The Dilemma of K-12 Education

Flaws, Reform, and the Future of America

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Overview

THIS ISSUE GUIDE WAS

PREPARED BY THE STUDENTS

Education is a topic of the utmost importance.

Literacy rates and test scores are often used in economic
studies as an indication of the progress of a given country.
According to the National Center for Education Statistics, 50.1
million students in the United States began K-12 education in

(LISTED BELOW ) OF CAS

138T, RHETORIC AND CIVIC
LIFE II, TAUGHT BY DR.
VEENA V. RAMAN AT PENN
STATE UNIVERSITY.

Fall 2015 (US Department of Education). Students who

INTRODUCTION

complete high school earn more on average than their

counterparts who do not complete secondary education (US
Department of Education).

DREW MYERS
NOAH YOSKOWITZ

Education systems in the United States were started

THEME 1

by religious organizations in the 17th Century while America

was still a colony. The first compulsory education law was
established in Massachusetts in 1851 (Historical
Timeline). Since that time, the structure of K-12 education
has evolved with the growth of economy. In the 20th century,

PREPARING FOR THE

WORKPLACE
JASMINE MANGAT
ROSALIE SOWERS

industrial expansion created a need for citizens that could

THEME 2

function in a factory setting, thus the education system was

crafted around this idea. Since this time, minimal reforms have
been made to the education system (Zhao).
The United States is a world leader in many respects,
but has seen as below average with regard to its education.
Although the K-12 enrollment numbers are large in the US,

FREEDOM AND INDIVIDUALITY

OF STUDENTS
SHANE HANESSEY
COLLEEN CONWAY
THEME 3

nearly two-thirds of eighth graders scored below proficient in

reading and math in 2011 (The Broad Foundation). In

EQUAL OPPORTUNITY IN THE

comparison to other nations, the US scores are near the

CLASSROOM

international mean, falling behind many countries education

systems like China, Japan, and Belgium (Woessmann). This
raises the questions: How can the United States improve its

DAN YOSIPOVITCH
ZACH W ATKINS

education program to compete with these nations? In what

CONCLUSION AND
OUTREACH

ways does our education need reform? What models have

proven most effective in increasing literacy and math
proficiency in youth? For most, there are three areas of focus
in education that are especially troubling.

NAKUL GROVER
SPENCER W ALLACE
AMOGH KIRAN

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STUDENTS GRADUATE UNPREPARED FOR THE WORKFORCE. As our nation looks to be the most efficient
producer of goods and services, it relies on an education system that can prepare citizens to do so. Many
Americans feel that the current education system is resulting in lost ground for the US in global
economic competition.

THE INDIVIDUAL IS NOT A FOCUS IN OUR EDUCATION. Current education systems focus on a broad scope
of knowledge that all students are required to learn. It is a known fact that every individual is better fit to
learn one subject over another based on their interests, so our education should cater to the individual
needs of each student to help all learn most effectively. The freedom of students to choose their own route
of education is something that must be addressed.

SOME STUDENTS ARE NOT GETTING THE SAME OPPORTUNITIES AS OTHERS. With the growth of private
and charter schooling options, many students from low-income areas are not being afforded the same
educational opportunities that the wealthy have. This problem of inequality is further emphasized by a
minority population that has access to a narrower scope of course selections in their respective school
districts.

These issues are only emphasized by recent controversies in attempted education reforms. The most well-known
of these reforms is the No
Child Left Behind Act of
2001. This document
required schools to assess
students and put forth
standards that must be met
by each student (Boyd).
This act created
responsibility for schools to
teach at a certain level or
risk losing federal funds. In
general, the act has led to
increased test scores and
improved teacher
accessibility, but has also
resulted in many schools in
low income areas losing a
great deal of funds thus
making it harder to teach
students. In addition to the NCBL act,
Common Core educational standards

FIGURE 1: REAL COST OF K-12 PUBLIC EDUCATION AND PERCENTAGE CHARGE

IN ACHIEVEMENT OF 17 YEAR OLDS

have also seen public debate because of its highly controversial method of standardizing education. As we envision

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the future of our K-12 educational systems, the various pros and cons of each option must be considered with great
weight. By doing so, an optimal solution of educational standards can be implemented.

