Boahene, Yaw Osei Adutwum, Carla Aerts, Kike Agunbiade, Carolyne Albert-Garvey, Manos Antoninis, Anna Arsenault, Orazio Attanasio, Patrick Awuah Jr., Chandrika Bahadur, Rukmini Banerji, Peter Barendse, Alex Beard, Amanda Beatty, Gregg Behr, Luis Benveniste, Sanaya Bharucha, Elisa Bonilla Rius, Francisco Cabrera-Hernández, Paul Carter, Jane Chadsey, Mahnaz Charania, Su-Hui Chen, Yu-Ling Cheng, Elizabeth Chu, Samantha Cohen, Larry Corio, Richard Culatta, Laura Ann Currie, Tim Daly, Emma Davidson, Susan Doherty, Shani Dowell, Sarah Dryden-Peterson, Cindy Duenas, David Edwards, Annabelle Eliashiv, Joyce L. Epstein, Jelmer Evers, Beverley Ferguson, Larry Fondation, Kwarteng Frimpong, Nicole Baker Fulgham, Howard Gardner, Elizabeth Germana, Caireen Goddard, L. Michael Golden, Jim Gray, Crystal Green, Betheny Gross, Azeez Gupta, Kaya Henderson, Ed Hidalgo, Paul Hill, Michael B. Horn, Bibb Hubbard, Gowri Ishwaran, Maysa Jalbout, William Jeynes, Jonene Johnson, Riaz Kamlani, Utsav Kheria, Annie Kidder, Jim Knight, Wendy Kopp, Keith Krueger, Sonya Krutikova, Linda Krynski, Asep Kurniawan, Bobbi Kurshan, Robin Lake, Eric Lavin, Lasse Leponiemi, Keith Lewin, Sue Grant Lewis, Rose Luckin, Anthony Mackay, Namya Mahajan, Karen Mapp, Eileen McGivney, Hugh McLean, Bharat Mediratta, David Miyashiro, Alia An Nadhiva, Rakhi Nair, David Nitkin, Essie North, Hekia Parata, David Park, Shuvajit Payne, Chris Petrie, Marco Petruzzi, Vicki Phillips, Christopher Pommerening, Vikas Pota, Andy Puttock, Harry Quilter-Pinner, Bharath Ramaiah, Dominic Randolph, Niken Rarasati, Fernando Reimers, Shinta Revina, Karen Robertson, Richard Rowe, Jaime Saavedra, Suman Sachdeva, Siddhant Sachdeva, Urvashi Sahni, Eszter Salamon, Madalo Samati, Lucia Cristina Cortez de Barros Santos Santos, Dina Wintyas Saputri, Mimi Schaub, Andreas Schleicher, Jon Schnur, Marie Schwartz, Manju Shami, Nasrulla Shariff, Amit Kumar Sharma, Jim Shelton, Mark Sherringham, Manish Sisodia, Sandy Speicher, Michael Staton, Michael Stevenson, Samyukta Subramanian, Sudarno Sumarto, Vishal Sunil, Daniel Suryadarma, Fred Swaniker, Nicola Sykes, Eloise Tan, Sean Thibault, Jean Tower, Mike Town, Florischa Ayu Tresnatri, Jon Valant, Elyse Watkins, Heather Weiss, Karen Wespieser, Jeff Wetzler, Donna Williamson, Sharon Wolf, Michael Yogman, Kelly Young, and Gabriel Sánchez Zinny.

We are also grateful for the many individuals at CUE who helped make the playbook come to life in various ways, including: Eric Abalahin, Jeannine Ajello, Jessica Alongi, Nawal Atallah, Sara Coffey, Rachel Clayton, Porter Crumpton, Steve Hahn, Grace Harrington, Justine Hufford, Abigail Kaunda, Maxwell Lieblich, Shavanthi Mendis, Aki Nemoto, Sophie Partington, Katherine Portnoy, and Esther Rosen. In addition, we would like to acknowledge copy editing services from Mary Anderson, Jessica Federle, and Donna Polydoros and design services from Marian Licheri, Damian Licheri, Andreina Anzola, and Rogmy Armas.

The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars. Brookings gratefully acknowledges the support provided by the BHP Foundation, Grable Foundation, and the LEGO Foundation.

Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment.

