American education reform has long been a subject of political debate; which has prevented the United States from taking effective action to improve the national education system. In order to change what is happening in public schools, one must look at the problems and potential solutions to these problems. This essay will be comprised of three components. I will reflect on the main goal of the education system, which is to further the advancement of special groups such as minority students. I then intend to explain why the racial and local achievement gaps are a cancer on the progression of American education, before delving into which reform plan will be best suited for a system in crisis. Without a clear focus on the welfare of special groups
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“ ...On average, the United States systematically assigns less experienced, less qualified, and probably less effective teachers to poorer students of color” (McKinsey 21). The socioeconomic inequality in America has led to low incentives for good teachers to work in poor, predominantly minority populated areas. This is because the school district budget is primarily funded by local taxes, meaning that impoverished areas have less money to contribute towards education. “...because of the unique nature of school finance systems in the United States, schools in poor neighborhoods tend to have far less funding per pupil than do schools in wealthier districts...” (21). This inequity creates a circle of poverty and low academic …show more content…
Beginning in underperforming districts will help meet the goal of improving the welfare of groups more effectively. One reason there is such a disparity in quality of teachers is the fact that the good teachers are drawn to wealthier districts. “Since teacher salaries are one of the biggest components of district cost structures, affluent districts routinely outbid poorer ones for the best teaching talent...” (McKinsey 21). I propose that the government increase teacher salaries if they work in low income schools, periodically offering bonuses or extra incentives to stay in the district. This will draw high performing teachers into low performing districts. "Moving from an average teacher to one at the eighty-fourth percentile of teacher quality...would close somewhere between one-quarter and one-third of the average gap in math achievement" (Hanushek 1). Teachers are the key to closing of the achievement gap and by expanding their education they will be more effective in teaching their students. New teachers should have a mentor, a professional with significant experience. These mentors must be teachers from “successful” school districts so the new teachers will be learning what it takes to teach effectively. The best way to measure effectiveness are evaluations performed by students, parents, other teachers, and principals four times a year. The idea of evaluation
“ ...On average, the United States systematically assigns less experienced, less qualified, and probably less effective teachers to poorer students of color” (McKinsey 21). The socioeconomic inequality in America has led to low incentives for good teachers to work in poor, predominantly minority populated areas. This is because the school district budget is primarily funded by local taxes, meaning that impoverished areas have less money to contribute towards education. “...because of the unique nature of school finance systems in the United States, schools in poor neighborhoods tend to have far less funding per pupil than do schools in wealthier districts...” (21). This inequity creates a circle of poverty and low academic …show more content…
Beginning in underperforming districts will help meet the goal of improving the welfare of groups more effectively. One reason there is such a disparity in quality of teachers is the fact that the good teachers are drawn to wealthier districts. “Since teacher salaries are one of the biggest components of district cost structures, affluent districts routinely outbid poorer ones for the best teaching talent...” (McKinsey 21). I propose that the government increase teacher salaries if they work in low income schools, periodically offering bonuses or extra incentives to stay in the district. This will draw high performing teachers into low performing districts. "Moving from an average teacher to one at the eighty-fourth percentile of teacher quality...would close somewhere between one-quarter and one-third of the average gap in math achievement" (Hanushek 1). Teachers are the key to closing of the achievement gap and by expanding their education they will be more effective in teaching their students. New teachers should have a mentor, a professional with significant experience. These mentors must be teachers from “successful” school districts so the new teachers will be learning what it takes to teach effectively. The best way to measure effectiveness are evaluations performed by students, parents, other teachers, and principals four times a year. The idea of evaluation