Education in the United States is provided mainly by government, with control and funding coming from three levels: federal, state, and local. School attendance is mandatory and nearly universal at the elementary and high school levels (often known outside the United States as the primary and secondary levels). At these levels, school curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardized testing decisions are usually made by state governments.
The ages for compulsory education vary by state, beginning at ages five to eight and ending at the ages of fourteen to eighteen.[2] A growing number of states are now requiring school attendance until the age of 18.
Students have the options of having their education held in public schools, private schools, or home school. In most public and private schools, education is divided into three levels: elementary school, junior high school (also often called middle school), and senior high school. In almost all schools at these levels, children are divided by age groups into grades, ranging from Kindergarten (followed by first grade) for the youngest children in elementary school, up to twelfth grade, which is the final year of high school. The exact age range of students in these grade levels varies slightly from area to area.
Post-secondary education, better known as "college" in the United States, is generally governed separately from the elementary and high school system, and is described in a separate section below.
In the year 2000, there were 76.6 million students enrolled in schools from kindergarten through graduate schools. Of these, 72 percent aged 12 to 17 were judged academically "on track" for their age (enrolled in school at or above grade level). Of those enrolled in compulsory education, 5.2 million (10.4 percent) were attending private schools. Among the country's adult population, over 85 percent have completed high school and 27 percent have received a bachelor's degree or higher. The average salary for college or university graduates is greater than $51,000, exceeding the national average of those without a high school diploma by more than $23,000, according to a 2005 study by the U.S. Census Bureau.[3]
The country has a reading literacy rate at 98% of the population over age 15,[4] while ranking below average in science and mathematics understanding.[5] The poor performance has pushed public and private efforts such as the No Child Left Behind Act. In addition, the ratio of college-educated adults entering the workforce to general population (33%) is slightly below the mean of other developed countries (35%)[6] and rate of participation of the labor force in continuing education is high.[7] A 2000s study by Jon Miller of Michigan State University concluded that "A slightly higher proportion of American adults qualify as scientifically literate than European or Japanese adults".[
Thursday, July 31, 2008
School grades
In the U.S. the first year of compulsory schooling begins with children at the age of five or six. Children are then placed in year groups known as grades, beginning with first grade and culminating in twelfth grade. The U.S. uses ordinal numbers for naming grades, unlike Canada and Australia where cardinal numbers are preferred. Thus, when asked what grade they are in, typical American children are more likely to say "first grade" rather than "Grade 1". Typical ages and grade groupings in public and private schools may be found through the U.S. Department of Education.[9] Many different variations exist across the country.
Preschool
There are no mandatory public prekindergarten or crèche programs in the United States. The federal government funds the Head Start preschool program for children of low-income families, but most families are on their own with regard to finding a preschool or childcare.
In the large cities, there are sometimes upper-class preschools catering to the children of the wealthy. Because some upper-class families see these schools as the first step toward the Ivy League, there are even counselors who specialize in assisting parents and their toddlers through the preschool admissions process.
In the large cities, there are sometimes upper-class preschools catering to the children of the wealthy. Because some upper-class families see these schools as the first step toward the Ivy League, there are even counselors who specialize in assisting parents and their toddlers through the preschool admissions process.
Elementary and secondary education
See also: Elementary education in the United States and Secondary education in the United States 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. Most children begin elementary education with kindergarten (usually five to six years old) and finish secondary education with twelfth grade (usually eighteen years old). In some cases, pupils may be promoted beyond the next regular grade. Some states allow students to leave school between 14-17 with parental permission, before finishing high school; other states require students to stay in school until age 18.[11]
Most parents send their children to either a public or private institution. According to government data, one-tenth of students are enrolled in private schools. Approximately 85% of students enter the public schools,[12] largely because they are "free" (tax burdens by school districts vary from area to area). Most students attend school for around six hours per day, and usually anywhere from 175 to 185 days per year. Most schools have a summer break period for about two and half months from June through August. This break is much longer than in many other nations. Originally, "summer vacation," as it is colloquially called, allowed students to participate in the harvest period during the summer. However, this is now relatively unnecessary and remains largely by tradition; it also has immense popular support.[citation needed]
Parents may also choose to educate their own children at home; 1.7% of children are educated in this manner.[12]
[edit] Elementary school A personification of knowledge as represented by a statue of an early school teacher in The American Adventure in the World Showcase pavilion of Walt Disney World's Epcot.Elementary school, also known as grade school or grammar school, is a school of kindergarten through fifth grade (sometimes, the first eight grades or up to fourth grade or sixth grade), where basic subjects are taught. Sometimes it includes kindergarten as well. Elementary school provides and often remain in one or two classrooms throughout the school day, with the exceptions of physical education ("P.E." or "gym"), music, and/or art classes. There are (as of 2001) about 3.6 million children in each grade in the United States.[13]
Typically, the curriculum within public elementary education is determined by individual school districts. The school district selects curriculum guides and textbooks that are reflective of a state's learning standards and benchmarks for a given grade level.[6] Learning Standards are the goals by which states and school districts must meet adequate yearly progress (AYP) as mandated by No Child Left Behind. This description of school governance is simplistic at best, however, and school systems vary widely not only in the way curricular decisions are made but in how teaching and learning takes place. Some states and/or school districts impose more top-down mandates than others. In many schools, teachers play a significant role in curriculum design and there are few top-down mandates. Curricular decisions within private schools are made differently than in public schools and in most cases without consideration for NCLB.
Public Elementary School teachers typically instruct between twenty and thirty students of diverse learning needs. A typical classroom will include children with identified special needs as listed in Individuals with Disabilities Act IDEA to those that are cognitively, athletically or artistically gifted. At times an individual school district identifies areas of need within the curriculum. Teachers and advisory administrators form committees to develop supplemental materials to support learning for diverse learners and identify enrichment for textbooks. Many school districts post information about the curriculum and supplemental materials on websites for public access. [7] Teachers receive a book to give to the students for each subject and brief overviews of what they are expected to teach.[14] In general, a student learns basic arithmetic and sometimes rudimentary algebra in mathematics, English proficiency (such as basic grammar, spelling, and vocabulary), and fundamentals of other subjects. Learning standards are identified for all areas of curriculum by individual States, including those for math, social studies, science, physical development, the fine arts as well as reading. [8] While the concept of State Learning standards has been around for some time, No Child Left Behind has mandated standards exist at the State level.
