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Fortunately, those trends will be disrupted by an enormous rate of change in curriculum design and information dissemination made possible by technological innovation. Whitehurst: Curriculum Then and Now In 2030 curriculum is at the fore of education rather than serving as it did 20 years ago in the shadow of reform efforts involving teacher performance, choice, standards and accountability, and school governance.
This essay argues that those place unreasonable cognitive demands on teachers and pose a formidable problem in American education. Chubb: Equality and Technology The achievement gap is not quite a thing of the past in 2030.
But African American students are now achieving at levels approaching those of white students in the late twentieth century.
Readers should note, however, that each essay is complete unto itself; they were not written to yield a single coherent model in which all the pieces fit neatly together.
Several cover overlapping territory (e.g., technology, which is apt to pervade our future), and others yield differing predictions about the same phenomenon (e.g., national standards and testing).
In these essays, members of the Hoover Institution's Task Force on K–12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in 2030.
What follows is necessarily speculative, and readers may judge portions to be wishful thinking or politically naïve.
But none of it is fanciful-we're not writing fiction here-and all of it, in the authors' views, is desirable.
That is to say, the changes outlined here would yield a more responsive, efficient, effective, nimble, and productive K-12 education system than we have today.
Private tutors are hired to shore up academic weaknesses, and schools offer Saturday workshops for remediation.
The nation has come to realize that more time devoted to learning leads to higher achievement.