Future of Education

Topics: Education in the United States, Education, High school Pages: 30 (7714 words) Published: September 10, 2014

My Vision for the Future of Public Education:
All Students, Regardless of Social Status, Race, Gender, or Minority, Have Equal Opportunity to Pursue a High Quality Education

Western Governors University

Robbie Weaver
March 12, 2014

My Vision for the Future of Public Education: All Students, Regardless of Social Status, Race, Gender, or Minority, Have Equal Opportunity to Pursue a High Quality Education Equal Opportunity has been an important facet of our society in America, particularly since Martin Luther King, Jr. gave his well-known speech, “I have a dream,” to our nation on August 28, 1963 (Historybits: Exploring True History). There have been many social programs started in order to make changes in equal opportunities, such as cultural education, cross-culture discourse and the present-day, multi-culturalism. The majority of these social programs have been unsuccessful when one realizes that a vast amount of America’s youth have to attend schools that are overcrowded, short-staffed, and lack the basic necessities for successful learning (Kozol, 1991). My vision for public education is: Equality for All Students, regardless of their social status, race, gender, or minority.This essay will discuss the inequalities in education in the areas listed below: Teachers and Standards

Diversity and Inclusion
High Stakes Testing
Bilingual and ELL (English Learners)
Public Education Policies
My vision is equality for all of America’s youth in public education. Equality for all of America’s youth that is established in certainty and truth, not just a “dream.” In order to bring equal opportunity for our youth necessitates a financial plan. This financial plan would provide public schools with the necessary subsidy in government funding in which the dominant finances come from the local level, which is property tax that is imposed on all residential property owners and the business community (Hall). The school districts of poverty or lower paying districts generate a much lesser amount of subsidy for their schools than the schools that are located in the wealthier districts. The suggestion for equalizing government subsidy is to collect property taxes paid by the residents and business owners of each county under their state and evenly allocate the funds to each school according to the number of students that make up the student body. Schools that are located in the wealthier districts will receive less funding and will not have the means to purchase new computers or other technology as they have been accustomed to doing every two or three years. The schools that are located in districts poverty would now have the subsidy to purchase computers and other technology. This financial arrangement will at least provide all students in America’s school systems with access to the basic essentials needed for a successful education. The residents and business owners that are located in the wealthier districts will most likely be in opposition to this financial arrangement. Another barrier to this financial arrangement is that owners of residential property and business owners would have little financial and political strength for their voices to be heard (Kozol, 1991). Teachers and Standards

Policymakers, those in the teaching profession, and parents are in agreement that the solution to enhancing the education system in our nation is putting teachers that are extremely skilled and effective in every classroom. However, America continues to be in need of a viable set of standards and assessments that can provide with certainty that teachers, especially those teachers’ that are just beginning, are competently prepared for the teaching profession. Assessments of teacher performance, licensing, and certification can manifest and calculate the success teachers’ will have with students. Assessments for teachers’ will provide personnel with information, decisions, as well to being an influence in preparation,...
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