Elementary School teachers are trained with emphases on human cognitive and psychological development and the principles of curriculum development and instruction earning either a Bachelors or Masters Degree in Early Childhood and Elementary Education. The teaching of social studies and science are often underdeveloped in some elementary school programs and some attribute this to the fact that elementary school teachers are trained as generalists. However, teachers attribute this to the priority placed on developing reading, writing and math proficiency in the elementary grades and the amount of time needed to do so. Reading, writing and math proficiency greatly affect performance in social studies, science and other content areas. Certification standards for teachers are determined by individual States, with individual colleges and universities determining the rigor of the college education provided for future teachers. Some states require content area tests as well as instructional skills tests to be certified as a teacher within that state.[9] Social studies may include key events, documents, understandings, and concepts in American only, and in some programs, state or local history and geography; science varies widely. Most States have predetermined the number of minutes that will be taught within a given content area. As No Child Left Behind focuses on reading and math as primary targets for improvement, other instructional areas have received less attention. [10] There is much discussion within educational circles about the justification and impact of singularly focusing on reading and math as tested areas for improvement. [11]
[edit] Junior and senior high school Leonia Middle School, in Leonia, New JerseyJunior high school is any school intermediate between elementary school and senior high school. It usually includes seventh and eighth grade, and sometimes sixth or ninth grade. In some locations, junior high school includes ninth grade only, allowing students to adjust to a high school environment. Middle school is often used instead of junior high school when demographic factors increase the number of younger students.[15] At this time, students are given more independence as choosing their own classes. Usually, starting in ninth grade, grades become part of a student’s official transcript. Future employers or colleges may want to see steady improvement in grades and a good attendance record on the official transcript. Therefore, students are encouraged to take much more responsibility for their education.[citation needed]
Senior high school is a school attended after junior high school. High school is often used instead of senior high school and distinguished from junior high school.
[edit] Basic curricular structureGenerally, at the high school level, students take a broad variety of classes without special emphasis in any particular subject. Curricula vary widely in quality and rigidity; for example, some states consider 70 (on a 100-point scale) to be a passing grade, while others consider it to be as low as 60 or as high as 75.
The following are the typical minimum course sequences that one must take in order to obtain a high school diploma[citation needed]; they are not indicative of the necessary minimum courses or course rigor required for attending college in the United States:
Science (usually two years minimum, normally biology, chemistry) Mathematics (usually two years minimum, normally including algebra, geometry, algebra II, and/or precalculus/trigonometry) English (usually four years minimum, including literature, humanities, etc) Social Science (usually three years minimum, including various history, government/economics courses) Physical education (at least one year) Many states require a "health" course in which students learn about anatomy, nutrition, first aid, sexuality, and birth control. Anti-drug use programs are also usually part of health courses. In many cases, however, options are provided for students to "test out" or perform independent study in order to complete this requirement. Foreign language and some form of art education are also a mandatory part of the curriculum in some schools.
[edit] ElectivesMany high schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular school's financial resources and desired curriculum emphases.
Common types of electives include:
Visual arts (drawing, sculpture, painting, photography, film) Performing arts (drama, band, chorus, orchestra, dance) Technology education ("Shop"; woodworking, metalworking, automobile repair, robotics) Computers (word processing, programming, graphic design) Athletics (cross country, football, baseball, basketball, track and field, swimming, tennis, gymnastics, water polo, soccer, wrestling, cheerleading) Publishing (journalism/student newspaper, yearbook/annual, literary magazine) Foreign languages (Spanish, French are common; Chinese, Latin, Greek, German, Italian, and Japanese are less common)[16]
[edit] Advanced coursesMany high schools provide Advanced Placement (AP) or International Baccalaureate (IB) courses. These are special forms of honors classes where the curriculum is more challenging and lessons more aggressively paced than standard courses. AP or IB courses are usually taken during the 11th or 12th grade of high school.
Most post-secondary institutions take AP or IB exam results into consideration in the admissions process. Because AP and IB courses are intended to be the equivalent of the first year of college courses, post-secondary institutions may grant unit credit which enables students to graduate early. Other institutions use examinations for placement purposes only: students are exempted from introductory course work but may not receive credit towards a concentration, degree, or core requirement. Institutions vary in the selection of examinations they accept and the scores they require to grant credit or placement, with more elite institutions tending to accept fewer examinations and requiring higher scoring. The lack of AP, IB, and other advanced courses in impoverished inner-city high schools is often seen as a major cause of the greatly differing levels of post-secondary education these graduates go on to receive, compared with both public and private schools in wealthier neighborhoods.
Also, in states with well-developed community college systems, there are often mechanisms by which gifted students may seek permission from their school district to attend community college courses full time during the summer, and during the school year. The units earned this way can often be transferred to one's university, and can facilitate early graduation. Early college entrance programs are a step further, with students enrolling as freshmen at a younger-than-traditional age.
[edit] Home schoolingProponents of home education invoke parental responsibility and arguments for freedom from government intrusion. Few proponents advocate that homeschooling should be the dominant educational policy.[citation needed]
Most homeschooling advocates are wary of the established educational institutions for various reasons. Some are religious conservatives who see nonreligious education as contrary to their moral or religious systems, or who wish to add religious instruction to the educational curriculum (and who may be unable to afford a church-operated private school, or where the only available school may teach views contrary to those of the parents). Others feel that they can more effectively tailor a curriculum to suit an individual student’s academic strengths and weaknesses, especially those with singular needs or disabilities. Still others feel that the negative social pressures of schools (such as bullying, drugs, crime, and other school-related problems) are detrimental to a child’s proper development. Parents often form groups to help each other in the homeschooling process, and may even assign classes to different parents, similar to public and private schools.
Opposition to homeschooling comes from varied sources, including teachers' organizations and school districts. The National Education Association, the largest labor union in the United States, has been particularly vocal in the past.[17] Opponents' stated concerns fall into several broad categories, including fears of poor academic quality, loss of income for the schools, and religious or social extremism, or lack of socialization with others. At this time, over half of states have oversight into monitoring or measuring the academic progress of home schooled students, with all but ten requiring some form of notification to the state
Most parents send their children to either a public or private institution. According to government data, one-tenth of students are enrolled in private schools. Approximately 85% of students enter the public schools,[12] largely because they are "free" (tax burdens by school districts vary from area to area). Most students attend school for around six hours per day, and usually anywhere from 175 to 185 days per year. Most schools have a summer break period for about two and half months from June through August. This break is much longer than in many other nations. Originally, "summer vacation," as it is colloquially called, allowed students to participate in the harvest period during the summer. However, this is now relatively unnecessary and remains largely by tradition; it also has immense popular support.[citation needed]
Parents may also choose to educate their own children at home; 1.7% of children are educated in this manner.[12]
[edit] Elementary school A personification of knowledge as represented by a statue of an early school teacher in The American Adventure in the World Showcase pavilion of Walt Disney World's Epcot.Elementary school, also known as grade school or grammar school, is a school of kindergarten through fifth grade (sometimes, the first eight grades or up to fourth grade or sixth grade), where basic subjects are taught. Sometimes it includes kindergarten as well. Elementary school provides and often remain in one or two classrooms throughout the school day, with the exceptions of physical education ("P.E." or "gym"), music, and/or art classes. There are (as of 2001) about 3.6 million children in each grade in the United States.[13]
Typically, the curriculum within public elementary education is determined by individual school districts. The school district selects curriculum guides and textbooks that are reflective of a state's learning standards and benchmarks for a given grade level.[6] Learning Standards are the goals by which states and school districts must meet adequate yearly progress (AYP) as mandated by No Child Left Behind. This description of school governance is simplistic at best, however, and school systems vary widely not only in the way curricular decisions are made but in how teaching and learning takes place. Some states and/or school districts impose more top-down mandates than others. In many schools, teachers play a significant role in curriculum design and there are few top-down mandates. Curricular decisions within private schools are made differently than in public schools and in most cases without consideration for NCLB.
