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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 strong political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.
Chicago Public Schools (CPS), officially classified as City of Chicago School District #299 for funding and districting reasons, in Chicago, Illinois, is the third largest school district in the United States. CPS is only smaller than Los Angeles Unified School District and the New York City Public Schools. For the 2020–2021 school year, CPS reported overseeing 638 schools, including 476 elementary schools and 162 high schools; of which 513 were district-run, 115 were charter schools, 9 were contract schools and 1 was a SAFE school. The district serves 340,658 students.
Dropping out means leaving high school, college, university or another group for practical reasons, necessities, inability, or disillusionment with the system from which the individual in question leaves.
Education in Armenia is held in particular esteem in Armenian culture. Education developed the fastest out of the social services, while health and welfare services attempted to maintain the basic state-planned structure of the Soviet era, following Armenia's independence in 1991. Today, Armenia is trying to implement a new vision for its higher education system while pursuing the goals of the European Higher Education Area. The Ministry of Education and Science oversees education in the country.
Literacy in India is a key for social-economic progress. The 2011 census, indicated a 2001–2011 literacy growth of 9.2%, which is slower than the growth seen during the previous decade. An old analytical 1990 study estimated that it would take until 2060 for India to achieve universal literacy at then-current rate of progress.
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.
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Mongolia's education system has undergone colossal changes in the 20th century. The education reforms during communist times were a stark break with traditional education that was often religious and esoteric. These reforms were modeled on Soviet education systems and greatly expanded access to education for Mongolian citizens. Among the changes was a transition from the traditional Mongolian script, from 1941 to 1946, to the Cyrillic alphabet. Literacy was greatly expanded as most of the population enjoyed free primary school. However, the move to democracy and free markets in the 1990s has had some negative impacts on education in Mongolia, though these setbacks have been ameliorated some by an improving economy and policy reforms. Many adults benefit from the non-formal distance education programmes sponsored by the government in conjunction with foreign NGOs. Today education in Mongolia is overseen by the Ministry of Education, Culture, and Science.
Educational inequality is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, 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. 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 in 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 of America, 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 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 receive 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 1.2 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 2008 was 8.1%.
Educational inequality refers to unequal access to education, and the unequal outcomes for students that result. The disparities present in academic access among students in the United States are the result of several factors including: government policies, school choice, family wealth, parenting style, implicit bias towards the race or ethnicity of the student, and the resources available to the student and their school. Educational inequality contributes to a number of broader problems in the United States, including income inequality and increasing prison populations.
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.
Schooling is compulsory for all children in the United States, but the age range for which school attendance is required varies from state to state. Some states allow students to leave school between 14 and 17 with parental permission, before finishing high school; other states require students to stay in school until age 18. Public (free) education is typically from kindergarten to grade 12. Children who do not comply with compulsory attendance laws without good cause are deemed to be truants, and they and their parents may be subject to various penalties under state law.
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