Are Resources Necessary for Developing Career and College Readiness in Students?

As educators are obliged to uphold the standards aligned system (SAS) in Pennsylvania, preparing students requires a high level of instruction as career and college readiness are the standards, and that is without remediation (Act Inc, 2011). ACT examined the international competitiveness using the goal of the common core standards of career and college readiness standards. ACT performed an analysis while linking the PISA score to the U.S. career and college benchmark and found them to be equivalent, which places America’s benchmark on target for international readiness. Unfortunately, the results show the United States to place significantly below the college and career readiness benchmark while Shanghai China, Korea, Finland, and Hong Kong China all score significantly above college and career readiness benchmarks (ACT Inc., 2011).

 Teachers return to work this week in many cities of the U.S., as issues are often raised regarding adequate supplies in the classroom for sufficiently preparing American children for career and college readiness. Professional development focusing around creative approaches for teaching so often leave many teachers wanting because of the reality of not obtaining needed resources and supplies. For many teachers, personal financial sacrifices will have to be made, if their classrooms will run efficiently. Either the teacher will purchase the supplies, or plans for beginning the school year effectively will be squashed, as supplies are placed on the wish list. Something as simple as a projector and a quality speaker for playing music for appreciation of music from diverse cultures may need to wait until the next year. Ironically, America is said to be a wealthy nation where resources for education are readily available for all students.

 With all of the resources believed available for American students, why do American schools still remain lacking academically compared to students in so many other Countries? The 2012 Program for International Student Assessment (PISA) revealed that Americans are stagnant in education. The United States secretary for education “Arne Duncan” warned that the international tests for math and science showed that the educational problems do not only exist in poor communities and is not limited to certain places and groups (Hanushek, Peterson & Woessmann, 2014).

 This topic warranted exploration since so many have complained about being held to the common core standards. The standards are essentially what are used as the bases for constructing standardized tests. Because the matter is extremely consequential, I do not believe that concessions can be granted regarding the standards, as too much is at stake. Educational priorities must be set high so that American young people will be able to take their rightful place in this global economy. Determining not to effectively fund all schools will ultimately have detrimental effects on the nation. According to Woessman 2001, the amount of resources one has do not raise the performance levels of students as no systematic relationship exists, rather the policies of the school and the governing bodies which provide incentives for personnel will maximize performance of students. I wish to respond to that with an Old Testament passage that said “you are no longer to give the people straw to make brick, let them go and gather straw for themselves” (Exodus 5:7). How does one suppose Egyptian slaves felt when they no longer had the needed resources?

                                                                    References

 Act, Inc. (2011). Affirming the goal: Is college and career readiness an internationally competitive standard? Executive Summary. 4 (ED520012)

 Hanushek, E. A., Peterson, P. E., Woessman, Ludger (2014). U.S. Students from educated families lag in international tests. 14(4), 8-18, 11.

 Woessman, L. (2001) Why students in some countries do better. Education Matters. 1(2)