Some of the common Education problems:
There is no nationwide set of standards, and levels of achievement can vary greatly within a classroom or a school, and from school district to school district. Educators try to maintain as high a standard as possible while still serving the educational needs of an often diverse student body, which may include the underachieving, the average, the gifted, the non-English-speaking, the disabled, and the child with a behavior disorder.
Through the years, schools have taken on many new subjectsâ€”such as driver education, conservation, consumer educationâ€”without dropping old subjects. Critics argue that schools must relinquish subjects that can be learned as readily outside the school system. Since the 1970’s educators have revised the curriculum to reflect cultural diversity and eliminate sex bias in an attempt to make schoolwork relevant and engaging to the greatest number.
3. Teaching Methods:
Educators have long recognized that there is no one teaching method that fits all students. The traditional method of providing instruction to the class as a whole, for example, is more successful with some students than with others. Some students need a great deal of individual instruction, which the teacher often does not have the time to provide.
4. Availability of Opportunity:
Population shifts into already crowded cities and a mass exodus of middle-income families into suburbs have created great inequalities in the amount and kind of education available in various communities. De facto segregation (that caused by segregated housing patterns) creates school districts where children of impoverished backgrounds, both physical and cultural, attend schools with inadequate facilities and teachers whose time is spent largely in maintaining discipline. Discipline problems in many inner-city schools and some suburban schools are aggravated by the influence of street gangs and the use of drugs and carrying of weapons by the students.
5. Financing and Control:
Local, state, and federal governments are all concerned with education. In many states, because of unequal funding between rich and poor school districts, many educators call for less reliance on local funding and more on state government funding. Many critics of public education desire government financial support for private schools through the use of state-issued tuition vouchers. The vouchers are issued to parents, who redeem them at the school of their choice. Other critics favor a type of public school called a charter school. Charter schools are funded by the public school system, but do not have as many regulations as typical public schools. Instead, charter schools operate under a charter, or contract, in which the school’s educational goals are laid out, and the school’s success at meeting these goals is monitored by an officially designated body.
Opponents to vouchers and charter schools believe that they drain away money needed by public schools, which must still serve the students that private schools do not want. Some also oppose vouchers that would be used for parochial schools as a violation of the principle of separation of church and state. Advocates of charter schools believe such schools are more accountable for their performance and that they can more easily try new methods of instruction and administration.