What is a quality education in todays world? What should be taught? What makes a subject valuable and what makes it a bonus or frill? What are the requirements that make a subject actually relevant to a student's needs and what should be required of a student to gain certification they have acheived the minimum requirements and have "graduated".


As a side question; should passing grades be raised to the 75% level as a minimum and anything less simply be a failure?

It is hard for me to say what the total quality of education is in today's world. Most reports I have seen tend to put either Massachusetts or Connecticut near the top when it comes to public school education. From my worldly experience, I would generally concur with that assessment. But this will differ greatly depending on where you live.

As for subject value, I see it in simple black and white myself. If the subject will have real world value to the student, I would call it a necessity. I still don't understand why I ever had to take Geometry in high school, other than the simple uses I would have figured out myself, it had no help. And for those who argue the "way you think" side of Geometry, I find that to be a farce.

As for gaining certification, I like the idea Massachusetts and New York have, where you must pass a standardized test to achieve your diploma. I would apply this to private schools as well, something Massachusetts does not do.

I don't know if 75% is a good number to pass, but I think 60% is too low. At my high school it was 70%, which made sense to me.

Quality education in my opinion, isn't possessing "arcane" knowledge but rather knowing broad concepts and academics so as to allow the student to be able to relate solutions to any problem that presents itself to them in their life. However, knowing even this has proven a challenge to our nation's youth. The word "quality" entails exceptional, which can only be achieved with hard work, which our students are not receiving. I, being a high school senior in an atypical American school can tell you the atrocities against learning being conducted first hand. Work is no longer "graded" Grades called "completion grades" are assigned, which basically absolves the teacher from the responsibility of having to grade a paper.. You fill in something on a worksheet, you receive a hundred. This has led to grade inflation, which is only prevented with tests.. however, if you fail a test, you can simply show up to a tutorial, and redo a test with the teacher to receive a passing grade. Why study, when there's just an easy out? Hence, the dilemma in how passing high school can mean that you learn absolutely nothing. No one does homework anymore, for we all know that even though a "district policy" says that work turned in late in excess of three days cannot be accepted, most of us have learned that teachers take work 6 weeks after they're due, and give grades of 70's on them.. simply to pass us along in the system... If you're wondering how I can type this paragraph with few, grammatical errors after having such a lax schooling.. I assure you, it's self taught. If we as America are to have a respectable school system, we must reform the schools on the fundamental level, providing incentives for teachers who work harder... eliminating "grade inflation" And getting discipline back into the schools.




Mathematics and grammar are the two most fundamental tools for knowledge, and are always needed for inclusion in any school curriculum. I also think the school system should cater to the student more for what they wish to learn. Be it philosophy, astronomy, engineering, computer programming... Basically what I'm saying is that there is no "universal" programme that could be applied successfully to a body of students. The division of labor has been around for eons, and has been incorporated into the human psyche. We all, have peculiaralites unique to us that interest us. We only learn what interests us. Personally, I would have liked to taken a philosophy, pro-american history, Latin, Greek & roman history, psychology classes respectively.

All of these are excellent questions.

I am often confronted by what seems to be a mistaken view of utilitarianism in education. That it simply is meant to prepare one to be successful in the work force.

Now that I consider it that may well be the most dangerous myth in America, edging out assimilationism as a complete betrayal of the human spirit.

Education must be directed at helping the student to gain the will and the skills to lead a philosophical life. That is both a healthy respect for and the means to gather, the truth.

The means to support one's self flow naturally from this.

Courses which help students to better understand the many aspects of this world, especially as it relates to human society (not simply business, all of it) are valuable.

Of course we must enable students to provide for themselves, but that is hardly a beginning at leading a purposeful life.

Mathematics: especially algebra and calculus.

History: especially recent history.

Language: especially composition and a decent overview of literature.

Physical Education: practical diet and exercise information.

Philosophy: especially logic and an overview of value systems.

Sciences: biology, physics, and a passable knowledge of basic chemistry.

All of the above are essential.

I would also include the other arts.

Well, I'm not remotely sure what a quality education is, but I'm quite sure what it is not... What it is not is what we have around here where well under 50% of the 10th graders cannot pass the standardized state examination and the graduation rate for students in 4 years of high school is just above 50%. Of course, the state is investigating the school corporation on that one since they suspect some whoppers in calculating the actual graduation rate...

I'm not quite sure where the notion of a 70% pass rate being acceptable came from either. By my lights for a quality system to be successful you should see something like a first-try pass rate in the 90%+ range.