A nation should require all of its students to study the same national curriculum until they enter college.
I mostly agree with the idea that a nation should require all of its students to study the same national curriculum until they enter college. There are problems with this statement however. For example, in the United States, individual states are granted the power to control education as a part of states' rights. Although states are required to follow federal guidelines to ensure that the majority of the country's students are working towards similar educational levels, ultimately the states control school curriculum. Consider for example the Common Core, a set of federal guidelines that offer a kind of national curriculum. States are not required to follow these guidelines, and indeed many states have opted out of the Common Core in favor of creating their own state-specific curriculum.
Requiring students to study the same national curriculum certainly has benefits. For example, upon entering college, students who have all been exposed to the same curriculum are all on the same playing field. This can allow students from lower-income or underdeveloped areas to compete with more affluent students and school systems. There are risks to requiring a national curriculum however. Those students with more resources will have an easier time mastering the national curriculum, leaving underresourced students at a disadvantage. In addition, requiring a national curriculum undermines the importance of regional and specialized education. Students residing in different parts of a nation will necessarily require different kinds of education, as the history, literature, and cultures of a nation vary from region to region.
Of course, a nation needs its educated populace to have a common understanding of certain functions and ideas. Math, reading, and writing are necessary to include in any curriculum as are certain texts, ideas, ideologies and histories should be included. It is also important to understand the risks of not having a common national curriculum. Take for example the idea of American Exceptionalism. In some regions of the United States, the idea that the U.S. is unique from all other nations on earth and in this way superior to all other countries is explicit in that regions curriculum. There are few benefits to this kind of thinking and instead of promoting critical thinking and academic critique, these students are taught to believe one thing about their nation.
Requiring a national curriculum could certianly offset the manipulation of education practices that can hinder the ability of students to think for themselves. However, requriing a national curriculum could also curtail the original intent of education and the pursuit of knowledge, which of course is to discover new information or new ways of looking at the world. If a nation required all of its students to adhere to one national curriculum, originality, freedom of exploration of different kinds of knowledge, an understanding of the different ways to know would be limited. However, if a national curriculum were to be imbedded with curiousity, a requirement for students to think outside of the box, flexibility for teachers to direct their classrooms as they see fit according to the social, cultural and regional differences of their classrooms, then perhaps a national curriculum could be advantageous, even in such a vast country as the U.S.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-09-02 | banu.abdikadirova | 50 | view |
Grammar and spelling errors:
Line 5, column 570, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'regions'' or 'region's'?
Suggestion: regions'; region's
...all other countries is explicit in that regions curriculum. There are few benefits to t...
^^^^^^^
Line 7, column 953, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... even in such a vast country as the U.S.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, however, if, look, so, then, as to, for example, in addition, kind of, of course
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.6327345309 107% => OK
Auxiliary verbs: 10.0 12.9520958084 77% => OK
Conjunction : 14.0 11.1786427146 125% => OK
Relative clauses : 8.0 13.6137724551 59% => More relative clauses wanted.
Pronoun: 25.0 28.8173652695 87% => OK
Preposition: 81.0 55.5748502994 146% => OK
Nominalization: 12.0 16.3942115768 73% => OK
Performance on vocabulary words:
No of characters: 2876.0 2260.96107784 127% => OK
No of words: 528.0 441.139720559 120% => OK
Chars per words: 5.44696969697 5.12650576532 106% => OK
Fourth root words length: 4.79356345386 4.56307096286 105% => OK
Word Length SD: 3.00601058426 2.78398813304 108% => OK
Unique words: 247.0 204.123752495 121% => OK
Unique words percentage: 0.467803030303 0.468620217663 100% => OK
syllable_count: 922.5 705.55239521 131% => OK
avg_syllables_per_word: 1.7 1.59920159681 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.96107784431 101% => OK
Interrogative: 0.0 0.471057884232 0% => OK
Article: 5.0 8.76447105788 57% => OK
Subordination: 4.0 2.70958083832 148% => OK
Conjunction: 3.0 1.67365269461 179% => OK
Preposition: 5.0 4.22255489022 118% => OK
Performance on sentences:
How many sentences: 23.0 19.7664670659 116% => OK
Sentence length: 22.0 22.8473053892 96% => OK
Sentence length SD: 68.247575554 57.8364921388 118% => OK
Chars per sentence: 125.043478261 119.503703932 105% => OK
Words per sentence: 22.9565217391 23.324526521 98% => OK
Discourse Markers: 3.73913043478 5.70786347227 66% => OK
Paragraphs: 4.0 5.15768463074 78% => More paragraphs wanted.
Language errors: 2.0 5.25449101796 38% => OK
Sentences with positive sentiment : 16.0 8.20758483034 195% => OK
Sentences with negative sentiment : 3.0 6.88822355289 44% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.67664670659 86% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.53253815079 0.218282227539 244% => OK
Sentence topic coherence: 0.177945265471 0.0743258471296 239% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.174197940971 0.0701772020484 248% => The coherence between sentences is low.
Paragraph topic coherence: 0.338549439072 0.128457276422 264% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.0830035494246 0.0628817314937 132% => OK
Essay readability:
automated_readability_index: 15.7 14.3799401198 109% => OK
flesch_reading_ease: 40.69 48.3550499002 84% => OK
smog_index: 11.2 7.1628742515 156% => OK
flesch_kincaid_grade: 13.1 12.197005988 107% => OK
coleman_liau_index: 14.63 12.5979740519 116% => OK
dale_chall_readability_score: 8.59 8.32208582834 103% => OK
difficult_words: 129.0 98.500998004 131% => OK
linsear_write_formula: 12.0 12.3882235529 97% => OK
gunning_fog: 10.8 11.1389221557 97% => OK
text_standard: 11.0 11.9071856287 92% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6 -- The score is based on the average performance of 20,000 argument essays. This e-grader is not smart enough to check on arguments.
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.