State Curriculum and Standards for the State of South Carolina - Essay Example

Curriculum and Standards for the of South Carolina Compared and Contrasted to the of North Carolina The curriculum and standards in North and South Carolina are different because of historical and social development of these states. South Carolina developed so called "Academic Achievement Standards" while North Carolina uses the "Standard Course of Study'. The latest changes in the Standard Course of Study of North Carolina have been made in 2002. This document provides every content area a set of competencies for each grade and high school course. Standard Course of Study is aimed to ensure student academic performance standards that are uniform across the state. It is based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards. In South Carolina "Curriculum standards" has been changed into "Academic standards" came into force in 2004. This is a standards document aims to meet students and their parents expectations. In accordance with the South Carolina Educational Accountability Act of 1998, the purpose of academic standards is to provide the basis for the development of local curricula and statewide assessment. To some entent, these two documents are similar as they stipulate the basic standards nationally accepted. In North Carolina the Standard course of study include: Arts Education, Computer/ Technology Skills, English Language Arts, Guidance, Healthful Living, Information Skills, Mathematics, Second Languages, Science, Social Studies, Workforce Development, Dance and Music Education. The Curriculum of South Carolina include less subject covering only English, Foreign Language, Health and Safety, Mathematics, Physical Education, Science, Social Studies, Visual and Performing Arts fields. So, North and South Carolina have different set of subjects according to their state standards. It should be mentioned that today technological literacy is an integral part of a public school education. Whether or not access to multimedia computers and the Internet are realities for all students, state and national educational establishments, professional organizations and corporations recognize the immediacy of promoting appropriate integration of technology in K-12 classrooms. That is why in both states a particular attention is paid to technology standards for students and teachers which include: woven into curriculum standards, 1 unit of Computer Science required for graduation in South Carolina, and Computer-Technology Skills in North Carolina. For teachers the standards are the same for both state (ISTE foundation standards in State Technology Plan). Both of the states recognize four levels: 1 - Standard level; 2 - Knowledge and Skills level; 3 - Performance Descriptor level; 4 - Grade Level Example. The purpose of the North Carolina Standard Course of Study is to guarantee that all students have equal access to the same basic curriculum. If public education is an avenue to equal opportunity, high standards must be set for all students. The Standard Course of Study does not seek to prescribe how schools should organize themselves or how teachers should instruct. Rather, the curriculum sets standards against which schools and teachers may judge their success. In contrast to South Carolina pays more precise attention to the question how schools should organize themselves in order to help students to achieve their goals. The North Carolina ABCs Accountability Plan establishes performance standards which specify the level of proficiency a student must reach in order to have met specific content standards in specified subject areas. These performance standards are indicators of proficiency for those content areas that are tested. Today, however, the challenge of education is to prepare students for a rapidly changing world. According to standards adopted in South and North Carolina students should be prepared to: compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems. Students should have deep knowledge and skills to succeed in the international marketplace of today's information-based society. The aim of education is whether at work or in post-secondary study, students must be able to apply what they've learned from their years of schooling. In North Carolina standards require a minimum of: 4 credits in English; 3 credits in science; 3 credits in mathematics; 3 credits in social studies and 4 electives; 1 credit in Health/Physical Education. In South Carolina 4 credits in English; 2 credits in science; 3 credits in mathematics; 3 credits in social studies and 7 electives; 1 credit in Health/Physical Education. In North Carolina each curriculum is divided into courses. There may be one course per grade level (such as grade 3 English language arts); a course may cover multiple grade levels (such as grades 6-8 guidance); or a range of grade levels may have multiple courses such as the various courses for high school science or mathematics. The same system is adopted by the South Carolina education board. For instance, mathematics and science curriculums look like this: "3.4,5,6,7,8, 9-12 with an Exit Exam, Algebra 1; Grades 3-8 All 3 priorities; Grades 9-12 Survey / Priority only". Bear in mind the course system it is evident that South Carolina and North Carolina adopted similar patterns of curriculum which have different course length and content. The similarities are that they adopted nearly the same level of knowledge and skills for both teachers and students. These similar standards encourage the development of curriculum and instruction that make productive use of the literacy abilities. Also, it should be mentioned that the main difference in states' curriculums are found in social studies. In contrast to South Carolina North Carolina develops the English language development curriculum which is differently organized from the rest of the Standard Course of Study in order to meet a special needs of students. It is possible to conclude that North Carolina and South Carolina states' curriculum and standards differ, but both of them are developed to meet the need for an improved educational system to prepare students for the workplace and further education. Every year teams of educators in both states improve and implement curriculums in order to cover all the areas of personal and educational development of students. References 1. State Curriculum Programs and National Standards. 2005. Available at: http://www.teacher-access.com/State%20Curriculum.htm Read More