Public Elementary School teachers typically instruct between twenty and thirty students of diverse learning needs. A typical classroom will include children with identified special needs as listed in Individuals with Disabilities Act IDEA to those that are cognitively, athletically or artistically gifted. At times an individual school district identifies areas of need within the curriculum. Teachers and advisory administrators form committees to develop supplemental materials to support learning for diverse learners and identify enrichment for textbooks. Many school districts post information about the curriculum and supplemental materials on websites for public access. [7] Teachers receive a book to give to the students for each subject and brief overviews of what they are expected to teach.[14] In general, a student learns basic arithmetic and sometimes rudimentary algebra in mathematics, English proficiency (such as basic grammar, spelling, and vocabulary), and fundamentals of other subjects. Learning standards are identified for all areas of curriculum by individual States, including those for math, social studies, science, physical development, the fine arts as well as reading. [8] While the concept of State Learning standards has been around for some time, No Child Left Behind has mandated standards exist at the State level.
Elementary School teachers are trained with emphases on human cognitive and psychological development and the principles of curriculum development and instruction earning either a Bachelors or Masters Degree in Early Childhood and Elementary Education. The teaching of social studies and science are often underdeveloped in some elementary school programs and some attribute this to the fact that elementary school teachers are trained as generalists. However, teachers attribute this to the priority placed on developing reading, writing and math proficiency in the elementary grades and the amount of time needed to do so. Reading, writing and math proficiency greatly affect performance in social studies, science and other content areas. Certification standards for teachers are determined by individual States, with individual colleges and universities determining the rigor of the college education provided for future teachers. Some states require content area tests as well as instructional skills tests to be certified as a teacher within that state.[9] Social studies may include key events, documents, understandings, and concepts in American only, and in some programs, state or local history and geography; science varies widely. Most States have predetermined the number of minutes that will be taught within a given content area. As No Child Left Behind focuses on reading and math as primary targets for improvement, other instructional areas have received less attention. [10] There is much discussion within educational circles about the justification and impact of singularly focusing on reading and math as tested areas for improvement. [11]
[edit] Junior and senior high school Leonia Middle School, in Leonia, New JerseyJunior high school is any school intermediate between elementary school and senior high school. It usually includes seventh and eighth grade, and sometimes sixth or ninth grade. In some locations, junior high school includes ninth grade only, allowing students to adjust to a high school environment. Middle school is often used instead of junior high school when demographic factors increase the number of younger students.[15] At this time, students are given more independence as choosing their own classes. Usually, starting in ninth grade, grades become part of a student’s official transcript. Future employers or colleges may want to see steady improvement in grades and a good attendance record on the official transcript. Therefore, students are encouraged to take much more responsibility for their education.[citation needed]
Senior high school is a school attended after junior high school. High school is often used instead of senior high school and distinguished from junior high school.
[edit] Basic curricular structureGenerally, at the high school level, students take a broad variety of classes without special emphasis in any particular subject. Curricula vary widely in quality and rigidity; for example, some states consider 70 (on a 100-point scale) to be a passing grade, while others consider it to be as low as 60 or as high as 75.
The following are the typical minimum course sequences that one must take in order to obtain a high school diploma[citation needed]; they are not indicative of the necessary minimum courses or course rigor required for attending college in the United States:
Science (usually two years minimum, normally biology, chemistry) Mathematics (usually two years minimum, normally including algebra, geometry, algebra II, and/or precalculus/trigonometry) English (usually four years minimum, including literature, humanities, etc) Social Science (usually three years minimum, including various history, government/economics courses) Physical education (at least one year) Many states require a "health" course in which students learn about anatomy, nutrition, first aid, sexuality, and birth control. Anti-drug use programs are also usually part of health courses. In many cases, however, options are provided for students to "test out" or perform independent study in order to complete this requirement. Foreign language and some form of art education are also a mandatory part of the curriculum in some schools.
[edit] ElectivesMany high schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular school's financial resources and desired curriculum emphases.
Common types of electives include:
Visual arts (drawing, sculpture, painting, photography, film) Performing arts (drama, band, chorus, orchestra, dance) Technology education ("Shop"; woodworking, metalworking, automobile repair, robotics) Computers (word processing, programming, graphic design) Athletics (cross country, football, baseball, basketball, track and field, swimming, tennis, gymnastics, water polo, soccer, wrestling, cheerleading) Publishing (journalism/student newspaper, yearbook/annual, literary magazine) Foreign languages (Spanish, French are common; Chinese, Latin, Greek, German, Italian, and Japanese are less common)[16]
[edit] Advanced coursesMany high schools provide Advanced Placement (AP) or International Baccalaureate (IB) courses. These are special forms of honors classes where the curriculum is more challenging and lessons more aggressively paced than standard courses. AP or IB courses are usually taken during the 11th or 12th grade of high school.
Most post-secondary institutions take AP or IB exam results into consideration in the admissions process. Because AP and IB courses are intended to be the equivalent of the first year of college courses, post-secondary institutions may grant unit credit which enables students to graduate early. Other institutions use examinations for placement purposes only: students are exempted from introductory course work but may not receive credit towards a concentration, degree, or core requirement. Institutions vary in the selection of examinations they accept and the scores they require to grant credit or placement, with more elite institutions tending to accept fewer examinations and requiring higher scoring. The lack of AP, IB, and other advanced courses in impoverished inner-city high schools is often seen as a major cause of the greatly differing levels of post-secondary education these graduates go on to receive, compared with both public and private schools in wealthier neighborhoods.
Also, in states with well-developed community college systems, there are often mechanisms by which gifted students may seek permission from their school district to attend community college courses full time during the summer, and during the school year. The units earned this way can often be transferred to one's university, and can facilitate early graduation. Early college entrance programs are a step further, with students enrolling as freshmen at a younger-than-traditional age.
[edit] Home schoolingProponents of home education invoke parental responsibility and arguments for freedom from government intrusion. Few proponents advocate that homeschooling should be the dominant educational policy.[citation needed]
Most homeschooling advocates are wary of the established educational institutions for various reasons. Some are religious conservatives who see nonreligious education as contrary to their moral or religious systems, or who wish to add religious instruction to the educational curriculum (and who may be unable to afford a church-operated private school, or where the only available school may teach views contrary to those of the parents). Others feel that they can more effectively tailor a curriculum to suit an individual student’s academic strengths and weaknesses, especially those with singular needs or disabilities. Still others feel that the negative social pressures of schools (such as bullying, drugs, crime, and other school-related problems) are detrimental to a child’s proper development. Parents often form groups to help each other in the homeschooling process, and may even assign classes to different parents, similar to public and private schools.
Opposition to homeschooling comes from varied sources, including teachers' organizations and school districts. The National Education Association, the largest labor union in the United States, has been particularly vocal in the past.[17] Opponents' stated concerns fall into several broad categories, including fears of poor academic quality, loss of income for the schools, and religious or social extremism, or lack of socialization with others. At this time, over half of states have oversight into monitoring or measuring the academic progress of home schooled students, with all but ten requiring some form of notification to the state
Grading scale
Grading scale In schools in the United States children are continuously assessed throughout the school year by their teachers, and report cards are issued to parents at varying intervals. Generally the scores for individual assignments and tests are recorded for each student in a grade book, along with the maximum number of points for each assignment. At any time, the total number of points for a student when divided by the total number of possible points produces a percent grade which can be translated to a letter grade. Letter grades are often used on report cards at the end of a marking period, although the current grade may be available at other times (particularly when an electronic grade book connected to an online service is in use). Although grading scales usually differ from school to school, the grade scale which seems to be most common is as follows. The grading is based on a scale of 0-100 or a percentile. Note that in some jurisdictions, Texas or Virginia as an example, the "D" grade (or that below 70) is considered a failing grade. In other jurisdicitions, such as Hawaii, a "D" grade is considered passing in certain classes, and failing in others.
