The Educational Success of the United States Essay

Introduction

Today, in 2012, things are moving quicker than they were in the preceding decade of the twenty-first century; human ingenuity has led to astonishing accomplishments in all fields. As such, the United States has played a leadership role in all aspects of life, particularly in research and development. When discussing the United States’ role in research and development, it is impossible to disregard the fact that the country’s educational progress has been exemplary for the rest of the globe.

I wish to cast critical light on the educational accomplishments, policies, and landmarks of the United States. I will examine prior accomplishments with regard to K-12 education in particular. Schools are where the vast majority of American talent is honed, groomed, and prepared for the impending difficulties presented to an individual, the nation as a whole, and the entire world when viewed as a global village. At the conclusion of the article, I would like to tell the audience about future projections, analyses, recommendations, and proposals in the same field, highlighting any issues that require immediate attention.

K-12 and the National Science Foundation

The linkage of the National Science Foundation with the K-12 educational system was a significant achievement at the start of the twenty-first century. This approach was expected to have positive outcomes not only for graduates linked with this programme but also for readers in K-12 school systems. I’d like to examine a study in which Graduate Teaching Fellows were allocated to serve as resource individuals for K-12 science instructors.

The beginning of the twenty-first century had just begun. This initiative was created with the national perspective that hands-on, co-implementation, co-development, and inquiry-based science learning would be enhanced, paving the path for K-12 children to become future scientists. This study was conducted by Thompson et al. (2002) using a qualitative research approach, and data was gathered using interviews and survey questionnaires.

This study’s objective was to “assess the impact of participation in an NSF GK-12 programme on GTFs” (p. 1). The significance of these findings in relation to national concerns in the United States of America has always contributed to the country’s global leadership position in science and technology. The study discovered that the connection of scientific graduates with students helped the pupils. Additionally, this association helped scientific graduates as well.

For instance, they learned how to teach an inquiry-based science mentality to K-12 children, which was crucial for their future professions, despite the fact that it was rather stressful for both the grads and the actual teachers working in the K-12 system. According to the researchers, the primary issue was the existence of divergent viewpoints, which was not cause for concern. In a separate investigation, J. A. Borba (2002) pursued the desired consequence by promoting K-12 junior professors to the university level. It was another landmark related to the K-12 educational system, which was already the greatest in the nation.

Thus, the entire programme, as well as a number of programmes begun by our nation’s administration, was incredibly advantageous and has yielded significant outcomes as of 2012’s current date. There is a significant amount of growth in K-12 science education, which is projected to generate great American scientists who will always serve as global role models.

K-12 Instructors and Technology-Education

Concerning the United States’ high K-12 educational standards, a great deal is occurring at the beginning of the twenty-first century. The US government has made significant efforts to train K-12 teachers on how to integrate technology into K-12 classroom instruction in order to maintain higher levels of teaching and learning. Polselli (2002, p. 247) analysed the results of such a programme. The researcher conducted a pilot study in which the effectiveness of this plan was evaluated. The research yielded promising findings for K–12 teacher preparation in terms of technology integration.

The outcomes of the study indicated that such a training programme has overwhelmingly significant benefits for teachers and, subsequently, for all K–12 pupils in American educational institutions. The most impressive result of such a programme was that teachers were able to continue providing their students with high-quality instruction. They were more comfortable with technology-based instruction because this integration satisfied a number of their needs.

Moreover, online learning truly enhanced the experience of both teachers and students, which, firstly, “indicates improvement in teacher comfort level and self-perceived skills,” and secondly, “proved highly effective on the governmental front” because it occurred at the precise time when the US government decided to pass regulations mandating the integration of technology in K-12 schools for the benefit of both students and teachers.


In this context, Friedman (2006) investigated the results of a district’s use of a course website in K-12 education. The study revealed that teachers viewed this instructional method as advantageous for both their pupils and their own teaching experience. Although this programme was a bit challenging for K-12 teachers due to a lack of training, access to a website outside of school sites, and the inability of many students to access the course website from home, it laid a foundation for the future development of K-12 teachers planning and implementing their teaching lessons on the course website, which has proven to be very effective for US K-12 schools and a number of students.

Read About: An Essay on the American Education System and Cultural Literacy

Teaching and Leading for Educational Needs with Technology (TALENT) was implemented in 2000 as a follow-up to the Preparing Tomorrow’s Teachers to Use Technology Implementation Grant funded by the US government’s foresightful strategy. According to Sherry and Chiero (2004), this effort was highly successful in terms of the development and training of teachers.

This has ultimately led to positive outcomes for K-12 students. This programme involved a variety of resource experts, including university professors, academics, educator masters, and teacher trainers. It was a highly effective attempt since it quickly gained notoriety in the places where it was implemented. As a result, the programme was prolonged with the available money, and a great deal was accomplished during that time period, which will provide a significant educational advantage to the US government and national interests as a whole.

Arts in K-12

In the final decade of the 20th century, Bumgarner (p. 14, 1994) examined the implementation of arts education in K–12 schools in the United States. The author highlighted a number of amazing accomplishments that were evident in K-12 arts education policies. The Artist Residency and the Endowment’s Arts in Education Program were worthwhile projects that were conducted at that time in K-12 schools. The program’s objective was to produce talented poets from schools who would beautify the national scene via the production and recital of captivating poetry.

As a result of government initiatives such as The Artist Residency and the Endowment’s Arts in Education Program, the United States is endowed with a number of distinguished poets in the year 2012. In the next two or three decades, it is also anticipated that such programmes will reach a very high level and that K-12 children will be polished with great care so that they can continue to play a critical part in the formation of this nation.

However, Dustin et al. (2004, p. 51) emphasise that K-12 recreation and other similar activities have significant management and feasibility concerns. Back in 2004, they examined the recreation, dance, and other areas of K-12 schools and identified six facts that need quick attention from the government authorities. Their stipulation stated:

“(1) public school facilities are grossly underutilised; (2) the majority of a child’s life occurs outside the classroom; (3) park and recreation programmes effectively hook and hold children’s attention for educational purposes; (4) park and recreation professionals have substantial teaching and counselling experience; (5) park and recreation professionals understand the importance of educating the whole child; and (6) the synergistic possibilities are extensive” (Dustin et al., p. 51, 2004).

At this time, I can confidently assume that the conditions are unfavourable and comparable to Dustin at El in 2004. mentioned. The government must implement steps capable of resolving any difficulties raised by researchers at the time.

Conclusion and Suggestion

As this article has examined the advancements, achievements, and triumphs of the US government in K-12 education during the previous two or three decades, there is little doubt that a number of events occurred that paved the way for the nation’s success. There is no doubt that this nation will continue to excel internationally. However, we must address and control the issues that may pose a threat to our nation. One of these is the privatisation of K-12 education, which is deemed dangerous for us.

There were also some grave problems. For example, the private sector’s takeover of K-12 management was unsettling to all parties involved. Solomon (2003, p. 128) analysed the impact of privatising K-12 education and came to the conclusion that it was detrimental to the people of the United States, particularly those without the financial means to ‘purchase’ education.

The privatisation was viewed with scepticism and apprehension and raised concerns. According to my personal judgement, this will be a devastating blow to the national interest of the United States government and the entire nation. If this tendency continues, there is no question that education will only be available to those who can afford to purchase a product with so many “brands,” “labels,” and “price tags.” Those who cannot afford the luxury product of education will be adversely affected the most. Thus, the government of the United States must limit the possibility of privatising any K–12 educational institutions in any part of the country in order to bring solace to ordinary Americans who fear their bleak future.

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