Property Left Behind - Assignment Example

Education Introduction Disparity in education has contributed to the gap between the poor and the rich.The best way of solving inequality in the United States is to make quality education accessible to all people. Governments, educators, parents and all stakeholders have the responsible of ensuring that every child can access quality education irrespective of class or social status. Most children from poor family backgrounds always end up inheriting poverty from their family due to lack of education, which is essential in exposing individuals to opportunities. Dahl and Lance maintain that “Children growing up in poor families are likely to have adverse home environments or face other challenges that would continue to affect their development even if family income were to increase substantially” (1933). The authors argue that a good standard of living can only be attained through quality education. It is important for donor agencies, such as the USAID, to continue supporting educational programs in developing countries because it is through education that such nations will be able to rise above poverty and become prosperous (Dahl, and Lance 1930-1935). Education is vital for the growth and development of an individual into a responsible and independent person. Education is the only way of fostering socio-economic development. This paper shows the significance of education to the economic development of the United States. Education and economic development Education is responsible for stimulating growth and development in the society. It is, therefore, important for nations to invest heavily on the education sector, and make quality education accessible to all children and individuals. According to Hanson, “An enormous negative impact on the whole country’s economy will result due to failure of solving problems on educating individuals; since hundreds of thousands of individuals make up a big family in the country” (629). For instance, it has been documented that the economic development of many countries has been hindered by the failure to educate girls. Hanson says that “gender disparity in education, where girls are discriminated against, is a major hindrance in most developing countries” (631). Analysis conducted by one of the world’s largest aid and development organization showed that more than half of the developing countries have not educated their girls and boys. As a result, every year an estimated $92 billion is lost on economic growth of these countries (633). Research findings indicate that if a government devotes itself to increasing the number of girls receiving education, then it will have a positive effect on increasing a country’s per capita economic growth. Thus, a better environment is created for economic growth. In another direct scenario, China has millions of students, more than the acceptable number for enrollment, and the establishment of private universities to solve this problem is discouraged by the government (Hanson 630-633). Hanson postulates that the gap between the rich and the poor can be narrowed down by education, since it is capable of boosting a country’s Gross Domestic Product (GDP), leading to a huge positive impact on a country’s economic growth. The assumption by a new dataset, showing that education has a consistently positive and significant effect on a country’s economic development with solid evidence, has been proven successful by studies conducted by the International Institute for Applied Systems Analysis (IIASA) and the Vienna Institute of Demography (VID) (Jamison et, al 782). Hanson says that; “for a long-term economic construction, it is necessary to make education a priority” (638). Governments of developing countries often face tremendous problems in developing their economy due to lack of resources. In Singapore for instance, the economic growth was promoted due to the government’s attention to education, development of technology-intensive industries and high-tech industries (Hanson 640), hence pointing out the economic significance of education. Many governments in developing economies have introduced new measures to stimulate the local education systems in their countries. For instance, the Indian institute of technology was instituted by the Indian government with the aim of providing elite education. The policy of the country’s education system development and school mission is the ‘national aspiration, national perspectives and trends world-wide. According to Hanson, some policies such as adult education that is an initiation of the National Literacy Mission is designed for teaching illiterates between the age-group of 15 – 35 years (639). India’s policies, which pay attention to children’s academic education and lay emphasis on the other citizens’ practical education, are of vital significance for a country with a large population (Hanson 635-642). Great contribution to the development of a society and strength of a country’s economy and politics depends on education. The environment, population and culture are three aspects which can be used to examine the effects of education on society. Around the world, human activities are now widely accepted to be causing damage to the environment, but education can be used to improve environmental condition in many ways. New technology makes it possible to invent more environment-friendly products to protect our environment and ecological balance. New ways can also be invented to discover resources. Jamison and Dean say, “higher levels of education quality increase growth rates of national income” (771). High resource consumption in the U.S.A is due to a high income that results from higher education (Jamison and Dean 772-776). Racial prejudice, targeting the Latin and Black-Americans (African-Americans) has greatly hampered educational equality in America. As a result, these groups of people cannot access better jobs and live in poverty. The great impact of education on a population can be seen in two ways. Firstly, the decrease in size of population if a country pays attention to education. The decrease of the population in these countries makes it possible for everyone to get more resources. Quality education can only ensure