[edit] Standardized testingSee also: Test (student assessment) Under the No Child Left Behind Act, all American states must test students in public schools statewide to ensure that they are achieving the desired level of minimum education,[19] such as on the Regents Examinations in New York, or the Florida Comprehensive Assessment Test (FCAT); students being educated at home or in private schools are not included. The Act also requires that students and schools show "adequate yearly progress." This means they must show some improvement each year.
Although these tests may have revealed the results of student learning, they may have little value to help strengthen the students' academic weakness. For example, in most states, the results of the testing would not be known until six months later. At that time, the students may have been promoted to the next grade or might be entering a new school. The students are not given a chance to review the questions and their own answers but their percentile of the test results are compared with their own peers. To address this situation many school districts have implemented MAP. Measures of Academic Progress (MAP) tests are state-aligned computerized adaptive assessments that measure the instructional level of each student's growth over time.[12]
This research based testing allows elementary school teachers to have ongoing access to student progress. Teachers using this system can identify strengths and weaknesses of individual students and remediate where necessary. When a student fails to make adequate yearly progress, No Child Left Behind mandates that remediation through summer school and/or tutoring be made available to a student in need of extra help.
During high school, students (usually in 11th grade) may take one or more standardized tests depending on their postsecondary education preferences and their local graduation requirements. In theory, these tests evaluate the overall level of knowledge and learning aptitude of the students. The SAT and ACT are the most common standardized tests that students take when applying to college. A student may take the SAT, ACT, or both depending upon the post-secondary institutions the student plans to apply to for admission. Most competitive schools also require two or three SAT Subject Tests, (formerly known as SAT IIs), which are shorter exams that focus strictly on a particular subject matter. However, all these tests serve little to no purpose for students who do not move on to post-secondary education, so they can usually be skipped without affecting one's ability to graduate.
[edit] Extracurricular activitiesA major characteristic of American schools is the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activities are educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day; home-schooled students, however, are not normally allowed to participate. Student participation in sports programs, drill teams, bands, and spirit groups can amount to hours of practices and performances. Most states have organizations which develop rules for competition between groups. These organizations are usually forced to implement time limits on hours practiced as a prerequisite for participation. Many schools also have non-varsity sports teams, however these are usually afforded less resources and attention. The idea of having sports teams associated with high schools is relatively unique to the United States in comparison with other countries.
Sports programs and their related games, especially football and/or basketball, are major events for American students and for larger schools can be a major source of funds for school districts. Schools may sell "spirit" shirts to wear to games; school stadiums and gymnasiums are often filled to capacity, even for non-sporting competitions.
High school athletic competitions often generate intense interest in the community. Inner city schools serving poor students are heavily scouted by college and even professional coaches, with national attention given to which colleges outstanding high school students choose to attend. State high school championship tournaments football and basketball attract high levels of public interest.
In addition to sports, numerous non-athletic extracurricular activities are available in American schools, both public and private. Activities include musical groups, marching bands, student government, school newspapers, science fairs, debate teams, and clubs focused on an academic area (such as the Spanish Club) or cultural interests (such as Key Club).
[edit] Education of students with special needsIn the United States, education for students with special needs is structured to adhere as closely as possible to the same experience received by typically developing peers. This concept was developed with the passing of IDEA (see below). This law directed States to develop opportunities for children with special needs to be educated within the public education system.
Students with special needs must have the opportunity to be with typically developing peers in the mainstream school. For example: recess, cafeteria, assemblies, hallways, regular classes, etc. This process is known as mainstreaming. Special education (educational programs required to assist special needs students) must be provided for these students in order for mainstreaming to be possible. Students with special needs attend special schools only if their need for very specialized services makes mainstreaming impossible. The level of mainstreaming that is provided varies greatly within different school districts. For example, larger school districts are often able to provide more adequate and quality care for those with special needs rather than smaller school districts.
Students with special needs are required to attend the same amount of time as typically developing peers. Students receiving special education services are entitled by law to an annual review of yearly progress as well as an evaluation every three years to determine the needs for continued services. Parents who have specific desires for their child's education must act as advocates to assure their child's best interests are being met.
In order to more clearly identify special needs students, the federal government defined thirteen categories of special needs. These included autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment. The key to overcoming special needs in the mainstream school for students is:
Attending sessions (i.e. resource room) during the day to supplement regular or special classroom instruction. The goal of these programs is for students to learn compensatory strategies and study skills to enable them to succeed in mainstream classes. These sessions are generally for students who are fully included into the general educational environment. Students with similar needs are placed together in a self-contained classroom if their education cannot be satisfactorily achieved in the general educational environment. In other words, these classrooms are provided for students who do not benefit educationally, socially or emotionally from a standard classroom placement. These classrooms, commonly known as special classes, are taught by teachers with training in adapting curriculum to meet the needs of students with special needs.
[edit] IDEAIDEA is a federal law that requires states to ensure that all school districts provide services to meet the individual needs of students with special needs. Students must be placed in the Least Restrictive Environment (LRE). This means that school districts must meet with the parents to develop an Individualized Education Program that determines best placement for their child. School districts that fail to provide an appropriate placement for students with special needs can be taken to due process wherein parents may legally and formally submit their grievances and demand appropriate services for their child. All special needs students are entitled to a free and appropriate public education (FAPE).
The federal government supports the standards developed in the Individuals with Disabilities Education Improvement Act of 2004.[20] The law mandates that schools must accommodate students with special needs as defined by the act, and specifies methods for funding the (sometimes large) costs of providing them with the necessary facilities.
[edit] CriticismAt-risk students (those with educational needs that aren't associated with a disability) are often placed in classes with students with disabilities. Critics assert that placing at-risk students in the same classes as disabled students may impede the educational progress of both the at-risk and the disabled students.
[edit] Standardized testingSee also: Test (student assessment) Under the No Child Left Behind Act, all American states must test students in public schools statewide to ensure that they are achieving the desired level of minimum education,[19] such as on the Regents Examinations in New York, or the Florida Comprehensive Assessment Test (FCAT); students being educated at home or in private schools are not included. The Act also requires that students and schools show "adequate yearly progress." This means they must show some improvement each year.
Although these tests may have revealed the results of student learning, they may have little value to help strengthen the students' academic weakness. For example, in most states, the results of the testing would not be known until six months later. At that time, the students may have been promoted to the next grade or might be entering a new school. The students are not given a chance to review the questions and their own answers but their percentile of the test results are compared with their own peers. To address this situation many school districts have implemented MAP. Measures of Academic Progress (MAP) tests are state-aligned computerized adaptive assessments that measure the instructional level of each student's growth over time.[12]
This research based testing allows elementary school teachers to have ongoing access to student progress. Teachers using this system can identify strengths and weaknesses of individual students and remediate where necessary. When a student fails to make adequate yearly progress, No Child Left Behind mandates that remediation through summer school and/or tutoring be made available to a student in need of extra help.
