A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer.
Like any other controversial topics, this one has no clear solutions since any choice will generate both pros and cons. We should therefore decide whether to adopt a nation-wide curriculum or allow each school to choose their own one up to environment the government or the country face. However, as the case of the United State, I believe it is more or less better to make some room for discretion schools can harness about their curricular, which will result in benefit higher than the opportunity cost.
First of all, prodigious students should experience special curriculum. Some would say that there is no clear boundary which decides one is a genius or not, and there is no reason, even if we can distinguish them, to treat them differently from ordinary people. Well, there is a method, and yes, there is a reason to treat them differently. Today in America there is highly elaborated measures which tell us one’s intellectual ability compared to their colleagues including the second generation IQ test. Also, specialists in various fields in the U. S. can check a candidate is truly talented or not with high accuracy by simply looking at their performances for a minute. These prodigies deserve special curricular and they need them; without appropriate intellectual stimulates, they will soon lose interests in education provided and waste the competence in vain. On the other hand, with properly designed education plans, they can develop the abilities much higher and grow as leaders in every single field of the nation. The unified, dull curriculum would cost these potential leaders.
Also, it is quite implausible to force a unified curriculum to all schools. This is not a matter of talented students, as mentioned above, but a matter of teachers and education institutes who want to grow their youth achieving their own education goals. The United States is a highly diversified country: there are various races, cultures, and religions than any other countries in the world. Hence an agreement over which goal people should aim when they teach children is seemingly impossible and costly. Even if the government forces a curriculum, there will be alternative education institutes, which are already prevalent today, refusing to follow it and going their own way. We see there are lots of religious alternative education institutes of Baptists, Presbyterians, Buddhists, and Islamics in the U. S. and they are quite successful in producing decent citizens.
Some might be worried about separation of the country; if each student learns different virtue, history, ideas, there will be more conflicts over the country for any given agenda, which will cost tremendously. In some sense, this is true since there are already harsh controversies over the debatable issues in the country, and it seems very hard to fetch them in to an agreement. However, we should not that conflicts and arguments are essential to any democratic society. Indeed, there are, and have been, countries where people share a single notion and perspective toward the world: the totalitarian countries like today’s North Korea; German and Japan in 1940s. What these countries end up with? They made conflicts with other countries, claiming their supremacy. From the history, we see that through allowing different perspectives and debates to survive we can avoid the risk of totalitarianism, which save a lot of costs and lives.
Though this is not a unique, dominant solution for the prompt, as far as I am concerned, we can benefit more from allowing different curricular rather than enforcing a single authorized education plan.
Grammar and spelling errors:
Line 1, column 356, Rule ID: LESS_COMPARATIVE[1]
Message: Non-standard use of the comparative or superlative. Did you mean 'less good'?
Suggestion: less good
...e United State, I believe it is more or less better to make some room for discretion school...
^^^^^^^^^^^
Line 5, column 396, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
... than any other countries in the world. Hence an agreement over which goal people sho...
^^^^^
Line 7, column 664, Rule ID: IN_1990s[1]
Message: The article is probably missing here: 'in the 1940s'.
Suggestion: in the 1940s
...ay's North Korea; German and Japan in 1940s. What these countries end up with? They...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, look, second, so, therefore, well, first of all, more or less, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 3056.0 2235.4752809 137% => OK
No of words: 586.0 442.535393258 132% => OK
Chars per words: 5.21501706485 5.05705443957 103% => OK
Fourth root words length: 4.92010537223 4.55969084622 108% => OK
Word Length SD: 2.84087411914 2.79657885939 102% => OK
Unique words: 319.0 215.323595506 148% => OK
Unique words percentage: 0.544368600683 0.4932671777 110% => OK
syllable_count: 952.2 704.065955056 135% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 6.24550561798 224% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 8.0 1.77640449438 450% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 55.3827931066 60.3974514979 92% => OK
Chars per sentence: 113.185185185 118.986275619 95% => OK
Words per sentence: 21.7037037037 23.4991977007 92% => OK
Discourse Markers: 4.37037037037 5.21951772744 84% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.153262185127 0.243740707755 63% => OK
Sentence topic coherence: 0.0400796865854 0.0831039109588 48% => OK
Sentence topic coherence SD: 0.0426870126157 0.0758088955206 56% => OK
Paragraph topic coherence: 0.0887314412607 0.150359130593 59% => OK
Paragraph topic coherence SD: 0.0228181275117 0.0667264976115 34% => 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: 14.0 14.1392134831 99% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 13.0 12.1639044944 107% => OK
dale_chall_readability_score: 8.61 8.38706741573 103% => OK
difficult_words: 146.0 100.480337079 145% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
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.