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Reinventing the current american education standards for us students competition and productivity in

Challenging opportunity to serve clients daily on a tight schedule, developing up to five different products each day to meet individual needs, while adhering to multiple product specifications.

Adaptability helpful, since suppliers cannot always deliver goods on time, incumbent must arrange for own support services, and customers rarely know what they want. Ideal candidate will enjoy working in isolation from colleagues. This diversified position allows employee to exercise typing, clerical, law enforcement, and social work skills between assignments and after hours. Special nature of the work precludes amenities such as telephones or computers, but work has many intrinsic rewards.

Does this sound like a desirable profession? There is one thing missing from the description: The message is loud and clear: Secretary of Education Richard Riley commented in a recent speech, " His comments are directed to the general public, but the message is heard by educators around the country.

Comments like these from our political leaders make an already difficult profession even tougher. A survey of school personnel by The Horace Mann League listed the top ten factors judged to be most detrimental to the success of public schools McKay, The number one factor was, the negative perceptions about public educators. These views have a tremendous impact on schools. Defining the Issue One of the greatest issues facing educators today is the public's criticism of America's public schools.

Reinventing the current american education standards for us students competition and productivity in negative perception of public schools is leading to a decrease in public support evidenced in: The assumptions relating to the inadequacy of public schools tend to fall into three categories: Criticisms about the teaching force revolve around the aptitude of teachers and the effectiveness of teacher preparation programs.

The assumption is made that poor teachers are the result of poor training programs. The training programs are perceived as having low standards for acceptance, inadequate instruction, and limited application to practice.

A common lament is "we aren't getting the best of the brightest in the teaching profession. The impact of these words often cause permanent scars in the hearts of great educators and in the minds of the general public. Poor Return On Fiscal Expenditures. There is a perception that the money spent on education is not closely tied to positive student outcomes. People believe that public schools are ineffective despite being given a plethora of resources and reinventing the current american education standards for us students competition and productivity in.

In addition, the private sector is perceived as being better at managing schools and educating children than the bureaucratic public sector. The perception of student failure is further entrenched in the public's mind each time they hear that student achievement is falling below average and young adults are ill-prepared to enter the nation's workforce.

These perceptions cause many individuals in society to jump to one or both negative conclusions: Issue Context No issue emerges in isolation. The issue of the negative perception of public schools has a rich history and numerous forces impinging upon it.

It is the combination of these past and present influences that has made the issue of the negative perception of public education a hot topic in the legislative halls as well as the focus of many reinventing the current american education standards for us students competition and productivity in conversations" in America's homes.

Background of the Issue The reformation of public schools is not a new topic. It seems as though public schools have received intense scrutiny since their inception. Parents, professionals, students, educators, and the media have long criticized the quality of education delivered by America's public schools system.

With the dawn of the Information Age, it is now even easier to share information, and criticisms, with a wide audience on any topic. A trait common among people is a penchant for promulgating 'bad news', which makes it even easier to believe that American public schools are failing to educate our children.

The old journalism adage "if it doesn't bleed, it doesn't lead" often holds true, and has fostered the impression that public schools are in critical condition. Problems in schools are a guaranteed headline, but this is not new news.

Chapter 2. Diverse Teaching Strategies for Diverse Learners

Many people felt centralization would be the downfall of the educational system because it would eliminate professionalism. Then in the early 's, political corruption and the role of education made headlines. During this time, John Dewey was fighting to maintain the integrity of professional decision making by advocating that the heads of schools stay out of curricular decisions Murphy and Beck, The 's heralded a movement to decentralize schools and the concept of teachers' councils emerged as a way to empower local decision makers.

Public schools came under fire again when the space race began in the 's.

PARTICIPANTS IN THE WINGSPREAD ENHANCING ACADEMIC PRODUCTIVITY CONFERENCE, JUNE 1995:

Americans suddenly turned their attention toward global competition and pinned their hopes for dominance on public schools. Success was measured in terms of literacy rates, achievement test scores, high school graduation rates, and the professionalization of teachers. When Americans realized they were not first in every category, according to some measurement instrument, panic ensued.

Money poured into the educational system, and with more funding came a move toward centralized control. The 's bore witness to the concept of "community control" as local communities tried to reclaim their schools.

Chapter 2. Diverse Teaching Strategies for Diverse Learners

Then A Nation At Risk, a national report, was released in increasing the concern in America that our educational system was not doing enough to keep our students competitive. Once the Sandia Report was uncovered, it received limited circulation and attention. Today, people read that the achievement of the children in the United States is lower than that of children in other industrialized countries, that the SAT had to be re-centered with the average score being lower, and that technology is growing and our children do not understand how to use it.