During high school, students (usually in 11th grade) may take one or more standardized tests depending on their postsecondary education preferences and their local graduation requirements. In theory, these tests evaluate the overall level of knowledge and learning aptitude of the students. The SAT and ACT are the most common standardized tests that students take when applying to college. A student may take the SAT, ACT, or both depending upon the post-secondary institutions the student plans to apply to for admission. Most competitive schools also require two or three SAT Subject Tests, (formerly known as SAT IIs), which are shorter exams that focus strictly on a particular subject matter. However, all these tests serve little to no purpose for students who do not move on to post-secondary education, so they can usually be skipped without affecting one's ability to graduate.
[edit] Extracurricular activitiesA major characteristic of American schools is the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activities are educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day; home-schooled students, however, are not normally allowed to participate. Student participation in sports programs, drill teams, bands, and spirit groups can amount to hours of practices and performances. Most states have organizations which develop rules for competition between groups. These organizations are usually forced to implement time limits on hours practiced as a prerequisite for participation. Many schools also have non-varsity sports teams, however these are usually afforded less resources and attention. The idea of having sports teams associated with high schools is relatively unique to the United States in comparison with other countries.
Sports programs and their related games, especially football and/or basketball, are major events for American students and for larger schools can be a major source of funds for school districts. Schools may sell "spirit" shirts to wear to games; school stadiums and gymnasiums are often filled to capacity, even for non-sporting competitions.
High school athletic competitions often generate intense interest in the community. Inner city schools serving poor students are heavily scouted by college and even professional coaches, with national attention given to which colleges outstanding high school students choose to attend. State high school championship tournaments football and basketball attract high levels of public interest.
In addition to sports, numerous non-athletic extracurricular activities are available in American schools, both public and private. Activities include musical groups, marching bands, student government, school newspapers, science fairs, debate teams, and clubs focused on an academic area (such as the Spanish Club) or cultural interests (such as Key Club).
[edit] Education of students with special needsIn the United States, education for students with special needs is structured to adhere as closely as possible to the same experience received by typically developing peers. This concept was developed with the passing of IDEA (see below). This law directed States to develop opportunities for children with special needs to be educated within the public education system.
Students with special needs must have the opportunity to be with typically developing peers in the mainstream school. For example: recess, cafeteria, assemblies, hallways, regular classes, etc. This process is known as mainstreaming. Special education (educational programs required to assist special needs students) must be provided for these students in order for mainstreaming to be possible. Students with special needs attend special schools only if their need for very specialized services makes mainstreaming impossible. The level of mainstreaming that is provided varies greatly within different school districts. For example, larger school districts are often able to provide more adequate and quality care for those with special needs rather than smaller school districts.
Students with special needs are required to attend the same amount of time as typically developing peers. Students receiving special education services are entitled by law to an annual review of yearly progress as well as an evaluation every three years to determine the needs for continued services. Parents who have specific desires for their child's education must act as advocates to assure their child's best interests are being met.
In order to more clearly identify special needs students, the federal government defined thirteen categories of special needs. These included autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment. The key to overcoming special needs in the mainstream school for students is:
Attending sessions (i.e. resource room) during the day to supplement regular or special classroom instruction. The goal of these programs is for students to learn compensatory strategies and study skills to enable them to succeed in mainstream classes. These sessions are generally for students who are fully included into the general educational environment. Students with similar needs are placed together in a self-contained classroom if their education cannot be satisfactorily achieved in the general educational environment. In other words, these classrooms are provided for students who do not benefit educationally, socially or emotionally from a standard classroom placement. These classrooms, commonly known as special classes, are taught by teachers with training in adapting curriculum to meet the needs of students with special needs.
[edit] IDEAIDEA is a federal law that requires states to ensure that all school districts provide services to meet the individual needs of students with special needs. Students must be placed in the Least Restrictive Environment (LRE). This means that school districts must meet with the parents to develop an Individualized Education Program that determines best placement for their child. School districts that fail to provide an appropriate placement for students with special needs can be taken to due process wherein parents may legally and formally submit their grievances and demand appropriate services for their child. All special needs students are entitled to a free and appropriate public education (FAPE).
The federal government supports the standards developed in the Individuals with Disabilities Education Improvement Act of 2004.[20] The law mandates that schools must accommodate students with special needs as defined by the act, and specifies methods for funding the (sometimes large) costs of providing them with the necessary facilities.
[edit] CriticismAt-risk students (those with educational needs that aren't associated with a disability) are often placed in classes with students with disabilities. Critics assert that placing at-risk students in the same classes as disabled students may impede the educational progress of both the at-risk and the disabled students.
Public and private schools
Unlike most other industrialized countries, the United States does not have a centralized educational system on the national scale.[21] Thus, K-12 students in most areas have a choice between free tax-funded public schools, or privately-funded private schools.
Public school systems are supported by a combination of local, state, and federal government funding. Because a large portion of school revenues come from local property taxes, public schools vary widely in the resources they have available per student. Class size also varies significantly from one district to another. Generally, schools in more affluent areas are more highly regarded; it is this fact that is often blamed for what some perceive as lack of social mobility in the U.S.[citation needed] Curriculum decisions in public schools are made largely at the local and state levels; the federal government has limited influence. In most districts, a locally elected school board runs schools. The school board appoints an official called the superintendent of schools to manage the schools in the district. The largest public school system in the United States is in New York City, where more than one million students are taught in 1,200 separate public schools. Because of its immense size - there are more students in the system than residents in eight US states - the New York City public school system is nationally influential in determining standards and materials, such as textbooks.
Lawrence Academy is a private boarding school in Groton, Massachusetts.All public school systems are required to provide an education free of charge to everyone of school age in their districts.[citation needed] Admission to individual public schools is usually based on residency. To compensate for differences in school quality based on geography, school systems serving large cities and portions of large cities often have "magnet schools" that provide enrollment to a specified number of non-resident students in addition to serving all resident students. This special enrollment is usually decided by lottery with equal numbers of males and females chosen. Some magnet schools cater to gifted students or to students with special interests, such as the sciences or performing arts.[22] Admission to some of these schools is highly competitive and based on an application process.
Private schools in the United States include parochial schools (affiliated with religious denominations), non-profit independent schools, and for-profit private schools. Private schools charge varying rates depending on geographic location, the school's expenses, and the availability of funding from sources, other than tuition. For example, some churches partially subsidize private schools for their members. Some people have argued that when their child attends a private school, they should be able to take the funds that the public school no longer needs and apply that money towards private school tuition in the form of vouchers; this is the basis of the school choice movement.
