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In the United States, education is provided in public and private schools and by individuals through homeschooling. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems and supervise, usually through a board of regents, state colleges, and universities. The bulk of the $1.3 trillion in funding comes from state and local governments, with federal funding accounting for about $260 billion in 2021 compared to around $200 billion in past years.
America's Promise Alliance is the nation's largest cross-sector alliance of nonprofit, community organizations, businesses, and government organizations dedicated to improving the lives of young people.
Social promotion is an educational practice in which a student is promoted to the next grade at the end of the school year, regardless of whether they have mastered the necessary material or attended school consistently. This practice typically applies to general education students, rather than those in special education. The main objective is to keep students with their peers by age, maintaining their intended social grouping. Social promotion is sometimes referred to as promotion based on seat time—the time the student spends in school. It is based on enrollment criteria for kindergarten, which often requires students to be 4 or 5 years old at the start of the school year, with the goal of allowing them to graduate from high school before turning 19.
English as a second or foreign language refers to the use of English by individuals whose native language is different, commonly among students learning to speak and write English. Variably known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a new language (ENL), these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency, encompassing both learning in English-speaking nations and abroad.
An alternative school is an educational establishment with a curriculum and methods that are nontraditional. Such schools offer a wide range of philosophies and teaching methods; some have political, scholarly, or philosophical orientations and foundings, while others are in response to a need for local or regional desire of diverse educational and vocational outcomes not necessarily fostered through mainstream or federally-regulated public schooling.
The No Child Left Behind Act of 2001 (NCLB) was a 2002 U.S. Act of Congress promoted by the presidency of George W. Bush. It reauthorized the Elementary and Secondary Education Act and included Title I provisions applying to disadvantaged students. It mandated standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. To receive federal school funding, states had to create and give assessments to all students at select grade levels.
Chicago Public Schools (CPS), officially classified as City of Chicago School District #299 for funding and districting reasons, in Chicago, Illinois, is the fourth-largest school district in the United States, after New York, Los Angeles, and Miami-Dade County. For the 2023–24 school year, CPS reported overseeing 634 schools, including 477 elementary schools and 157 high schools; of which 514 were district-run, 111 were charter schools, 7 were contract schools and 2 were SAFE schools. The district serves 323,251 students. Chicago Public School students attend a particular school based on their area of residence, except for charter, magnet, and selective enrollment schools.
Richmond Public Schools is a public school district located in the independent city of Richmond, Virginia. It is occasionally described locally as Richmond City Public Schools to emphasize its connection to the independent city rather than the Richmond-Petersburg region at large or the rural Richmond County, Virginia.
Education in El Salvador is regulated by the country's Ministry of Education. El Salvador consists of the following levels of education:
Dropping out refers to leaving high school, college, university or another group for practical reasons, necessities, inability, apathy, or disillusionment with the system from which the individual in question leaves.
Pregnancy school is a type of school in the United States exclusively for pregnant girls. New York City, among other cities and states, opened a series of these schools in the 1960s and moved pregnant girls out of their regular high schools into these special schools. As of May 2007, the city is planning on shutting these schools down due to a history of low test scores and poor attendance.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources and those that can be accessed are so distant from these communities. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down into different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.
Native American politics remain divided over different issues such as assimilation, education, healthcare, and economic factors that affect reservations. As a multitude of nations living within the United States, the Native American peoples face conflicting opinions within their tribes, essentially those living on federally approved reservations. Interactions with the federal government and the overall American culture surrounding them influence day-to-day tribal life. Native American culture as a whole rests between the divide of the traditionalists and those who wish to trade the old ways for improved conditions.
Despite significant progress, education remains a challenge in Latin America. The region has made great progress in educational coverage; almost all children attend primary school and access to secondary education has increased considerably. Children complete on average two more years of schooling than their parents' generation. Most educational systems in the region have implemented various types of administrative and institutional reforms that have enabled reach for places and communities that had no access to education services in the early 90s.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while whites score lower than Asian Americans.
The United States Department of Education's measurement of the status dropout rate is the percentage of 16 to 24-year-olds who are not enrolled in school and have not earned a high school credential. This rate is different from the event dropout rate and related measures of the status completion and average freshman completion rates. The status high school dropout rate in 2009 was 8.1%. There are many risk factors for high school dropouts. These can be categorized into social and academic risk factors.
The Dropout Prevention Act – also known as: Title I, Part H, of No Child Left Behind – is responsible for establishing the school dropout prevention program under No Child Left Behind. This part of No Child Left Behind was created to provide schools with support for retention of all students and prevention of dropouts from the most at-risk youth. It is estimated that 2 million American students drop out of high school each year. The US Department of Education assesses the dropout rate by calculating the percentage of 16- to 24-year-olds who are not currently enrolled in school and who have not yet earned a high school credential. For example, the high school dropout rate of the United States in 2022 was 5.3%.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools. Educational inequality contributes to a number of broader problems in the United States, including income inequality and increasing prison populations. Educational inequalities in the United States are wide-ranging, and many potential solutions have been proposed to mitigate their impacts on students.
Educational inequality has existed in the Southeast Michigan area of the United States since the birth of institutional, urban schooling in the US. Inequality between lower and higher class districts have perpetuated divisions in educational opportunities and outcomes between Michigan communities, especially areas in and around Detroit, the state's largest city. According to a report by the Kerner Commission from 1967, "spending per pupil in Detroit suburbs was 27% greater than in the city and that spending since World War II had risen more in the suburbs than in the city. ." More recently, the economic decline of Detroit culminating in the 2013 Detroit bankruptcy has aggravated the educational tensions.
References
- ↑ "To Cut Failure Rate, Schools Shed Students" by Tamar Lewin and Jennifer Medina, New York Times. July 31, 2003.
- ↑ "Enrollment drops point to pushout effect", Catalyst, Voices of Chicago Educational Reform. June, 1999