The extent to which the American schools should be blamed for failing to equip students with essential math, science and language skills is interesting and debatable. Some argue that education system in schools is rigid and boring, while others argue that the students are lazy and uninterested. Likewise, many others argue that one or the other is fully responsible for students not possessing adequate math, science and language skills to compete in a global world economy. In reality, there exist problems with everyone including and surrounding the education system in America. Not only students should be blamed for being poor in math, science and language skills but also teachers, school system and political system should be equally blamed. In order for American students to be able to successfully compete with international students in a global world economy, everyone should take a responsibility to correct oneself and work hard.
Education system in American schools includes a boring and rigid curriculum that does not motivate students. Many considered it to be a “deadly routine and forced schooling, which includes six classes a day, five days a week, and nine months a year, for twelve years” (Gatto 153). The students are still using out-dated textbooks and are evaluated and differentiated on the basis of standardized testing and grading rules. “There is also shortage of teachers in America because of which schools are hiring teachers from other countries, including China, France and Hungary” (Moore 140). Also, some U.S. public schools have bad facilities such as inadequate buildings and no libraries (Moore 141, Kozol 244). In addition to this, political system in the U.S is also degrading the school systems.
Political leaders are mostly not interested in the schools and are not funding schools and libraries. But, on the other hand, they complain that schools are not equipping students with necessary skills to compete with other students internationally. These political leaders, instead of accepting their own faults, are blaming the teachers and students (Moore 142, Kozol 245). The other issue that political leaders ignore is the racial segregation that is seen in schools (Kozol 245). In some public schools, more than 90% of the students enrolled were either Black or Hispanic (Kozol 239). Segregation gives rise to the inequalities in the education system. Some schools offer poor education to students because they can only afford to pay poorly trained teachers.
Teachers, who are also the products of rigid school system just like the students, are bored and unmotivated. They lacked energy and were not interested in making efforts to change their boring teaching styles. There are some teachers who worked hard but mostly the teachers lacked inventiveness and had no idea how to encourage students to bring out their imaginations and intuitions (Rose 164). Some teachers don’t even seem to know their subject and are not interested to put any effort to learn it and teach the subject in a better way (Gatto 152). They say that students are only interested in grades and not interested in learning the subject.
Students, on the other hand, say that teachers are boring and their teaching does not make sense. In addition, students are lazy and are distracted by many elements such as parties, fraternities and other extra-curricular activities. Although, American students and Americans in general, are smart people, they spend their minds in learning unnecessary things. According to Gatto, Americans are geniuses and can answer obscure trivia questions at the rate of four seconds a question. But these students, who possess such intelligence, do not show interest in the numbers and are scared to learn subjects such as Algebra, Calculus etc. Even, if there are some students who are imaginative and wanting to learn beyond subject textbook, they are getting discouraged because of the boring teachers, rigid curriculum and political influences.
Political leaders ignore about the school systems, schools follow rigid curriculums, teachers say students are boring and lazy, and students say teachers are boring and poorly trained. The important question to think over is – Do we really need the school systems that are adversely affected by so many factors and people? Some people have become successful in their lives even without getting formal education from a school. Also, Malcolm says that one of the biggest problem with the colleges is there are two many distractions, and he himself became a successful individual learning on his own and without receiving any formal education.
Only few people like Malcolm can possess such a strong determination to learn on their own. It is not possible for everyone to achieve success without formal education. “Schooling” and “Success” are thought as synonyms by many (Gatto 154). So, school systems are needed for sure, but there is a definite need for some changes. Usage of out-dated textbooks must be stopped. New books with current affairs and interests must be included in the curriculum. The curriculum should include interesting subjects and students should have the option to select the subjects they like and are interested in. There should be some subjects that go beyond the textbook and classroom education in order to develop imaginativeness and inventiveness among the students. The curriculum must include at least one foreign language. Teachers should show interest in learning more and should make their teaching more interesting. They should try to follow methods that bring out the best from the students. In addition, students should not worry about the grades and should learn the subject. Finally, there should be no interference of any political force in the operation of the school systems beyond providing funding for educational related needs. These changes if implemented would definitely result in the better education system in the US, which can equip its students with necessary skills to compete successfully in the global world economy.
Works Cited
Colombo, Gary, Robert Cullen and Bonnie Lyle. Rereading America. Seventh Edition.
New York: Bedford/St. Martin’s, 2007.
Gatto, John Taylor. “Against School.” Colombo 152-161.
Kozol, Jonathan. “Still Separate, Still Unequal.” Colombo 239-256.
Malcolm X. “Learning to Read.” Colombo 210-219.
Moore Michael, “Idiot Nation.” Colombo 132-150.
Rose, Mike. “I Just Wanna Be Average.” Colombo 161-173.
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