Humanities
Moorpark College How Is Educational System Designed in Terms of Structures Discussion

Moorpark College

Question Description

I’m trying to learn for my Social Science class and I’m stuck. Can you help?

How is the educational system designed in terms of the structures it sets up students with (before they go to school, while in school/ incentives/ testing)? How do these differ across the different social strata?

It is essential that you cite your sources. Make sure that you do so from the required content only.

doesn't have to be long, maybe a paragraph and a half or two. use the following videos and articles. and only them.


https://www.businessinsider.com/symbols-of-the-new...



https://wonkhe.com/blogs/stopping-students-cheatin...

https://www.theguardian.com/society/2017/may/23/nu...

https://www.npr.org/sections/ed/2017/05/14/5255694...

https://www.theatlantic.com/education/archive/2017...

https://www.theatlantic.com/education/archive/2017...


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Entering College The College Dropout Boom Leonardt The College Dropout Boom The College Dropout Boom College Dropout has increased tremendously – 1/5 1960’s – 1/3 Today poor students – 8% high school grad. Many schools are accepting well off students → 66% The gap is widening The College Dropout Boom College Dropout has increased tremendously College degree → pay increase poor students Best colleges – 1/5 1960’s – 1/3 Today – 8% high school grad. Many schools are accepting well off students → 66% The gap is widening – $42K → no degree – $65K → w/ degree – upward mobility – upper middle and upper class students – parents read to children – must grad. from college Inherited meritocracy – Passed down from one generation to the next Few Breaks for the Needy Few Breaks for the Needy College admission – appear meritocratic – high SAT score Many poor students are discouraged in high schools – 8% grad → today – 11% in the 1990’s Elite college – fewer breaks for the disadvantaged – if SAT’s equal → better off → better chance of admittance Few Breaks for the Needy College admission – appear meritocratic – high SAT score Many poor students are discouraged in high schools – 8% grad → today – 11% in the 1990’s Elite college – fewer breaks for the disadvantaged – if SAT’s equal → better off → better chance of admittance http://pbs.twimg.com/media/BrKoRfrCQAAZMOj.jpg Few Breaks for the Needy College admission – appear meritocratic – high SAT score Many poor students are discouraged in high schools – 8% grad → today – 11% in the 1990’s Elite college – fewer breaks for the disadvantaged – if SAT’s equal → better off → better chance of admittance Few Breaks for the Needy College admission – appear meritocratic – high SAT score Many poor students are discouraged in high schools WHY? Too many poor students – lower reputation for colleges – SAT score drop – 8% grad → today – 11% in the 1990’s Dropping lower class students – Fewer breaks for the disadvantaged – If SAT’s equal → better off → better chance of admittance Limit admission to SAT score Elite college – increases college rank – High SAT= well off strata Few Breaks for the Needy Generous financial aid – Higher tuition for those who don’t qualify High tuition → lower ranking – Difficult to attract alumni’s children Attract well off students – No increase in low income students WHY? Too many poor students – lower reputation for colleges – SAT score drop Dropping lower class students – increases college rank Limit admission to SAT score – High SAT= well off strata College and the “marketplace of ideas” College and the “marketplace of ideas” Competition for jobs – College → access to jobs College → investment – Expected to be returned, w/ interest Universities have increased fees – High tuition fees – loans College and the “marketplace of ideas” Competition for jobs – College → access to jobs College → investment – Expected to be returned, w/ interest Universities have increased fees – High tuition fees – loans College → means to financial success Instrumentalized educ – Performance on tests – Not mastery course taken → how impressive they sound Business majors doubled – 73% → financially well off 39% → 1970 Literature majors dropped by half College and the “marketplace of ideas” College → means to financial success Instrumentalized educ – Performance on tests – Not mastery course taken → how impressive they sound Business majors doubled – 73% → financially well off 39% → 1970 Literature majors dropped by half College and the “marketplace of ideas” Literal market ideas Knowledge → money – Sold and bought College → means to financial success Instrumentalized educ – Performance on tests – Not mastery Course taken → how impressive they sound Business majors doubled – 73% → financially well off 39% → 1970 Literature majors dropped by half College and the “marketplace of ideas” Literal market ideas Knowledge → money – Sold and bought Many will look for ways to get the grade – Cheating 50% have cheated – The gifted more so – High powered schools Most intense pressure – Competition College → means to financial success Instrumentalized educ – Performance on tests – Not mastery Course taken → how impressive they sound Business majors doubled – 73% → financially well off 39% → 1970 Literature majors dropped by half College and the “marketplace of ideas” Literal market ideas Knowledge → money – Sold and bought Many will look for ways to get the grade – Cheating 50% have cheated – The gifted more so – High powered schools Most intense pressure – Competition The Value of Education and the Education of Value The Value of Education and the Education of Value Tests teach to view learning as instrumental – Primary purpose for learning →money The Value of Education and the Education of Value Tests teach to view learning as instrumental – Primary purpose for learning →money School should teach us reasonableness – Reason → power – Persuade others based on reason not money – We want others to agree w/ us – Because we are right – Conversation, not manipulation The Value of Education and the Education of Value Tests teach to view learning as instrumental – Primary purpose for learning →money School should