Do schools inhibit learning? It seems nowadays what is more important is the money factor of education. Take a look at how our schools try to earn more money: as according to good.is, the government has very little impact (versus state and local sources) on how much funding is given to schools, making a school in say, Lousiana, and another school in say, Washington, have very different “equalities” in education. Even in my own school, I am able to see that schools “require” students to do certain things, such as become certified in Adobe and Microsoft, so that the school gets more funding. Although it is not a bad thing to be certified, and in fact, it helps the student out too, I am just able to see the emphasis that is put on money.
Perhaps the way schools are run is questionable. Perhaps that is why, the subject of this post exists. Dropout Factories, which mean that the senior class is made up of less than sixty percent of the students that began high school there, as freshman. The interactive statistic, as given here, allows us to see that out of a sample population of 13,552 high schools, 1,700 of them are labeled as dropout factories. The top three states where this is applicable? South Carolina, Florida, and Nevada. The study then goes on to say that while some transferred to different schools, some dropped out, and they even checked for external factors, such as plant closures, which they found as not to blame for the low retention level.
In looking at the list view of the statistic, I find that my high school is on the drop out list with a retention rate of fifty percent. You may want to check out if your school has made the list.
As quoted from the “good.is” post that I referred to earlier, “According to NCLB regulations, the Department of Education has the right to withhold money from a school or district if it doesn’t meet annual standardized testing targets for reading and math. Cash-strapped schools in low-income areas can’t always afford to purchase the extra instructional materials and supplies they need to help catch kids up, so schools fall into a vicious cycle where they don’t meet targets, and are denied federal money, making it even harder to meet them the next year.”
Perhaps schools are inhibiting learning by setting too high a precedent for standardized testing. Perhaps money truly is a central factor of education, and perhaps many of the kids who create the schools we see as dropout factories were merely not given the opportunity to learn. Perhaps they were not given the opportunity to thrive as a part of their geographical and socioeconomical dispositions. None of which would be a minor’s fault.
Let’s reevaluate the education system. It is time for change.