Americans fear that their children will not be prepared to be competitive in the 21st century. The public's distrust of schools, and their willingness to believe the worst, has solidified into a perception so negative that any attempt to shed light on the subject is dismissed as educators' attempt to refute the 'facts'.

In part, the negative reinventing the current american education standards for us students competition and productivity in of public schools are so deeply entrenched in the American psyche that educators doubt their own effectiveness and believe the public schools are faltering. Forces Driving the Issue Every issue has forces driving it. Sometimes these forces are powerful enough to thrust the issue into the macro arena Mazzoni, This arena is essentially the 'public eye'.

Facing the Achievement Gap

Most issues, if important, will quickly garner support, call for action, and then quickly fade away. Never in history has one issue, the perceived decline of public education, had such staying power. What is driving this issue and maintaining its significance in the public eye? Intra-Individual Forces Some generalizations have already been made about human nature and our penchant for believing the worst and its application to perceptions about public education. There are other forces, however, that in conjunction with one another, function to perpetuate disillusionment.

One significant force is how 'facts' are selected for reporting and presented. Usually, there is a preconceived purpose for their selection and release. Depending upon the purpose of the organization disseminating the information, certain details may be glossed over or go unmentioned.

Often this leaves the public with only half the story, unaware that there is more information available. In education many 'facts' were released stating that education is in dire need of improvement.

In the past, disseminating negative information was a strategy used to elicit more funds for education. Many individuals would not like to admit they have been duped or are statistically ignorant. Not wanting to admit that they have been fooled, many policy makers and members of the reinventing the current american education standards for us students competition and productivity in public have a difficult time believing the positive information about public schools.

Therefore the release of additional statistics, revealing that most of our schools reinventing the current american education standards for us students competition and productivity in doing a good job educating the nation's children, is often viewed as propaganda. Core values also play a role in undermining positive perceptions of public schools. Most parents want the best for their children. Many Americans believe that private schools are able to deliver a better education to their children than public schools.

Democracy and Education in the United States

Private schools are perceived to have a safer environment, fewer students in the classroom and the school, better teachers, and more resources. In addition, Americans hold a deep cynicism toward anything that is controlled by the government.

These values, in conjunction with negative reports about public schools, work together to deride public education. Finally, fear plays a key role in affecting individual perceptions. Many parents are afraid that their children will not be well prepared to face the future, and the needs of the future are unknown. Americans value preparedness and the ability to compete on a global level, often using these ideals as measures of success. As parents make predictions about what the future holds for their children, they begin to wonder whether what their children are learning is well married to what they will need to know to compete in the 'real world'.

Reinventing the current american education standards for us students competition and productivity in potential mismatch adds to the perception that schools are not doing enough to educate our children.

Social Issues as a Force Societal forces are often ignored in discussions of American public schools.

Drugs, poverty, single parent families, two parent working families, a turbulent economy, variations in funding, an aging population, competition for resources, urbanization, prejudice, social intolerance, and changing demands in the workforce, all impinge upon our schools, and as a result, the schools reflect the turmoil in society. Take for example, the annual report by the Children's Defense Fund that stated that in there were The influence of such powerful social forces is evidenced in students misbehaving e.

None of these reinventing the current american education standards for us students competition and productivity in impinging upon education can be cured by raising standards, increasing professionalism, or requiring exit exams.

Most people would not expect schools to cure society's ills. Yet most people fail to see that schools are a reflection of the society at large. What happens in the community, affects the segment of the population that walks through the school's doors on a daily basis. When we speak of the public school's failures, the values and practices of American society must be included since it is society and not the schools which shape the health, familial, economic and social conditions of those children educated in America's public schools.

High standards are important, but what is needed to achieve these standards carries a high price tag: The 'Silver Bullet' as a Force People are searching for a 'cure' for the ills of education.

Often what has worked in one district gets promoted in other districts and other states. The promoters of these innovations frequently fail to recognize each community's unique attributes reinventing the current american education standards for us students competition and productivity in needs. The result becomes a piecemeal attempt to implement an innovation that is expensive, both financially and emotionally.

Unfortunately, these silver bullets seem to change every two to three years. This is not enough time to make a comprehensive change work. Usually it takes five years for the 'kinks' to be worked out and for people to become comfortable with an innovation.