Private schools have various missions: most of them take sports very seriously and recruit athletes heavily, some cater to college-bound students seeking a competitive edge in the college admissions process; others are for gifted students, students with learning disabilities or other special needs, or students with specific religious affiliations. Some cater to families seeking a small school, with a nurturing, supportive environment. Unlike public school systems, private schools have no legal obligation to accept any interested student. Admission to some private schools is highly selective. Private schools also have the ability to permanently expel persistently unruly students, a disciplinary option not always legally available to public school systems. Private schools offer the advantages of smaller classes, under twenty students in a typical elementary classroom, for example; a higher teacher/student ratio across the school day, greater individualized attention and in the more competitive schools, expert college placement services. Unless specifically designed to do so, private schools usually cannot offer the services required by students with serious or multiple learning, emotional, or behavioral issues. Although reputed to pay lower salaries than public school systems, private schools often attract teachers by offering high-quality professional development opportunities, including tuition grants for advanced degrees. According to elite private schools themselves, this investment in faculty development helps maintain the high quality program that they offer.
An August 17, 2000 article by the Chicago Sun-Times refers to the Roman Catholic Archdiocese of Chicago Office of Catholic Schools as the largest private school system in the United States
Public school systems are supported by a combination of local, state, and federal government funding. Because a large portion of school revenues come from local property taxes, public schools vary widely in the resources they have available per student. Class size also varies significantly from one district to another. Generally, schools in more affluent areas are more highly regarded; it is this fact that is often blamed for what some perceive as lack of social mobility in the U.S.[citation needed] Curriculum decisions in public schools are made largely at the local and state levels; the federal government has limited influence. In most districts, a locally elected school board runs schools. The school board appoints an official called the superintendent of schools to manage the schools in the district. The largest public school system in the United States is in New York City, where more than one million students are taught in 1,200 separate public schools. Because of its immense size - there are more students in the system than residents in eight US states - the New York City public school system is nationally influential in determining standards and materials, such as textbooks.
Lawrence Academy is a private boarding school in Groton, Massachusetts.All public school systems are required to provide an education free of charge to everyone of school age in their districts.[citation needed] Admission to individual public schools is usually based on residency. To compensate for differences in school quality based on geography, school systems serving large cities and portions of large cities often have "magnet schools" that provide enrollment to a specified number of non-resident students in addition to serving all resident students. This special enrollment is usually decided by lottery with equal numbers of males and females chosen. Some magnet schools cater to gifted students or to students with special interests, such as the sciences or performing arts.[22] Admission to some of these schools is highly competitive and based on an application process.
Private schools in the United States include parochial schools (affiliated with religious denominations), non-profit independent schools, and for-profit private schools. Private schools charge varying rates depending on geographic location, the school's expenses, and the availability of funding from sources, other than tuition. For example, some churches partially subsidize private schools for their members. Some people have argued that when their child attends a private school, they should be able to take the funds that the public school no longer needs and apply that money towards private school tuition in the form of vouchers; this is the basis of the school choice movement.
Private schools have various missions: most of them take sports very seriously and recruit athletes heavily, some cater to college-bound students seeking a competitive edge in the college admissions process; others are for gifted students, students with learning disabilities or other special needs, or students with specific religious affiliations. Some cater to families seeking a small school, with a nurturing, supportive environment. Unlike public school systems, private schools have no legal obligation to accept any interested student. Admission to some private schools is highly selective. Private schools also have the ability to permanently expel persistently unruly students, a disciplinary option not always legally available to public school systems. Private schools offer the advantages of smaller classes, under twenty students in a typical elementary classroom, for example; a higher teacher/student ratio across the school day, greater individualized attention and in the more competitive schools, expert college placement services. Unless specifically designed to do so, private schools usually cannot offer the services required by students with serious or multiple learning, emotional, or behavioral issues. Although reputed to pay lower salaries than public school systems, private schools often attract teachers by offering high-quality professional development opportunities, including tuition grants for advanced degrees. According to elite private schools themselves, this investment in faculty development helps maintain the high quality program that they offer.
An August 17, 2000 article by the Chicago Sun-Times refers to the Roman Catholic Archdiocese of Chicago Office of Catholic Schools as the largest private school system in the United States
College and university
See also: Higher education in the United States Post-secondary education in the United States is known as college or university and commonly consists of four years of study at an institution of higher learning. Like high school, the four undergraduate grades are commonly called freshman, sophomore, junior, and senior years (alternately called first year, second year, etc.). Students traditionally apply to receive admission into college, with varying difficulties of entrance. Schools differ in their competitiveness and reputation; generally, the most prestigious schools are private, rather than public. Admissions criteria involve the rigor and grades earned in high school courses taken, the students' GPA, class ranking, and standardized test scores (Such as the SAT or the ACT tests). Most colleges also consider more subjective factors such as a commitment to extracurricular activities, a personal essay, and an interview. While numerical factors rarely ever are absolute required values, each college usually has a rough threshold below which admission is unlikely.
Once admitted, students engage in undergraduate study, which consists of satisfying university and class requirements to achieve a bachelor's degree in a field of concentration known as a major. (Some students enroll in double majors or "minor" in another field of study.) The most common method consists of four years of study leading to a Bachelor of Arts (B.A.), a Bachelor of Science (B.S.), or sometimes another bachelor's degree such as Bachelor of Fine Arts (B.F.A.), Bachelor of Social Work (B.S.W.), Bachelor of Engineering (B.Eng.,) or Bachelor of Philosophy (B.Phil.) Five-Year Professional Architecture programs offer the Bachelor of Architecture Degree (B.Arch.)
Unlike in the British model, professional degrees such as law, medicine, and dentistry, are not offered at the undergraduate level and are completed as graduate study after earning at least three years of undergraduate schooling or after earning a bachelor's degree depending on the program. These professional fields do not require a specific undergraduate major, though medicine and dentistry have set prerequisite courses that must be taken before enrollment.
Some students choose to attend a community college for two years prior to further study at another college or university. In most states, community colleges are operated either by a division of the state university or by local special districts subject to guidance from a state agency. Community colleges may award Associate of Arts (AA) or Associate of Science (AS) degree after two years. Those seeking to continue their education may transfer to a four-year college or university (after applying through a similar admissions process as those applying directly to the four-year institution, see articulation). Some community colleges have automatic enrollment agreements with a local four-year college, where the community college provides the first two years of study and the university provides the remaining years of study, sometimes all on one campus. The community college awards the associate's degree, and the university awards the bachelor's and master's degrees.
Homer statue at the University of VirginiaGraduate study, conducted after obtaining an initial degree and sometimes after several years of professional work, leads to a more advanced degree such as a master's degree, which could be a Master of Arts (MA), Master of Science (MS), Master of Business Administration (MBA), or other less common master's degrees such as Master of Education (MEd), and Master of Fine Arts (MFA). After additional years of study and sometimes in conjunction with the completion of a master's degree, students may earn a Doctor of Philosophy (Ph.D.) or other doctoral degree, such as Doctor of Arts, Doctor of Education, Doctor of Theology, Doctor of Medicine, Doctor of Pharmacy, Doctor of Physical Therapy, or Doctor of Jurisprudence. Some programs, such as medicine, have formal apprenticeship procedures post-graduation like residency and internship which must be completed after graduation and before one is considered to be fully trained. Other professional programs like law and business have no formal apprenticeship requirements after graduation (although law school graduates must take the bar exam in order to legally practice law in nearly all states).