quality population. Children can better protect themselves from the risks of HIV through the information they acquire from education. Morrissey and Winsler postulates that; “When economic resources are scarce, children face challenges at different levels which may impact their likelihood of attending school on time or at all” (749). The cultural competency brought about by education cannot be ignored. An individual can get a job easily after education, thus improving their personal motivation, mental behavior and lifestyle. Through education, people gain information in school and use it to develop their countries and families. At times, education may also be harmful to the development of a country, since nothing is exactly right or wrong; for instance, pollution in the U.S.A. To have a chance to earn more in the future and live better, children should have higher education (Morrissey & Winsler 748-752). The role of No Child Left behind (NCLB) Act in the United States education system No Child Left Behind is a law that was enacted in the U.S with the aim of improving the quality of education. The act seeks to raise the educational achievement of all students, as well as to bridge the gap between the low and the top performers. All schools, school districts and states under title one federal grant are covered by the legislation. According to Bogin and Nguyen-Hoang, “Title 1 grants play the role of providing funds for remedial education programs for the less fortunate children in public schools, as well as some private programs” (793). NCLB is also applicable to schools that are not entitled to grants. It covers all public schools in the U.S. According to the act, all schools that are run by the government should receive federal funding for the administration of a state-wide standardized test that is done annually by all students. This has made it possible for all students to take the same test under the same conditions (Bogin and Nguyen-Hoang 790-796). NCLB was instituted with the aim of making schools account for the education of poor and minority students. Despite the progress, the act has been blamed for putting more emphasis on test results leading to increased cases of cheating scandals in the education system. Jewel clearly brings out the critical angle of the law by citing the views of the critics concerning NCLB. He says that, “critics of the act have faulted the way in which the system rates schools” (62). The author believes the act has not been very effective in the improvement of education in public schools. Many high schools have continued to produce mixed results in the standardized tests, since the enactment of NCLB. It has been claimed that the standardized testing is highly flawed and biased. To worsen the matter, the shortage of teachers due to teacher qualifications has weakened the teaching force needed to increase the quality and accountability of education. Jewel says, “federal government has no constitutional right to engage in the education sector since its involvement is likely to erode of the role of both the local and state control on the education of children” (64) It is important to establish the benefits and the drawbacks of the NCLB act in order to come up with an amicable solution after weighting the two aspects (JEWELL 60-65). Bogin and Nguyen-Hoang postulate that “the inception of the NCLB act has been associated with some positive outcomes despite the drawbacks” (799). The author says that the positive impact of the legislation outweighs the negative impact. The legislation requires schools to pass an annual test that determines the level of improvement made by students over the fiscal year. The annual standardized tests are used to determine whether schools are in compliance with the set standards and targets. Incase schools fail to make the required improvements; they are faced with decreased funding and other punishments that aim to make them work harder in ensuring accountability. Whether the standards and goals set in the NCLB act are beneficial or harmful to the education system is a contentious matter that requires more research to establish factual evidence. Bogin and Nguyen-Hoang cite that, “the implementation of NCLB has had a negative and unintended effect on low-income neighborhoods” (800). The stakeholders responsible for education should ensure that quality education is accessible to each and every individual irrespective of their race, class, ethnicity and the income level. Basic education should be made affordable and mandatory to all (Bogin and Nguyen-Hoang 798-802). Equity in education One of the main core values in the United States of America is equity in education and opportunity. All the young people in America should have access to quality education irrespective of their social status, race, gender, disability and economic status. All students should be given the opportunity to learn and achieve. Education is the pathway to a thriving middle class for those who are capable of working hard. The national identity and the economic strength of the United States depend on education. Despite the importance of education in America, there are many students, particularly in the under-privileged communities and groups who do not have a robust access to quality education. Many young Americans cannot access high-quality pre-school, robust enrichment, good course offerings and affordable higher education. Equity is a formidable challenge in America (JEWELL 70-81). Other developed countries are improving faster in the education sector. As a result, many have successfully managed to close the achievement gap that has remained wide in U.S. There are many structural barriers that hinder the growth of education sector. The inequitable funding system is one of the main structural barriers that are denying many students, from under-served families, the access to quality education. The rate at which under-served students such as the racial minorities and low-income students attend and complete college is lower rates as compared to their peers. The rate of suspension, expulsion, and drop out is much higher among the under-privileged students. In addition, they lack access to strong teaching and challenging curriculum. The Obama administration