Education in the Global City

Part 01

National testing and Education

The main theme of the article discusses the relationship between the curriculum, instruction and evaluation to maintain the quality of education in US public schools. Proponents of higher teacher standards say the quality of teaching is uneven across the U.S., and that good teachers are especially lacking in poor urban and rural school districts where students often need the most help (Wildavsky p. 10). They say that because many teachers are not trained in the subjects that they teach, many students are learning from unqualified and incompetent instructors. They point out that nationwide, 36% of teachers in 1997 had neither a major nor a minor in the primary subject they taught, according to the Education Department.

However, opponents of teacher standards, including many teachers and some local teachers' unions, say forcing educators to take tests that prove their abilities is demeaning, especially for working teachers who have already earned state certification. Opponents say that instead of barring would-be teachers from the classroom because they do not meet set standards, schools should provide teachers with further training and mentoring once they begin teaching. They contend that states and districts should provide teachers with opportunities to continue their education and to improve their skills by entering advanced education programs or by working with experienced teachers (Wildavsky p. 11). Both proponents and critics of teacher standards say that another way to lure qualified teachers and to encourage quality teaching is to reward the best teachers with higher salaries.

In response to calls for stronger teacher standards, many states have set stricter requirements for teacher education and certification, and have implemented performance reviews for teachers already in the classroom (Welsh p. 15). Several states now reward outstanding teachers with higher salaries and provide incentives to encourage teachers to pursue advanced certification.

Teacher response to Policy Implementation

This article discusses the education policy and its implementation. The priority is to correct the effects of the social and economic inequalities in educational achievement, in schools and the most disadvantaged. At the 2011 school year, priority education includes schools, colleges and high schools for ambition, innovation and success (Lightning) and networks of academic success (RRS). This policy encourages the efforts of teams to innovate. The establishment of networks between colleges and schools promotes continuity of learning throughout compulsory education (Wellstone p. 98). These networks rely on local partners and ensure the consistency of activities undertaken in school time and outside school hours. In July 2005, the Minister gives both a general inspection work theme which deals with the contribution of education priority to equal opportunities for students. The November 2005 events accelerate the course of the study and to make inspections. A first step note that the recommendations largely based decisions to boost the educational priority of the end of the calendar year 2005.

No Child left behind and US education System

The article discusses the concern over the perceived lack of quality in the US public school system has led to a movement ...