THEME ONE
Preparing for the workplace
THE PRIORITY OF K-12 EDUCATION SHOULD BE TO PREPARE
STUDENTS TO BE SUCCESSFUL IN THE WORKPLACE AND HELP THE UNITED

STATES REGAIN ITS FOOTING IN THE GLOBAL ECONOMY. MANY AMERICANS

CURRENTLY BELIEVE THAT OUR EDUCATION SYSTEM IS DISCONNECTED FROM
THE WORKPLACE. ACCORDING TO A 2014 GALLUP REPORT, ONLY 17% OF

AMERICANS THINK THAT HIGH SCHOOL GRADUATES ARE PREPARED FOR THE
WORLD OF WORK (STATE OF AMERICAS SCHOOLS). FURTHERMORE,

AMERICAN STUDENTS ARE FALLING BEHIND STUDENTS IN OTHER

INDUSTRIALIZED COUNTRIES, PLACING ONLY 35TH IN MATH AND 27TH IN
SCIENCE OUT OF 64 COUNTRIES ON THE PROGRAM FOR INTERNATIONAL

STUDENT ASSESSMENT (KENT). IN ORDER TO BETTER PREPARE STUDENTS

FOR THE WORKPLACE AND REVITALIZE OUR 21ST CENTURY ECONOMY,

Competition and Achievement in the Classroom

IMPROVING STEM EDUCATION
As we enter the height of the information and technology era, it is critical that students have a strong
educational background in STEM fields so that they can meet the demands in these growing fields. According to
the U.S. Bureau of Labor Statistics, 16 of the 20 occupations with the largest expected growth in the coming
decade are STEM related (United States Department of Labor). Despite the evident need for STEM workers, the
current state of STEM education in the United States leaves much room for improvement. A recent report by a
National Research Council Committee states, Effective STEM instruction is the exception in the vast majority of
schools (Successful K-12 STEM Education). Currently, many American students receive little exposure to these
fields until they reach college, which needs to change if we want a high-performing American workforce.
Introductions to software, experimental design, logic, and other key STEM concepts can begin even in elementary
school. Young children should receive as much exposure to these fields as they do for English and social studies so

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that they can develop their interests early.

CURRENTLY, THE UNITED STATES EDUCATION SYSTEM,
PARTICULARLY AT THE HIGH SCHOOL LEVEL, IS DESIGNED TO
PREPARE STUDENTS FOR COLLEGE. HOWEVER, ONLY 66%
OF HIGH SCHOOL GRADUATES ENROLL IN COLLEGE THE

Increasing exposure at a young age will help

remove the stereotypes that STEM fields are
extremely challenging and only for the
brightest students. Obama is asking for $4.1

YEAR FOLLOWING GRADUATION, AND ACCORDING TO

billion to expand computer programming

A NEW

classes at all public schools to ensure that all

YORK TIMES ARTICLE, THAT PERCENTAGE HAS

BEEN DROPPING IN THE PAST FEW YEARS (NORRIS).