The playbook is a living document that we plan to add to over time. If you have questions about the material or would like to see additional topics or information, please let us know at [email protected] .

For more information, contact:

Katherine Portnoy

[email protected]

About the Authors

Rebecca winthrop, co-director – center for universal education.

Rebecca Winthrop is a senior fellow and co-director of the Center for Universal Education at the Brookings Institution.   

Adam Barton

Cambridge international scholar, faculty of education – university of cambridge; former senior research analyst – center for universal education.

Adam Barton was a senior research analyst at the Center for Universal Education at Brookings and is a Cambridge International Scholar at the University of Cambridge, Faculty of Education.

Mahsa Ershadi

Former postdoctoral fellow – center for universal education.

Mahsa Ershadi was a postdoctoral fellow in the Center for Universal Education at Brookings.

Lauren Ziegler

Project director, leapfrogging in education – brookings institution.

Lauren Ziegler is a project director at the Center for Universal Education at Brookings.

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Debunking 12 Myths About Trump’s Conviction

D epending on your perspective, the conviction of Donald Trump on 34 counts in a Manhattan courtroom was either a refreshing affirmation of the rule of law or a miscarriage of justice in a politically motivated prosecution. A jury returned a verdict finding that Trump had caused the falsification of checks, invoices, and ledgers to conceal the payment of $130,000 to adult film actress Stormy Daniels shortly before the 2016 presidential election, with intent to conceal the violation of campaign finance and tax laws.

We are all entitled to our own views of the case, of course, but opinion should also be based on facts. Certain myths are creeping into the conversation and distorting the truth about Trump’s conviction. And it’s worth examining some of these myths in order to dispel them.

Myth: No one knows what Trump was charged with.

Response: Trump was charged in a 15-page indictment, handed up by a grand jury, with 34 counts of violating New York Penal Law 175-10 in the first degree, which is a felony.  A violation in the first degree occurs when a person falsifies business records with an intent to defraud that includes an intent to commit, aid, or conceal another crime. In addition to the indictment, the Manhattan District Attorney filed a 13-page statement of facts detailing the allegations.

Myth: Prosecutors stretched the law to convert a misdemeanor into a felony.

Response: Under New York law , a simple falsification of business records without any intent to commit or conceal another crime is a violation of the statute in the second degree, punishable as a misdemeanor.

An intent to conceal another crime is an aggravating factor that brings enhanced penalties, such as a felony. This law containing degrees of severity was enacted by the New York legislature, and it is a common way of structuring laws with escalating penalties for more egregious violations. (For example, penalties for federal drug offenses range from misdemeanors for simple possession to lengthy terms of imprisonment for aggravating factors based on quantity or intent to distribute.) The grand jury found probable cause of 34 violations in the first degree, and the trial jury found proof of these crimes beyond a reasonable doubt.

Myth: The prosecution didn’t tell Trump what he was charged with until closing argument, a violation of due process.

Response: While the indictment specified each of the checks, invoices, and ledger entries alleged to have been falsified, it did not specify which crime Trump allegedly concealed.  A  defendant is entitled to fair notice of the crime with which he is charged so that he can effectively defend himself at trial, but New York law does not require this level of specificity in the charging document. New York case law requires that the indictment allege only a general intent to conceal a crime, not an intent to conceal a specific crime.

Nonetheless, prosecutors provided this specificity in a prosecution filing in November 2023 , five months before his trial began. In that filing, prosecutors disclosed that the crimes they alleged Trump intended to conceal were violating state and federal campaign finance laws and violating state tax laws. The court rejected an additional basis offered by the prosecution, falsifying business records outside the Trump organization.

Myth: It was improper for a state prosecutor to charge a federal offense.

Response: The parties litigated this issue months before the trial and the court found that statutes outside of the laws of New York were proper bases to be considered “other crimes.” For example, case law has held that an offense under the New York statute prohibiting possession of a concealed weapon by a person who has been “previously convicted of any crime” may be proved by showing that the person was convicted of a crime in another state.

New York courts have also upheld the use of federal offenses as the predicate crimes in other cases involving the falsification of business records in the first degree, the very crime charged in Trump’s case.

Myth: Trump would not have been charged for a mere bookkeeping error if his name were anything other than Donald J. Trump.