Entrance into graduate programs usually depends upon a student's undergraduate academic performance or professional experience as well as their score on a standardized entrance exam like the Graduate Record Examination (GRE-graduate schools in general), the Medical College Admissions Test (MCAT), or the Law School Admissions Test (LSAT). Many graduate and law schools do not require experience after earning a bachelor's degree to enter their programs; however, business school candidates are usually required to gain a few years of professional work experience before applying. Only 8.9 percent of students ever receive postgraduate degrees, and most, after obtaining their bachelor's degree, proceed directly into the workforce.[23]
[edit] CostThe vast majority of students (up to 70 percent) lack the financial resources to pay tuition up front and must rely on student loans and scholarships from their university, the federal government, or a private lender. All but a few charity institutions charge all students tuition, although scholarships (both merit-based and need-based) are widely available. Generally, private universities charge much higher tuition than their public counterparts, which rely on state funds to make up the difference. Because each state supports its own university system with state taxes, most public universities charge much higher rates for out-of-state students.
Annual undergraduate tuition varies widely from state to state, and many additional fees apply. A typical year's tuition at a public university (for residents of the state) is about $5,000. Tuition for public school students from outside the state is generally comparable to private school prices, although students can generally get state residency after their first year. Private schools are typically much higher, although prices vary widely from "no-frills" private schools to highly specialized technical institutes. Depending upon the type of school and program, annual graduate program tuition can vary from $15,000 to as high as $40,000. Note that these prices do not include living expenses (rent, room/board, etc.) or additional fees that schools add on such as "activities fees" or health insurance. These fees, especially room and board, can range from $6,000 to $12,000 per academic year (assuming a single student without children).[24]
College costs are rising at the same time that state appropriations for aid are shrinking. This has led to debate over funding at both the state and local levels. From 2002 to 2004 alone, tuition rates at public schools increased by just over 14 percent, largely due to dwindling state funding. A more moderate increase of 6 percent occurred over the same period for private schools.[24]
[edit] The status ladder Memorial Hall at Harvard CollegeAmerican college and university faculty, staff, alumni, students, and applicants monitor rankings produced by magazines such as U.S. News and World Report, Academic Ranking of World Universities, test preparation services such as The Princeton Review or another university itself such as the Top American Research Universities by the University of Florida's TheCenter.[25] These rankings are based on factors like brand recognition, selectivity in admissions, generosity of alumni donors, and volume of faculty research. Fifty-five US universities are listed in the top 200 in the world in the THES - QS World University Rankings.[26]
In the popular mind, approximately twenty-five institutions compose the "top tier" of American higher learning. However, this "ladder" is not absolute. Most would cite the eight universities that compose the Ivy League and a small number of elite, private research universities (e.g. (alphabetical order), Caltech, Carnegie Mellon, Duke, Emory, Georgetown, Johns Hopkins, MIT, Northwestern, Stanford, University of Chicago, University of Notre Dame, Vanderbilt, Washington University in St. Louis, etc.)[27][28] A small percentage of students who apply to these schools gain admission.[29]
Engineering Mall at Purdue UniversityMany Americans would also recognize the "top tier" to include the so-called "Little Ivies"; a handful of liberal arts colleges known for their high-quality instruction and academic rigor. These include (alphabetical order) Amherst, Haverford, Swarthmore, Wesleyan, Williams, etc. This group would also include the all-female institutions such as Wellesley, Bryn Mawr,Mount Holyoke and Smith that were former members of the "Seven Sisters."
Certain public universities (sometimes referred to as "Public Ivies") are also recognized for their outstanding record in scholarship, such as (alphabetical order) Arizona, all of the campuses of the University of California, Florida, Illinois, Indiana, Maryland, Michigan, Minnesota, North Carolina, Purdue, Texas, Virginia, the University of Washington, and William & Mary. Some of these institutions currently place among the elite in certain measurements of graduate education and research, especially among engineering and medical schools.[30][31]
Students walk in front of the Perkins Library at Duke University.Each state in the United States maintains its own public university system, which is always non-profit. The State University of New York and the California State University are the largest public higher education systems in the United States; SUNY is the largest system that includes community colleges, while CSU is the largest without. Most areas also have private institutions which may be for-profit or non-profit. Unlike many other nations, there are no public universities at the national level outside of the military service academies.
Prospective students applying to attend one of the five military academies require, with limited exceptions, nomination by a member of Congress. Like acceptance to "top tier" universities, competition for these limited nominations is intense and must be accompanied by superior scholastic achievement and evidence of "leadership potential."
Suzzallo Library at University of WashingtonAside from these aforementioned schools, academic reputations vary widely among the 'middle-tier' of American schools, (and even among academic departments within each of these schools.) Most public and private institutions fall into this 'middle' range. Some institutions feature honors colleges or other rigorous programs that challenge academically exceptional students, who might otherwise attend a 'top-tier' college.[32][33][34][35] Aware of the status attached to the perception of the college that they attend, students often apply to a range of schools. Some apply to a relatively prestigious school with a low acceptance rate, gambling on the chance of acceptance, and also apply to a "safety school,"[36] to which they will (almost) certainly gain admission.
Lower status institutions include community colleges. These are primarily two-year public institutions, which individual states usually require to accept all local residents who seek admission, and offer associate's degrees or vocational certificate programs. Many community colleges have relationships with four-year state universities and colleges or even private universities which enable their students to transfer relatively smoothly to these universities for a four-year degree after completing a two-year program at the community college.
Regardless of perceived prestige, many institutions feature (at least one) distinguished academic department, and most Americans attend one of the 2,400 four-year colleges and universities or 1,700 two-year colleges not included among the twenty-five or so 'top-tier' institutions.[37] For this reason (among others,) America's higher education status ladder remains highly controversial, and certainly not beyond reproach. For example, Reed College refuses to participate in institutional rankings, insisting that one cannot quantify the qualitative. Similarly, Bard College president Leon Botstein said of U.S. News' annual rankings; "it is the most successful journalistic scam I have seen in my entire adult lifetime -- corrupt, intellectually bankrupt and revolting
Once admitted, students engage in undergraduate study, which consists of satisfying university and class requirements to achieve a bachelor's degree in a field of concentration known as a major. (Some students enroll in double majors or "minor" in another field of study.) The most common method consists of four years of study leading to a Bachelor of Arts (B.A.), a Bachelor of Science (B.S.), or sometimes another bachelor's degree such as Bachelor of Fine Arts (B.F.A.), Bachelor of Social Work (B.S.W.), Bachelor of Engineering (B.Eng.,) or Bachelor of Philosophy (B.Phil.) Five-Year Professional Architecture programs offer the Bachelor of Architecture Degree (B.Arch.)
Unlike in the British model, professional degrees such as law, medicine, and dentistry, are not offered at the undergraduate level and are completed as graduate study after earning at least three years of undergraduate schooling or after earning a bachelor's degree depending on the program. These professional fields do not require a specific undergraduate major, though medicine and dentistry have set prerequisite courses that must be taken before enrollment.
Some students choose to attend a community college for two years prior to further study at another college or university. In most states, community colleges are operated either by a division of the state university or by local special districts subject to guidance from a state agency. Community colleges may award Associate of Arts (AA) or Associate of Science (AS) degree after two years. Those seeking to continue their education may transfer to a four-year college or university (after applying through a similar admissions process as those applying directly to the four-year institution, see articulation). Some community colleges have automatic enrollment agreements with a local four-year college, where the community college provides the first two years of study and the university provides the remaining years of study, sometimes all on one campus. The community college awards the associate's degree, and the university awards the bachelor's and master's degrees.