students have the opportunity to learn this

skill (Olorunnipa). Furthermore, a more

structured and focused curriculum plan needs to be developed for these subjects across grade levels. Students
should feel like the STEM content they are learning one year builds on and connects to what they have learned in
previous years.
INDIVIDUALIZE COURSEWORK BASED ON CAREER PLANS
Attending a college or university is not the best career decision for every student so high schools should
provide alternative tracks and options for some students. In fact, there is a high demand for trade school
graduates, but most high schools give their students little exposure to this option (Kavilanz). The concept of
vocational schooling is historically a European idea, well implemented in countries like Germany and Finland
(Bidwell). While it would be unrealistic to suggest that high school completely reform and adopt a full tracking
system, students should have more options to adjust their coursework based on their potential career plans. For
example, a student that intends to take over the family business once he/she finishes school does not necessarily
benefit from having to take pre-calculus and calculus math classes. A student like that would most likely be better
off with the option to take math classes that focus on finance and economics. Even for students who intend to go to
college, a track-like system could still offer benefits. Students who are interested in STEM fields should have the
option to take programming classes instead of the typically required foreign language classes. For high schools
that are located close to community colleges or trade schools, joint programs should be emphasized that allow
high school students to pursue specific fields of interest while meeting graduation requirements. Each student
should be ready and fully informed about choosing his or her career in high school. It is also important not to
pressure high school students to make career decisions too early because some options like trade schools do not
offer the same flexibility as typical undergraduate programs in changing your area of focus.
ENHANCE PRACTICAL SKILLS AND EXPERIENCES
There has been much debate on how the K-12 education system should balance practical skills with
theoretical knowledge. With the current emphasis on standardized testing, many students graduate high school
with inadequate communication and critical thinking skills. The AARP Foundation lists problem-solving, oral and
written communication, leadership, and creativity as some of the most important skills for potential employees to
have (What Skills). Schools and teachers need to revise their curriculum plans to emphasize the development of
these skills over rote memorization and test preparation. High school English classes should also devote time to
mock interviews and resume workshops so that students are more prepared to apply for jobs. Science classes could
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integrate more laboratory work and provide exposure to real laboratory environments and practices. Students
should also be encouraged to develop these skills outside of the classroom through real-world experiences. One
way to create students that are more prepared to succeed in the real world would be to expose them to more
workplace environments. Schools could coordinate with local businesses and nonprofit organizations to develop
workshops, internships, and jobs for high-school students that emphasize practical skills. Instead of making
students develop work-readiness on their own, schools should take the initiative and integrate these components
into their programs and curriculum. An important balance in integrating these experiences is not cutting back too
much on basic knowledge. The fundamentals are still required for standardized testing that is used in college
admissions and can impact the amount of funding a school receives.

EXAMPLES OF WHAT MIGHT BE DONE

POTENTIAL TRADE-OFFS

Improve STEM education through increased

funding in early exposure and the
development of rigorous and well-aligned
curriculum plans.

Students who are not interested in STEM

may fall behind. Budget cuts may need to be
made for other subject areas.

Increase exposure to alternatives to college,

such as trade school. Allow high school
students to tailor their classes based on their
career interests and skills.

Students may feel pressured to make career

decisions before they are ready. Not all
schools have the resources to implement
these types of programs.

Emphasize practical skills over book

knowledge and develop more real-world
experiences for students.

Students may not learn enough basic

knowledge to succeed on standardized tests
that influence school funding and college
admissions.

THEME TWO
Freedom and Individuality in the Classroom
Do we learn what we want to learn?

IN OUR EDUCATIONAL SYSTEM TODAY, A MAJORITY OF

TEACHERS FEEL AS THOUGH THEY AND THEIR STUDENTS
ARE CURRENTLY IN A HIGHLY REGULATED ENVIRONMENT
(PERCEIVED AUTONOMY) STUDENTS WOULD BENEFIT
FROM AN INDIVIDUALIZED LEARNING ENVIRONMENT IN
WHICH THEY CAN LEARN MATERIAL THAT INTERESTS THEM
AT THEIR OWN PACE.

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CURRENT SYSTEM
Our current educational
system utilizes a multitude
of standardized tests for the
evaluation of a students
education statewide and
nationally. In fact, from
kindergarten to the
completion of high school,
the average student takes
more than 60 standardized
tests during his education
(Bowman). This forces
FIGURE 2: AUTONOMY OF STUDENTS ACCORDING TO PUBLIC SCHOOL TEACHERS

teachers to ensure that each

student is learning the

material that they will be tested on so that their classrooms will meet or exceed the national average. One
example of this type of standardized learning approach that has been getting coverage in the media lately is the
Common Core State Standards program, which includes English-language arts and mathematics standards and
addresses all grades (K-12) (Existing Guidelines). The problem with this current system of standardized
education is that especially with younger grades, children develop at different rates in different areas and what
might be a fair assessment of progress for some children at some point in time will consequently be an unfair or
inaccurate assessment of progress or aptitude for others.

