Seth Woodward
ENGL 101-B06
Professor Joanna Pike
The American Education System and It’s Pitfalls
The American education system was once the standard for all other countries around the
world as free education for all was an idea that transcended the era. Schools were created to
prepare the common population for democratic citizenship. After the destruction of segregation
in the public schools, the narrative of equity and opportunity for all was ever further at the
forefront. As advancement of technology continued, it eventually reached the classrooms of
America and thus created a downward spiral. The U.S. education system has fallen behind
greatly as technology has evolved, as children become more aware of the world, and as teaching
methods have become stale and ineffective.
As a result of the modernization and portability of computers, it was only a matter of time
before technology was introduced into the classrooms of America. This only has two conceivable
consequences: in an already broken system, the computer changes the structure and effectiveness
of learning for better or for worse (Alvarez, 2018). Unfortunately, it has turned out to be the
latter. The consequences of introducing computers into the classroom is threefold. Firstly, the
mere existence of technology in the classroom not only creates a new dimension to cheating, but
it incentivizes it (Lynch, 2017). This is an unfortunate consequence of Man’s sin nature and the
Fall (Genesis 3). Though the problem of Man’s fallen nature cannot be solved presently, this
problem of cheating via technology can be solved simply by teachers being more cognizant of
the ingenuity and resourcefulness of their students (Lynch, 2017). Secondly, teachers in the
classroom have grown dependent on technology to teach. For instance, instead of a conventional
lecture that fully engages the students in the classroom, a teacher might just throw on a video on
a certain topic and call it a day (Alvarez, 2018). This is not to say that technology cannot be an
effective teaching device as, when employed properly, can truly foster the academic growth of
students. One language arts instructor was quoted when discussing the evolution of technology in
the classroom saying, “It takes a great teacher to foster independent learners. This must be done
with the use of technology on the forefront, but it should not supersede the importance of an
instructor.” (Alvarez, 2018). Finally, new technology costs a significant amount of money, more
than what should be considered worth it. In a financially depleted industry, there is merely no
room for investments the size of these. For example, in 2013, the Los Angeles Unified School
District decided to proceed with a plan worth $1.3 billion aimed to get a Pearson curriculum
loaded iPad to every student in the district (Alverez, 2018). This ridiculous sum of money was
thrown down the drain as the initiative eventually failed due to technical failures and lack of
teacher training (Alverez, 2018).
In American education, the highly accepted style of teaching and instructor training is
outdated and is ready for change. Take for example students’ worldviews and life experiences:
kids are showing to school, from a young age, with a highly sophisticated view of the world and
of culture due to the advancement of smartphones and other technologies (Lynch, 2017). Now,
look at students of the past, their worldviews are completely formed off at home experiences.
Teachers had a clean slate to work with (Lynch, 2017). If students are changing, the teachers
need to change with them. With this in mind, teachers need to approach this carefully as they are
given a bunch of immature and young minds that need nurturing (Lynch, 2017). Furthermore,
teacher education is way behind the curve when compared to other countries around the world,
namely, education is changing to address the cultural shift inside the classroom (Alvarez, 2018).
One way this is being accomplished is by training educators to cater to specific populations
needs (Lynch, 2017). This not only bolsters the effectiveness of education, but it can create a
more engaging environment for the students (Lynch, 2017). Finally, teachers are also not trained
to hold high enough expectations in the classroom. Researchers have noted that one of the main
stumbling blocks in the American education system is the lack of teacher preparation in
“systematic interpersonal skills” (Young, 2018). These interpersonal skills are critical in the
setting of high expectations as, in the most effective schools, teachers can clearly communicate
the necessity that all students should strive to obtain at least minimal mastery of the given subject
(Young, 2018). High expectations are crucial to higher student achievement and discipline.
With this in mind, the U.S. education system is often called the best in the world. To
further drive home the necessity for reform in the U.S. it is helpful to examine the opposite side
of the coin. The biggest and most resounding argument for the American model of education is
that it is free for all people no matter your class or race. In America you are guaranteed free
education for thirteen years of your life, something, that is most certainly not the case in other
countries where this access to education is limited only to those who pay. Now, this ideology of
free education is incredibly appealing, it only further incentivizes reform inside the system itself.
Indeed, if the model of quality, free education exists, it would be pointless if the system is set up
for the student’s failure and unfortunately, that is the case.
As technology has advanced and been shuttled into classrooms, children have become
more aware of the world and teachers training has been stifled because of the system itself.
Technology is a good thing, when employed properly, but that is not the case in the American
education system. It has promoted cheating and incentivized laziness in the classroom.
Furthermore, teacher training is the U.S. has not been innovated to match the cultural shift in the
classroom as opposed to other countries. Finally, expectations of students are not high enough by
the teachers due to lack of interpersonal skills.
Works Cited
Alvarez, Brenda. “10 Challenges Facing Public Education Today.” NEA, NEA, 3 Aug. 2018,
https://www.nea.org/advocating-for-change/new-from-nea/10-challenges-facing-public-
education-today.
Lynch, Matthew. “18 Reasons the U.S. Education System Is Failing.” The Edvocate, 3 Apr. 2017,
https://www.theedadvocate.org/10-reasons-the-u-s-education-system-is-failing/.
Young, Victoria M. Assessing the Cornerstone of U.S. Education Reform. The Journal of
Educational Foundations. Volume 31, Iss ¾. 2018.