Response: The Manhattan DA’s office has filed charges for falsification of business records 9,794 times since 2015. When announcing the charges, Bragg emphasized the importance of the integrity of business records in Manhattan, the “home to the country’s most significant business market.” He explained: “We cannot allow New York businesses to manipulate their records to cover up criminal conduct.” At the time of Trump’ s indictment, Bragg, had already filed 120 cases alleging violations of 175-10, all of them in the first degree based on the concealment or commission of another crime.

Myth: There is nothing illegal about paying hush money, and famous people do it all the time.

Response: Paying hush money itself is not a crime, but it is a crime to falsify business records. And it is a more serious crime to falsify business records with, as in this case, intent to conceal other crimes. These include violations of campaign finance laws, by accepting donations over the legal limit, and violations of tax laws, by inaccurately characterizing the payments as income.

Myth: The charges were filed after lengthy delay to interfere with Trump’s campaign for president.

Response: While prosecutors have discretion as to whether and when charges should be filed, there is no evidence that this case was brought to interfere with an election. In fact, the trial court found that the reason for the delay in bringing charges was partly Trump’s own doing.

In 2018, the case was being investigated by the U.S. Attorney’s Office for the Southern District of New York, which convicted Trump’s lawyer, Michael Cohen, for the same conduct, and referred to Trump in the charging document as “ Individual-1 .” For reasons unknown, federal prosecutors during the Trump Administration did not bring charges against Trump. Once federal prosecutors closed their investigation, Bragg’s predecessor, Cyrus Vance, Jr., started this investigation, but was delayed by Trump’s prolonged challenges to grand jury subpoenas for his financial records, taking his objections all the way to the U.S. Supreme Court .

When Vance retired and Bragg was elected, Bragg insisted on reviewing the evidence before deciding whether to continue with the case. Ultimately, he decided to go forward. All of these factors contributed to the delay.

Myth: Justice Juan Merchan was biased because of his $35 financial contribution to Joe Biden and because of his daughter’s work as a democratic political consultant.

Response: Justice Merchan sought an opinion from the New York Advisory Committee on Judicial Ethics , regarding both of these issues, and received an opinion that he need not recuse himself from the case. The finding of Trump’s guilt was made by a jury that Trump’s lawyers helped select.

Myth: Juan Merchan is a judge on the New York County Supreme Court.

Response: Merchan’s correct title is “justice,” even though he presides in one of New York’s trial courts, which are called the Supreme Court of each county. The state’s highest court is called, oddly enough, the New York Court of Appeals.

Myth: Justice Juan Merchan violated Trump’s rights to defend himself by refusing to permit him to call an expert witness.

Response: In Trump’s defense, he wanted to call Brad Smith, a former member of the Federal Election Commission, as an expert witness on federal election law. Expert witnesses are permitted to testify in trials to assist the jury in understanding facts about matters beyond ordinary understanding. Matters of law, in contrast, are for the judge to provide.

Justice Merchan did not prohibit Smith from testifying, but when he ruled that he could testify only about facts, and not law , Trump’s team decided not to call him as a witness. Contrary to this myth, Justice Merchan would have erred if he had permitted Trump to call an expert witness to testify about the law.

Myth: Justice Merchan violated Trump’s First Amendment rights to free speech and to testify in his own defense by imposing a gag order in the case.

Response: The gag order entered by Justice Merchan and upheld by the five-judge appeals division did not prevent Trump from testifying in his own defense, a right Merchan expressly explained to Trump in open court during the trial. Trump had every right to do so, and chose to instead exercise his right to remain silent at trial.

The gag order restricted the defense from making statements outside of court that targeted witnesses, jurors, staff and family members of the court and prosecution team, though not Justice Merchan or Bragg himself. The court of appeals found that the order properly protected witnesses and the fair administration of justice.  

Myth: The U.S. Supreme Court may intervene and overturn Trump’s conviction before the his sentencing on July 11, which is four days before the GOP convention.

Response: Trump may appeal his conviction after he is sentenced on July 11. The case could not go before the U.S. Supreme Court until he exhausts all of his appeals in the New York state court system, which likely will take more than a year. Then, Trump could ask the U.S. Supreme Court to review his case, but only for alleged errors applied to federal statutes or the U.S. Constitution, such as the due process clauses of the 5 th and 14 th Amendments.

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