PROPOSAL FOR INDIVIDUALIZED APPROACH

One solution for this problem is to adjust our education system so that students can influence the
emphasis of the course material they learn and the pace at which they learn it. This will allow for students to learn
at the pace at which they are able, eliminating boredom from students who could learn faster and discouragement
or falling behind from those who need more time. With regard to students choosing the methods with which they
learn, studies have been shown that a student who designs and uses a good learning sequence will learn more
about the topic (Eiss). Additionally, students who are able to play to their strengths, so to speak, in the
classroom will prepare themselves for potential careers that utilize these strengths and interests in the professional
world.
To successfully implement this system, one would have to develop specific goals for each student and a
clear ways to evaluate their learning. This would likely be done by a teacher in conjunction with a
student. Students could be allowed to choose from a variety of educational tools, such as computers, iPads or
tablets, at-home observations, current events, or group work. These educational tools would have to be
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supplemented with some structured learning in order to ensure proper progress. This would take the form of
lectures and textbook material. This approach could be conducted with minimal changes to current school
facilities, but class sizes would have to be reduced so that teachers could maintain the necessary level of attention
towards each individual student and his or her learning approach.

EXAMPLES OF WHAT MIGHT BE DONE

POTENTIAL TRADE-OFFS

Eliminate standardized tests, come up with

individual assessments of educational progress.

Lack of a nationwide standards increases

the risk of falling behind national average
in subject areas.

Hire more teachers to lower class size, so that

instructors may spend more time with students
to develop student-specific learning sequences.

Hiring teachers will cost more money to

tax payers, and will put a strain on
existing educational facilities.

Allow students to work individually or in

groups to learn from a variety of source options,
including textbooks, multimedia references,
group work, etc.

Approved, information-rich source

options would have to be provided for the
student, which could be time-intensive to
procure.

THEME THREE
Equal Opportunity in the Classroom
Who gets more attention?

THE OPTION WE ARE FOCUSING ON INVOLVES THE CHANCE FOR EVERYONE IN AMERICA TO
RECEIVE A FAIR AND EQUAL CHANCE TO SUCCEED IN PRIMARY SCHOOL AND SET HIM OR HER
UP FOR SUCCEEDING IN COLLEGE. AS OF RIGHT NOW WHAT WE FIND IN THE EDUCATION
SYSTEM IS AN UNEVEN PLAYING FIELD FOR STUDENTS OF LOWER INCOMES, MINORITIES, AND
INNER CITY KIDS. THE CURRENT SYSTEM BASIS FUNDING OFF OF HOW WELL KIDS DO ON THE
STATE MANDATED TESTS, WHICH AT A GLANCE SEEMS FAIR AND BALANCED, BUT WHEN
LOOKING CLOSER ONE REALIZES THAT MOST FUNDING GOES TO SUBURBAN SCHOOLS WHERE
THE POPULATION IS A VAST MAJORITY WHITE AND HIGHER INCOME FAMILIES. (REVENUE

DECOMPOSITION)

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THE CURRENT SYSTEM

School funding is the
biggest problem in our current
system in that it affects their
technology level, the resources
available, extracurricular
activities offered, and
disadvantages teachers because
they do not have the ability to
provide for the students an
advanced education.
Underfunded schools are
disadvantaged in the realm of
standardized testing as well
because they lack the resources
available to get good test

FIGURE 3 REVENUE DECOMPOSITION (2009-11) OF ADVANTAGED AND

DISADVANTAGED SCHOOL DISTRICTS IN ILLINOIS.

scores. Good test scores in

turn increase funding from the
state. Higher income

communities are better funded because of the emphasis on school districts in suburbs rather than in the inner city
where emphasis is placed on (Disparities in District Funding) (See figure 2 below). Branching off standardized
testing one can see from looking at current models that the relationship between higher income families, who tend
to be white, and lower income families, who tend to be minorities, is that the higher income families have a better
opportunity to make better overall test scores since they can afford the expensive SAT and ACT booklets and
some of the similar classes in which a special instructor helps the kids, who can afford the class, receive higher test
scores on the ACT or SAT. Looking at the other side of school, more specifically extracurricular activities, one
would be able to see that these are used as an outlet for some for others because they simply love doing this
activity, whether it is sports, art, music, or even a book club. For young kids from impoverished areas these
activities mean everything, from the inner city kids who live in the area with the heaviest amount of gang activity
and these extracurricular activities keep them away from those type of activities and almost gives them a sense of
direction to the impoverished kids who live out in the country where they can achieve a sense of escape from
reality. Extracurriculars however are the first programs to be cut when a school lacks funding which in turn gives
most impoverished kids no where to turn except back to the streets.