Homer statue at the University of VirginiaGraduate study, conducted after obtaining an initial degree and sometimes after several years of professional work, leads to a more advanced degree such as a master's degree, which could be a Master of Arts (MA), Master of Science (MS), Master of Business Administration (MBA), or other less common master's degrees such as Master of Education (MEd), and Master of Fine Arts (MFA). After additional years of study and sometimes in conjunction with the completion of a master's degree, students may earn a Doctor of Philosophy (Ph.D.) or other doctoral degree, such as Doctor of Arts, Doctor of Education, Doctor of Theology, Doctor of Medicine, Doctor of Pharmacy, Doctor of Physical Therapy, or Doctor of Jurisprudence. Some programs, such as medicine, have formal apprenticeship procedures post-graduation like residency and internship which must be completed after graduation and before one is considered to be fully trained. Other professional programs like law and business have no formal apprenticeship requirements after graduation (although law school graduates must take the bar exam in order to legally practice law in nearly all states).
Entrance into graduate programs usually depends upon a student's undergraduate academic performance or professional experience as well as their score on a standardized entrance exam like the Graduate Record Examination (GRE-graduate schools in general), the Medical College Admissions Test (MCAT), or the Law School Admissions Test (LSAT). Many graduate and law schools do not require experience after earning a bachelor's degree to enter their programs; however, business school candidates are usually required to gain a few years of professional work experience before applying. Only 8.9 percent of students ever receive postgraduate degrees, and most, after obtaining their bachelor's degree, proceed directly into the workforce.[23]
[edit] CostThe vast majority of students (up to 70 percent) lack the financial resources to pay tuition up front and must rely on student loans and scholarships from their university, the federal government, or a private lender. All but a few charity institutions charge all students tuition, although scholarships (both merit-based and need-based) are widely available. Generally, private universities charge much higher tuition than their public counterparts, which rely on state funds to make up the difference. Because each state supports its own university system with state taxes, most public universities charge much higher rates for out-of-state students.
Annual undergraduate tuition varies widely from state to state, and many additional fees apply. A typical year's tuition at a public university (for residents of the state) is about $5,000. Tuition for public school students from outside the state is generally comparable to private school prices, although students can generally get state residency after their first year. Private schools are typically much higher, although prices vary widely from "no-frills" private schools to highly specialized technical institutes. Depending upon the type of school and program, annual graduate program tuition can vary from $15,000 to as high as $40,000. Note that these prices do not include living expenses (rent, room/board, etc.) or additional fees that schools add on such as "activities fees" or health insurance. These fees, especially room and board, can range from $6,000 to $12,000 per academic year (assuming a single student without children).[24]
College costs are rising at the same time that state appropriations for aid are shrinking. This has led to debate over funding at both the state and local levels. From 2002 to 2004 alone, tuition rates at public schools increased by just over 14 percent, largely due to dwindling state funding. A more moderate increase of 6 percent occurred over the same period for private schools.[24]
[edit] The status ladder Memorial Hall at Harvard CollegeAmerican college and university faculty, staff, alumni, students, and applicants monitor rankings produced by magazines such as U.S. News and World Report, Academic Ranking of World Universities, test preparation services such as The Princeton Review or another university itself such as the Top American Research Universities by the University of Florida's TheCenter.[25] These rankings are based on factors like brand recognition, selectivity in admissions, generosity of alumni donors, and volume of faculty research. Fifty-five US universities are listed in the top 200 in the world in the THES - QS World University Rankings.[26]
In the popular mind, approximately twenty-five institutions compose the "top tier" of American higher learning. However, this "ladder" is not absolute. Most would cite the eight universities that compose the Ivy League and a small number of elite, private research universities (e.g. (alphabetical order), Caltech, Carnegie Mellon, Duke, Emory, Georgetown, Johns Hopkins, MIT, Northwestern, Stanford, University of Chicago, University of Notre Dame, Vanderbilt, Washington University in St. Louis, etc.)[27][28] A small percentage of students who apply to these schools gain admission.[29]
Engineering Mall at Purdue UniversityMany Americans would also recognize the "top tier" to include the so-called "Little Ivies"; a handful of liberal arts colleges known for their high-quality instruction and academic rigor. These include (alphabetical order) Amherst, Haverford, Swarthmore, Wesleyan, Williams, etc. This group would also include the all-female institutions such as Wellesley, Bryn Mawr,Mount Holyoke and Smith that were former members of the "Seven Sisters."
Certain public universities (sometimes referred to as "Public Ivies") are also recognized for their outstanding record in scholarship, such as (alphabetical order) Arizona, all of the campuses of the University of California, Florida, Illinois, Indiana, Maryland, Michigan, Minnesota, North Carolina, Purdue, Texas, Virginia, the University of Washington, and William & Mary. Some of these institutions currently place among the elite in certain measurements of graduate education and research, especially among engineering and medical schools.[30][31]
Students walk in front of the Perkins Library at Duke University.Each state in the United States maintains its own public university system, which is always non-profit. The State University of New York and the California State University are the largest public higher education systems in the United States; SUNY is the largest system that includes community colleges, while CSU is the largest without. Most areas also have private institutions which may be for-profit or non-profit. Unlike many other nations, there are no public universities at the national level outside of the military service academies.
Prospective students applying to attend one of the five military academies require, with limited exceptions, nomination by a member of Congress. Like acceptance to "top tier" universities, competition for these limited nominations is intense and must be accompanied by superior scholastic achievement and evidence of "leadership potential."
Suzzallo Library at University of WashingtonAside from these aforementioned schools, academic reputations vary widely among the 'middle-tier' of American schools, (and even among academic departments within each of these schools.) Most public and private institutions fall into this 'middle' range. Some institutions feature honors colleges or other rigorous programs that challenge academically exceptional students, who might otherwise attend a 'top-tier' college.[32][33][34][35] Aware of the status attached to the perception of the college that they attend, students often apply to a range of schools. Some apply to a relatively prestigious school with a low acceptance rate, gambling on the chance of acceptance, and also apply to a "safety school,"[36] to which they will (almost) certainly gain admission.
Lower status institutions include community colleges. These are primarily two-year public institutions, which individual states usually require to accept all local residents who seek admission, and offer associate's degrees or vocational certificate programs. Many community colleges have relationships with four-year state universities and colleges or even private universities which enable their students to transfer relatively smoothly to these universities for a four-year degree after completing a two-year program at the community college.
Regardless of perceived prestige, many institutions feature (at least one) distinguished academic department, and most Americans attend one of the 2,400 four-year colleges and universities or 1,700 two-year colleges not included among the twenty-five or so 'top-tier' institutions.[37] For this reason (among others,) America's higher education status ladder remains highly controversial, and certainly not beyond reproach. For example, Reed College refuses to participate in institutional rankings, insisting that one cannot quantify the qualitative. Similarly, Bard College president Leon Botstein said of U.S. News' annual rankings; "it is the most successful journalistic scam I have seen in my entire adult lifetime -- corrupt, intellectually bankrupt and revolting
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