The Problem And Promise Of Common Core Essay Example

Common Core standards were put in place in order to set a minimum amount of knowledge and skills acquired by the students regardless of their state of origin. Its purpose is to eliminate the gap between top performers and bottom ones, and thus, in theory, the Common Core standards can be considered as a major component of the “great equalizer.” The reason is that it equalizes the education system across the nations, which pulls up the disadvantaged schools. However, policy enforcement was based on vigorous testing, and Koretz argues that reform policies led by tests are not plausible and should be put under reconsideration (as cited in Walsh, 2014). Therefore, the Common Core’s largest problem was implementation, which used incorrect and ineffective strategy. Putting a great deal of emphasis on test score results in the increased tension among educators and students, who are forced to focus on the limited knowledge that the given testing measures cover. In other words, tests are not ideal because they cannot measure all of the aspects that schools provide. Experts state that one cannot apply testing for everything because the latter does not assess all of the value that schools offer.

The main reason for the failure of the Common Core is the fact that the policy wants to set universal standards for students without standardizing the distribution of resources and educating the teachers. The thing that stood out in the article is its claim that the United States lacks a proper centralized system of distributing materials and training teachers (Goldstein, 2019). The primary reason is that one simply cannot expect that setting the Common Core standards alone without an effective and fair system of distribution of resources will help students become more competent.

References

Goldstein, D. (2019). ‘It just isn’t working’: PISA test scores cast doubt on U.S. education efforts. The New York Times. Web.

Walsh, B. (2014). The problem and promise of Common Core. Usable Knowledge. Web.

Attendance And Dropouts In Education

Introduction

Problematic absenteeism is connected with several factors, such as teenage pregnancy, life problems, mental issues, and some others. Having a decent education is vital to guarantee that the graduates have the best opportunities in their grown-up life. School or college attendance has always been mandatory, and it significantly impacts the final course grades. While most students choose to conform to the rules, the rest consider it should be optional. However, there were many cases when the attendance was the primary criterion for grading, and those who often skipped classes were expelled. Therefore, this paper aims to investigate why daily attendance is essential and why students who ignore the lessons should be expelled.

Main body

First, youngsters who miss classes are likely to have a bad performance and are exposed to being eliminated. It was examined that those who are often absent are likely to detain the level of their qualification for up to two years. It also implies that skipping courses can lower pupil’s reading, speaking, listening, and other related abilities, which are essential for studying. Those students who for some reasons dropped out of secondary school missed essentially more first-grade days than their companions, who later moved on from secondary school. The attendance rate is significant because people can succeed in class when studying according to the schedule. It is difficult for the teacher to present new material and progress if countless students are often missing. Even though they fall behind in studies, teenagers who do not attend school regularly are bound to run into difficulties with the law and cause problems to their communities.

Another reason for having school attendance controlled is that many students who neglect to go to the classes may cheat during the exams and graduate equally with those who attended. Such situations tend to occur annually, which means that schools have to take actions. Chronically absent students typically resort to cheating during final tests and exams, which leads to severe punishment. In addition, such behavior can cause serious troubles to the college or school they study in. Therefore, it is better to expel such irresponsible students before they cause any problems.

Furthermore, non-attendees tend to drag other students down, and their demeanor is disruptive towards many people, including teachers. Thus, they must be expelled from a school, university, or college so as not to harm anybody else. They are likely to get in school fights, truancy, arguments, and other inappropriate behavior forms. Moreover, if they cannot catch up with the rest of the group, they either mock or bully those who can. Therefore, expelling such students would be a good way to contemplate. Such policy would ensure that students are ready to attend classes and receive full-time education.

Considering all the aspects mentioned above, it seems reasonable to state that school’s and other educational institutions’ importance matters despite that many people prefer to ignore it. Students who miss lessons, regardless the duration of their absence, fail to get the most of the educational time in their classes that cannot be fulfilled another way. Missing classes should not be considered normal, and students who skip should be expelled. In addition, dragging other students down may be destructive for the school environment. Moreover, by acting this way, irresponsible students can deteriorate the school’s, university’s or college’s reputation. While a few exclusions are unavoidable, it is critical to have students in school to learn and follow the rules.

Fitzgerald’s “The Great Gatsby”: Gatsby’s Impossible Dream

Introduction

In The Great Gatsby, the story concerns a mysterious character named Jay Gatsby. He is exceptionally wealthy, hosting parties at his manor attended by many people, “few [of whom were] actually invited” (Fitzgerald, 1925, p. 45). No one seems to know how he came to be that rich, and his guests offer theories that he could be a bootlegger, or “a nephew to von Hindenburg” (Fitzgerald, 1925, p. 66). However, from his first appearance, the reader knows that his wealth is not enough to make him happy when the protagonist sees him stare longingly at a green light the bay (Fitzgerald, 1925). This light comes to symbolize his dream and desire for something.

Main body

As the reader comes to know more about Gatsby’s past, he or she comes to understand that he comes from a poor family and only became rich recently. His lavish parties and generosity are a way to ingratiate himself into New York’s high society. Furthermore, he bought his house specifically because it is near to that of his former lover, Daisy Buchanan’s, and her husband, Tom’s. Thus, his dream is to restore his relationship with her. Moreover, the narrator describes expands this dream to reliving the past when he describes Gatsby as “want[ing] to recover something, some idea of himself perhaps, that had gone into loving Daisy” (Fitzgerald, 1925, p. 118). The green light he was staring at in the beginning of the novel is the light at Buchanans’ house’s dock.

The three sides of Gatsby’s dream — relationship with Daisy, joining the high society, and reliving the past — become intertwined. In a critical confrontation with her husband, Tom, he puts the dream to words: “she only married [Tom] because [Gatsby] was poor” (Fitzgerald, 1925, p. 139). When Tom learns of the affair, it does not seem to concern him as much as the fact that his wife is having it with “Mr. Nobody from Nowhere” (Fitzgerald, 1925, p. 138). The conflict in this scene escalates as Tom compares the divide between rich and the poor to one between races (Fitzgerald, 1925). The thought of crossing either divide seems impossible and appalling to him, and Gatsby’s attempts to do so ridiculously: “I suppose you’ve got to make your house into a pigsty in order to have any friends” (Fitzgerald, 1925, p. 139). Thus, he explains that the class divide is not merely a matter of wealth, but of attitude, a certain quality that Jay lacks.

Conclusion

The novel proceeds to explore the necessary attitude, through Daisy’s actions. While driving with Gatsby, she runs over and kills her husband’s mistress. Although Gatsby intends to take the blame for the act since it was his car, which makes him the likely suspect, Daisy is ready to “retreat back into [her] money or [her] vast carelessness” (Fitzgerald, 1925, p. 191). Thus, the carelessness that comes with a wealthy upbringing seems to be the quality that defines the class divide that separates Gatsby from his would-be peers. His position, conversely, comes from a lack of carelessness: this quality would prevent him from becoming wealthy from bootlegging or maintaining his rich persona. Therefore, by pursuing entry into the wealthy elite of New York — and restoring his relationship with Daisy — he eradicated the very quality separating these elites from the rest. His dream was impossible because following it only pushed him away from what he wanted to become.

References

Fitzgerald, F. S. (1925). The Great Gatsby. Web.

Appendix A

  • “He’s a bootlegger”: who is Jay Gatsby?
  • “Want[ing] to recover something, some idea of himself perhaps”: Gatsby dreams of Daisy and high society.
  • “Mr. Nobody from Nowhere”: Daisy’s husband denies him entry to New York’s elites.
  • “Careless people”: why Gatsby’s dream is impossible.

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