The American education system and revisions to it is a hot current topic. Although it is often recognized that the standard of education in America is falling behind to many other countries, there are large disagreements on the revisions that should be made, especially when concidering governmental spending. One major change that could occur to not only the American system, but universally is the requirement for all school to install the same national curriculum until the collegiate level. Although enticing at first, an analysis of this idea's implimentation reveals that it would have stronger adverse effects to students' educational development.
Supporters of this idea would highlight it as a way of evening the playing field for all students entering college and combat differences in educational quality that depend of socioecomical factors. Their concerns over disparities between educational qualities are valid and it has been shown through many studies that students who come from higher social economic statuses has better access to higher standards of learning, which in turn, better prepares them for entering and succeeding in college. If a mandatory national curriculum were to be installed, it would ideally eliminate this factor and help lower classes advance through upward mobility.
However this vision is a utopian view. Even if a national curriculum was implemented, students of higher classes would still have access to private institutions that would prepare them with the necessary knowledge needed to advance themselves over other students. Instead of setting an even playing ground, this idea could and would put students that cannot access this private programs at a further disadvantage. This is because standardized curriculums often cater to the lowest common denominator in order to assure ever student is able to keep up with the lessons. Since this is the case, students who would usually be in higher level courses, such as in honors programs, AP classes, or specialized schools, would have to suffer in teachings that are far below their skill level, stifiling their development. This derailment of development will also effect students that are not in advanced programs, but still function at a higher level than what the national curriculum requires. As a result the large majority of the student population would not learn at their highest level, harming their development and the development of the country.
Continuing on the idea of specialized schools, the implimentation of a national curriculm would eliminate the flourishment of students with a hightened ability in a specific field such as the arts. Schools that specialize in the art would cease to exist, leaving artisitc students to suffer in standarized art courses, where they will not get the level of training they would at an arts school. This is especially true for students who rely on the public education system to develop their skills. In a normal arts porgram, that is in danger of budget cuts, the arts of the country would suffer, effecting the national culutre.
In conclusion although a national curriculm may seem like an effective method in providing all students with the same oppportunities to succeed, this is only an idealistic view and in reality a national curriculm would harm the majority of students. The idea would especially be malign to students in specialized programs, whether it be in accelerated educational programs or vocational schools such as arts school. Since so many students would suffer from such a program it would be completely irresponsible for a nation to implement a national curriculm.
Grammar and spelling errors:
Line 1, column 539, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...hough enticing at first, an analysis of this ideas implimentation reveals that it wo...
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Line 5, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...ses advance through upward mobility. However this vision is a utopian view. Even if ...
^^^^^^^
Line 5, column 855, Rule ID: AFFECT_EFFECT[7]
Message: Did you mean 'affect'?
Suggestion: affect
...his derailment of development will also effect students that are not in advanced progr...
^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, so, still, in conclusion, such as, all the same, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 24.0 12.4196629213 193% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 42.0 33.0505617978 127% => Less pronouns wanted
Preposition: 82.0 58.6224719101 140% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 3075.0 2235.4752809 138% => OK
No of words: 576.0 442.535393258 130% => OK
Chars per words: 5.33854166667 5.05705443957 106% => OK
Fourth root words length: 4.89897948557 4.55969084622 107% => OK
Word Length SD: 2.92064409274 2.79657885939 104% => OK
Unique words: 271.0 215.323595506 126% => OK
Unique words percentage: 0.470486111111 0.4932671777 95% => OK
syllable_count: 951.3 704.065955056 135% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 59.2572316358 60.3974514979 98% => OK
Chars per sentence: 146.428571429 118.986275619 123% => OK
Words per sentence: 27.4285714286 23.4991977007 117% => OK
Discourse Markers: 4.57142857143 5.21951772744 88% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.169176893549 0.243740707755 69% => OK
Sentence topic coherence: 0.0584180684999 0.0831039109588 70% => OK
Sentence topic coherence SD: 0.0457121455168 0.0758088955206 60% => OK
Paragraph topic coherence: 0.110348057543 0.150359130593 73% => OK
Paragraph topic coherence SD: 0.0230592940417 0.0667264976115 35% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.4 14.1392134831 123% => OK
flesch_reading_ease: 35.61 48.8420337079 73% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 13.99 12.1639044944 115% => OK
dale_chall_readability_score: 9.09 8.38706741573 108% => OK
difficult_words: 150.0 100.480337079 149% => OK
linsear_write_formula: 17.0 11.8971910112 143% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 17.0 11.7820224719 144% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.