High schools in America are not adequately preparing students for college and higher studies. Our small and scattered curriculums in high school vary from state to state and our adulation for students are two of the numerous factors that account for why international students coming to American colleges come better equipped to learn. In order to improve high school education, I propose for America to have a national curriculum, so that we are assured as coming out of high school knowing that our peers have gone through the same schooling and have learned the same things. This way, colleges will be able to convey the necessary changes to the national curriculum in years to come in order to provide a set and solid table of what to learn. My second idea for improvement to both high schools and all K-12 education is to cease to overpraise a student. By committing such an action, students find on in an early age that they have weaknesses and strengths, and that the only way to climb up the ladder of maturity is to utilize education to its fullest.
In order to improve American schooling as a whole, we must develop a national curriculum. Everything from the teacher’s salary to government spending on schools to what a student is learning everyday in school must be standardized. In this way, college professors do not have to issue special treatment for those who went to underperforming schools to learn. If we have one state teaching the civil rights movement for more than a month and another state require it to only be taught for a couple of days, then teachers and students cannot see the true reason for why our schools our underperforming. In order to eliminate all the confounding variables involved, we can standardize our curriculum and pinpoint the exact weaknesses of our system. For example, if we find that important topics from our history curriculum are missing, we as a nation can make an effort to change it. If we remain dismantled by state education systems with different values of state funding and different curriculums, then we will never be able to work together as a nation to improve the education system.
Secondly, we must make efforts to reduce the habit of extreme adulation. By telling a student that he has done commendable work at a C level, we are attenuating their personal goals and curriculum. High school students feel very prepared going into college after being told that they are the best of the best, but in truth they cannot even be compared to some of the international kids who take part in American Universities. For example, in India, education systems are very standardized and all of the children’s learning levels are put into perspective by their class ranking from the very start. With the parent’s motivation and knowledge that education is success in life, each and every student in an Indian class whether the worst student or the top ranked student will strive to be better. Each student will work at a meticulous pace in order to beat the person before him in the rank scale. In the end of the year, all the final ranks that are based on the final exams are posted in the yearbook for all families to see and comment. In turn, these students who work to reach their goal instead of seeing their goals being reached before them are the ones successful in college.
All in all, there can be many things done to improve high schools in America. Since the main purpose of high school is to get a student ready for college, we must focus our building a national curriculum in which all students learn the same way in the same conditions no matter what state the student is occupying. We must also limit our habits of overpraising a student’s small success and instead drag them into the real world to learn why America is revered as the land of opportunity. When these changes are made, American students will blend in as well as international students in college and our education system may not be as bad as it was before.