The Educational Process
The Improving America’s Schools Act of 1993 was the largest contribution to the Kindergarten through grade 12 educational process by the federal government. This act was to ensure that all students in the United States would have the chance to develop the knowledge and skills necessary, which at one time was only offered to “top students.” Support was offered in an effort to make the national education goals a reality in every school, but especially for kids living in poverty. By using professional development, increasing the level of instruction and demanding accountability, and combining those concepts with high standards and federal money, teachers are able to help move all students towards a higher education.
The success or failure of this will make a world of difference. For the children it may mean the difference between finding doors open or closed to them as adults. For the nation it may affect economic prosperity, democracy and world leadership, or it might mean an overall decline in the US standard of living and influence around the world.
These actions have all been suggested before, yet experts feel that they may not have been specific enough; with not enough focus on delivering a good literacy program. This is one reason why organizations such as ESEA (Elementary and Secondary Education Act) have listed what they believe are the 5 most important educational areas.
The traditional add-on type programs are not powerful enough to succeed. Leadership and support for world literacy will help all communities to prosper; therefore, all families and schools must do everything they can to enable their children to reach higher levels of literacy standards.
Many experts agree that setting higher standards for all children is perhaps the most important educational area that needs to be addressed closely, followed by implementing improved methods of teaching, and making learning a priority. It is believed that the third step should be the government offering more flexibility that will stimulate local initiatives, combined with sharing responsibility for student performance. Communities, parents and students must work together in order to meet the higher educational goals and finally, more federal funds should go to the areas that need it most, namely in the poorer schools and communities.
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