LEVELING THE PLAYING FIELD

The increasing problem of the unequal levels of education have plagued the American school system for decades,
but there are some solutions to this problem. The emphasis on using standardized testing as a valid measure to
distribute funding as part of No Child Left Behind, should be eliminated. This is because not all pupils in every
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part of the US have the same chance of succeeding on standardized tests. Lower income areas most likely wont
score as well on tests. Therefore, they do not receive as much funding as their wealthy or middle class suburban
counterparts.

FIGURE 4: TOTAL PER-STUDENT EXPENSITURE VS. NUMER OF SCHOOL DISTRICTS

Another approach is to balance the funding for all schools regardless of district wealth. Its preposterous
that wealthy public school districts in areas with high taxes can afford laptops for all their students while other
low income districts nearby can barely afford textbooks. Leveling and matching the academic opportunities from
any socio-economic background will help in alleviating the huge academic disparities some areas face.
Leveling the playing field is also necessary in high schools pertaining to AP and IB programs. Schools
whose population are largely made up of a low socio-economic class are not able to have as many AP and IB
classes which make them look more competitive for college. Part of this problem stems from two reasons. Students
at an impoverished school lack the proper preparation for AP and IB classes and do not have as many AP or IB
class offerings. Had these students been given the same opportunities as kids in wealthy school districts colleges
would be much more willing to consider and accept their applications. With this change, Americans could see even
bigger shift than today of lower income students having the opportunity to go to college.

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EXAMPLES OF WHAT MIGHT BE DONE

POTENTIAL TRADE OFFS

Removing the part of No Child

Left Behind, in which schools
receive funding for their test
scores.

Schools are less motivated to improve their

students standardized test scores. Could lead to a
decrease in use of Standardized Testing.

Balance the funding for all schools

Hard to equally distribute money to school
in any school district, make sure systems and counties. The distribution could lead
all kids are given access to the
to corruption in school systems and improper
same technology and
distribution. There is an argument that if the
extracurricular activities as the
county or township pays the taxes for it they
other kids.
should be able to provide whatever they want. It
is not the national governments responsibility to
prioritize and balance education for each
individual district.
Level the playing field in the
aspects of IB and AP classes given
at impoverished schools, allow
students to take these courses so
that colleges look equally at both
rich and poor kids.

Students at impoverished schools still might not

be ready or able to take AP & IB classes. Also
maybe not every student is meant to go to
college. There is a possibility that colleges could
overcrowd which eventually could lead to a job
crisis.

CONCLUSION
K-12 education has been a
paramount aspect of the United States
CURRENTLY, THE UNITED STATES IS FACING SERIOUS
PROBLEMS IN REGARDS TO WORLD COMPETITION WITH OTHER
NATIONS, AND THIS STEMS FROM OUR EDUCATION SYSTEM.

COUNTRIES LIKE CHINA, INDIA, AND BELGIUM ARE MAKING LEAPS

AND BOUNDS AS WE SIT BACK AND STICK TO OUR OLD WAYS.

CHANGE IS NECESSARY. REFORM IS NEEDED.

education system since its manifestation

during the 17th century. The primary
education system has continually shown
a direct proportionality with the growth
of our nation and our economy, growing
bigger and bigger each year. More

students are being enrolled each year and more students are graduating high school each year. Throughout
American history, K-12 education has been key to our overall economic development and growth as a country.
Weve focused too much on the right way to do things. There is hardly any room for individualization, there is
hardly any room for creativity, and there is hardly any room for personal growth. Whats more, students are
graduating high school unprepared for the workforce. The United States is looking to take back its reign as having

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the leading economy in the world, but the lack of preparedness from high school graduates with respect to the
workforce is detrimental to the entire system. The gap between academically advanced students and those who
struggle academically continues to increase with the implementation of programs like AP and IB classes. This
proves difficult for all students to get the education they deserve, hurting their future and societys future in the
process.
How should K-12 education help mold the society that we want? This guide touches on three options to
consider, showcasing the benefits and trade-offs of each. Please keep in mind the myriad questions that come from
weighing these options. For instance, how important is K-12 to future society? What are the costs of changing a
system that we have had in place for so long?
School boards and school principals can work towards various goals, but a movement cannot occur
without support to back it. As we think about the role of K-12 education in the future of our country, it is vital to
share ideas with fellow citizens. This guide is intended to launch that exchange of ideas.
*

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*

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