The United States may boast the highest-ranking universities in the world, but its primary and secondary education systems are failing to provide students with the necessary skills to become efficient and motivated employees. The excessive testing being enforced by the government has neither proven to be an effective manner of measuring intelligence nor a suitable aptitude test for college readiness. These ingrained examinations simply devour hours of useful teacher instruction that could instead be put towards impactful workplace skills, such as problem solving and critical thinking. In order to reform the currently-inadequate school system in the United States, unrestrained testing along with memorization of useless facts must be dropped from the curriculum, allowing time to open up for instruction on the aforementioned
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Bush signed a piece of legislature called the No Child Left Behind Act in order to make strides toward reforming schools. This act would serve to hold schools responsible for the failure of their students by measuring success with “adequate yearly progress,” or AYP; if a school not proven to have achieved AYP, a series of guidelines was implemented in order to assist improvement (Klein). Though NCLB initially had widespread support for its positive changes, the one-size-fits-all approach began having negative repercussions in the form of excessive standardized testing. More recently, the Common Core standards of education have further ingrained the teaching of unnecessary knowledge as preparation for enforced examinations into schooling by continuing to utilize the aforementioned one-size-fits-all approach. Overall, these pieces of legislation have one glaring similarity: the attempt to test the intelligence of students through examinations, a vast majority of which neglect to include skills that will be contribute towards success in the
Bush signed a piece of legislature called the No Child Left Behind Act in order to make strides toward reforming schools. This act would serve to hold schools responsible for the failure of their students by measuring success with “adequate yearly progress,” or AYP; if a school not proven to have achieved AYP, a series of guidelines was implemented in order to assist improvement (Klein). Though NCLB initially had widespread support for its positive changes, the one-size-fits-all approach began having negative repercussions in the form of excessive standardized testing. More recently, the Common Core standards of education have further ingrained the teaching of unnecessary knowledge as preparation for enforced examinations into schooling by continuing to utilize the aforementioned one-size-fits-all approach. Overall, these pieces of legislation have one glaring similarity: the attempt to test the intelligence of students through examinations, a vast majority of which neglect to include skills that will be contribute towards success in the