A nation should require all of its students to study the same national curriculum until college.
It is important for school curricula to represent the aspirations of a student. Using a standardized curriculum for all students is akin to pigeonholing and can have deleterious consequences on the personal and professional growth of a student.
The large-scale resistance to standardized testing in large countries is well-documented. In a standardized test, a set of uniform yardsticks are used to assess the academic and intellectual faculties of a candidate, without taking into account one's congenital and acquired predispositions to a subject. For instance, a student who wishes to study liberal arts is forced to take advanced placement classes for calculus and trigonometry at the high school level to achieve a good score on the SAT's.
The reasons for my objection are twofold. Firstly, a uniform syllabus does not adequately represent the talents and idiosyncrasies of school going children. Bucketing people into a single assessment criterion leads to academic muzzling, which could greatly impinge a nation's volume and intensity of talent. When students with a creative predilection are pushed to study increasingly analytical subjects such as science and mathematics, it leads to an unrequited drop in enrollment and performance. In addition, a below-par performance also reflects poorly on the school's image.
Secondly, one has to take into account cultural predilections towards choosing high-school subjects. Sociological and statistical studies have shown us that certain communities are more likely to take up STEM (Science, Technology, Engineering and Management) courses and certain others take up vocational training courses post middle school. Having a homogenized curriculum curtails their freedom of choice and expression.
In continuing with my previous argument, one should also note that certain courses require sophisticated textbook, equipment and supplementary tutoring. Disadvantaged sections of the society might not be able to cope up with this additional financial burden. In a lachrymose example, minority students belonging to a public school in Arkansas were forced to withdraw from advanced placement classes when they were unable to purchase laptop computers for a programming course. Impelling marginalized communities to punch above their weight to buy school supplies is a tenuous proposition.
One should also understand that the American high-school system suffers from multiple issues. School teachers are overworked and underpaid. When a rapid foundational change in syllabi or curricula is enforced, it destabilizes an already emaciated system.
The school curriculum should also aid a student's transition from high school to university education. Typically, students are free to choose their major disciplines and auxiliary subjects in an university. To make a prudent career choice, a student should be aware of what his/her strengths and weaknesses are. If the student were to study a uniform national curriculum at school, he would not be in a position to make an informed decision regarding his career at the collegiate level.
Finally, a country prides itself on its diversity. As we traverse these great lands, we see a broad spectrum of economic, cultural and social attributes. It is only natural for us to assume that their educational requirements and cognitive requirements are similarly catholic. In my opinion, an educational policy maker in Washington DC will not be able to effectively capture the aspirations of a student in New Mexico or Alaska. The choice of school curriculum should therefore be left to respective state boards of education and the students. A nationalized curriculum be deeply counterproductive to our long-term objectives with regard to enrollment and performance.
Grammar and spelling errors:
Line 5, column 305, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'nations'' or 'nation's'?
Suggestion: nations'; nation's
...muzzling, which could greatly impinge a nations volume and intensity of talent. When st...
^^^^^^^
Line 9, column 334, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...students belonging to a public school in Arkansas were forced to withdraw from ad...
^^
Line 13, column 192, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...r disciplines and auxiliary subjects in an university. To make a prudent career ch...
^^
Transition Words or Phrases used:
also, but, finally, first, firstly, if, regarding, second, secondly, similarly, so, therefore, well, as to, for instance, in addition, such as, in my opinion, with regard to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 3238.0 2235.4752809 145% => OK
No of words: 569.0 442.535393258 129% => OK
Chars per words: 5.69068541301 5.05705443957 113% => OK
Fourth root words length: 4.88402711743 4.55969084622 107% => OK
Word Length SD: 3.31340706251 2.79657885939 118% => OK
Unique words: 319.0 215.323595506 148% => OK
Unique words percentage: 0.560632688928 0.4932671777 114% => OK
syllable_count: 1030.5 704.065955056 146% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 54.2551991514 60.3974514979 90% => OK
Chars per sentence: 111.655172414 118.986275619 94% => OK
Words per sentence: 19.6206896552 23.4991977007 83% => OK
Discourse Markers: 5.96551724138 5.21951772744 114% => OK
Paragraphs: 8.0 4.97078651685 161% => Less paragraphs wanted.
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.217835094642 0.243740707755 89% => OK
Sentence topic coherence: 0.050785963766 0.0831039109588 61% => OK
Sentence topic coherence SD: 0.0496437152341 0.0758088955206 65% => OK
Paragraph topic coherence: 0.0968317828437 0.150359130593 64% => OK
Paragraph topic coherence SD: 0.0630576423109 0.0667264976115 95% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 35.27 48.8420337079 72% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 15.72 12.1639044944 129% => OK
dale_chall_readability_score: 9.99 8.38706741573 119% => OK
difficult_words: 195.0 100.480337079 194% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.