recognizes these challenges and is committed to ensuring equality in education. The department of education has allocated more funds to support disabled and low-income students. The department is also enforcing civil rights laws and regulations with the aim of improving equity (Dahland Lance 1930-1947). These goals can be achieved by ensuring that more resources are channeled towards the education of both girls and boy child, in equal measure. Conclusion Education is a powerful means that can stimulate economic growth and development. Equal access to quality education should be made possible to everybody in order to reduce poverty and increase socio-economic responsibility of individuals in a country. A research on education is necessary to establish various parameters and factors that have an impact on the sector. An educated person is able to cater for the basic needs and make responsible choices in life. The impact of NCLB act on the quality and equity of education has been questioned by many scholars and stakeholders in the education sector. Sound policies and regulations are needed to ensure quality and equal access to education in the United States of America. Annotated Bibliography Bogin, Alexander, and Phuong Nguyen-Hoang. "Property Left Behind: An Unintended Consequence Of A No Child Left Behind Failing School Designation." Journal Of Regional Science 54.5 (2014): 788-805. Business Source Premier. Web. 16 Nov. 2014. This book brings out the impact of the No Child Left Behind Act in public schools in the United States of America. The act is playing a big role in the American education system since its inception despite some drawbacks. It mainly aims at attaining 100% proficiently for all categories of students in U.S by the end of 2014 Dahl, Gordon B, and Lance Lochner. "The Impact Of Family Income On Child Achievement: Evidence From The Earned Income Tax Credit." American Economic Review 102.5 (2012): 1927-1956. Business Source Premier. Web. 16 Nov. 2014. The authors of this book explain how the level of income of a family can have a huge impact on the educational achievement of a child. Families with a higher level of income can afford quality education, while poor families cannot. JEWELL, JODI WOOD. "Legislating Higher Education: Applying The Lessons Of No Child Left Behind To Post-Secondary Education Reformation Proposals." Idaho Law Review 50.1 (2014): 53-99. OmniFile Full Text Select (H.W. Wilson). Web. 16 Nov. 2014. The book discusses the No Child Left Behind Act in details by explaining how it was initiated, as well as its impact on the past, present and the future education of the American children. The authors clearly bring out the role of NCLB act in the U.S education system. Hanson, Mark. "Transnational Corporations As Educational Institutions For National Development: The Contrasting Cases Of Mexico And South Korea." Comparative Education Review 50.4 (2006): 625-650. Education Full Text (H.W. Wilson). Web. 16 Nov. 2014. This article points out that education has a significant impact on economic development and transnational corporation. Education has promoted the acceleration of economic development and the rise of transnational corporations among nations and multinational companies. Jamison, Eliot A., Dean T. Jamison, and Eric A. Hanushek. "The Effects Of Education Quality On Income Growth And Mortality Decline." Economics Of Education Review 26.6 (2007): 771-788. Business Source Premier. Web. 16 Nov. 2014. The authors indicate how the quality of education has an impact on the level of income of individuals, the growth and development of national economies and the mortality rate. Quality education is associated with increased job opportunities and better standard of living. The authors say that the income level of individuals is directly proportional to their level of education. Morrissey, Taryn W., Lindsey Hutchison, and Adam Winsler. "Family Income, School Attendance, And Academic Achievement In Elementary School." Developmental Psychology 50.3 (2014): 741-753. PsycARTICLES. Web. 16 Nov. 2014 This article is highlights the impact of the family income on the attendance and the educational achievement of a students. Children form low income families tend to attend school less frequent, and attain low academic achievements as compared to children form well off families. Works Cited Bogin, Alexander, and Phuong Nguyen-Hoang. "Property Left Behind: An Unintended Consequence Of A No Child Left Behind Failing School Designation." Journal Of Regional Science 54.5 (2014): 788-805. Business Source Premier. Web. 16 Nov. 2014. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=99219343&site=ehost-live Dahl, Gordon B, and Lance Lochner. "The Impact Of Family Income On Child Achievement: Evidence From The Earned Income Tax Credit." American Economic Review 102.5 (2012): 1927-1956. Business Source Premier. Web. 16 Nov. 2014. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=82237633&site=ehost-live JEWELL, JODI WOOD. "Legislating Higher Education: Applying The Lessons Of No Child Left Behind To Post-Secondary Education Reformation Proposals." Idaho Law Review 50.1 (2014): 53-99. OmniFile Full Text Select (H.W. Wilson). Web. 16 Nov. 2014. http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=93924749&site=ehost-live Hanson, Mark. "Transnational Corporations As Educational Institutions For National Development: The Contrasting Cases Of Mexico And South Korea." Comparative Education Review 50.4 (2006): 625-650. Education Full Text (H.W. Wilson). Web. 16 Nov. 2014. http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507929101&site=ehost-live Jamison, Eliot A., Dean T. Jamison, and Eric A. Hanushek. "The Effects Of Education Quality On Income Growth And Mortality Decline." Economics Of Education Review 26.6 (2007): 771-788. Business Source Premier. Web. 16 Nov. 2014. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27875508&site=ehost-live Morrissey, Taryn W., Lindsey Hutchison, and Adam Winsler. "Family Income, School Attendance, And Academic Achievement In Elementary School." Developmental Psychology 50.3 (2014): 741-753. PsycARTICLES. Web. 16 Nov. 2014 http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2013-27500-001&site=ehost-live Read More