teach us reasonableness – Reason → power – Persuade others based on reason not money – We want others to agree w/ us – Because we are right – Conversation, not manipulation Competitive individualism → market idea – Discourages conversation If point is to get what you want – manipulate to do so Join the drumbeat of market – dropped integrity – integrity for others https://twitter.com/conradhackett/status/ http://thesocietypages.org/socimages/2014/ 07/08/the-hidden-culprit-behind-risingtuition-wall-street-skim/ Arriving to School The Debasing of Education Barry Schwartz The Debasing of Education The Debasing of Education Most of us take education seriously Incentives →productive – Read a book →point Study: Children liked drawing w/ pens Some were confirmed of rewards – Others were not The Debasing of Education Most of us take education seriously Incentives → productive – Read a book →point Study: Children liked drawing w/ pens Some were confirmed of rewards – Others were not Award → not received – Less likely to draw – Spent less time – Less complex, creative w/o award →interest dropped The Debasing of Education Most of us take education seriously Incentives → productive – Read a book →point Study: Children liked drawing w/ pens Some were confirmed of rewards – Others were not Award → not received – Less likely to draw – Spent less time – Less complex, creative w/o award →interest dropped Students would read many books – The shorter the better – Big print Unable to remember what was in the book The Debasing of Education Turning play into work Excitement of education into work – Rewards → motivation → worse Affects process and product of education Award → not received – Less likely to draw – Spent less time – Less complex, creative w/o award →interest dropped – Difficult to achieve Instrumentalized educ. Ideology of market – Severe problems – Education= business Students would read many books – The shorter the better – Big print Unable to remember what was in the book Teachers and the Market Students, Motivation and the Market Students, Motivation and the Market Criticize unmotivated students Intrinsic motivation – Interest & enthusiasm Extrinsic motivation – Rewards, honors – Reading → work Students, Motivation and the Market Criticize unmotivated students Intrinsic motivation – Interest & enthusiasm Extrinsic motivation – Rewards, honors – Reading → work Young children→ natural drive to learn – learning is not work – motivation isn’t prob. Getting older Schools teach – learning is work, not play – book learning → reserved for school Kids learn – there’s school & there’s life – one has nothing to do with the other – learning stops, and fun begins when school is over Students, Motivation and the Market 3rd grade and on – – – – tests and grades learn and do well on tests learn just the material taught to the test Do as little work as possible – Left with a motivational vacuum Can’t afford to fail, can’t afford to experiment Experimentation depends on success – Cost of failure escalated Less informed and imaginative students Young children→ natural drive to learn – learning is not work – motivation isn’t prob. Getting older Schools teach – learning is work, not play – book learning → reserved for school Kids learn – there’s school & there’s life – one has nothing to do with the other – learning stops, and fun begins when school is over Teachers and the Market Teachers and the Market Teachers criticized – untalented – unmotivated How to get talented teachers? Teachers → salary Good teachers → better salary – offer incentives – pay to be a teacher Teachers and the Market Teachers criticized – untalented – unmotivated How to get talented teachers? Teachers → salary Good teachers → better salary – offer incentives – pay to be a teacher Paying teachers more – Not enough → better teachers Salary Increases – Attract those interested in money Teachers and the Market Teachers criticized – untalented – unmotivated How to get talented teachers? Teachers → salary Good teachers → better salary – offer incentives – pay to be a teacher Paying teachers more – Not enough → better teachers Salary Increases – Attract those interested in money Wrong direction Subjected to rules of market Hold standards – Teachers accountable for success of students – 50 million standardized tests annually Teachers and the Market Monetary incentives don’t make teachers dedicated – May work w teachers who are dedicated Teachers know of standardized tests – Teach students to pass – Not to learn – Not an index of what they’ve learned Performance may get better – Students may learn less Paying teachers more – Not enough → better teachers Salary Increases – Attract those interested in money Wrong direction Subjected to rules of market Hold standards – Teachers accountable for success of students – 50 million standardized tests annually Teachers and the Market Monetary incentives don’t make teachers dedicated – May work w/ teachers who are dedicated Teachers know of standardized tests – teach students to pass – not to learn – not an index of what they’ve learned Performance may get better – Students may learn less Tests don’t root out bad teachers – find ways to use test in their advantage – bad teachers look good – good teachers look bad Teaching the test → insurance policy – Lack of dedication Scoring well doesn’t serve students ...
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Running head: SOCIAL SCIENCE

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Social Science
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SOCIAL SCIENCE

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How is the educational system designed in terms of the structures it sets up students with
(before they go to school, while in school/ incentives/ testing)?
Before students go to school, the number of those to be enrolled in noted to ensure that
there are enough reading materials and furniture. It influences the effective allocation of teachers
in different schools and classes. The counseling services influence the designing of the education
system, where students should receive counseling on differ...

SajemTop (17086)
UCLA

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