The current educational system of the U.S. is not determined by the federal government. In fact, state and local authorities establish educational standards for student performance. This causes a disbalance in both standards and student performance nation-wide. Largely, it is an effect of the socioeconomic status of different communities, with wealthier communities posing greater expectations of academic standards while poorer communities doing the reverse (Lynch, 2017). However, in the recent decades, advances in technology, theory, and methodology have affected a number of facets of education. Technology has made previously inaccessible resources, material, or learning services within reach of most students (Serdyukov, 2017). Methodology has improved upon student-teacher relationships and the different approaches to learning. Theory remains not fully implemented, as both universal and local educational practices continue to reduce the ability of certain students to perform comfortably and effectively within learning environments.
While the U.S. education system currently employs a number of beneficial tactics, it is still largely affected by systemic drawbacks. Curriculum may become more essential to the learning process than prior, with technological advancements not only improving it but also the method of delivery of the information (Peterson, n.d.). This may help combat disparities found in many schools. Universal accessibility and standardization may also elevate the responsibility placed on teachers in formulating curriculums, lesson plans, and other vital material and allow them to simply teach and ensure the understanding of the knowledge. If the economic and social wellbeing of marginalized groups improves, this may suggest that more and more students can engage with learning than with economic gain or other responsibilities. Learning material and classroom processes may become more defined not by theory but by practical statistics and results.
References
Lynch, M. (2017). 18 reasons why the U.S. education system is failing. The Advocate.
Peterson, P., et al. (n.d.). American Education in 2030. Hoover Instituion.
Seryukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33.