FREE ESSAY ON CONTROVERSIAL ISSUES IN PUBLIC EDUCATION

CONTROVERSIAL ISSUES IN PUBLIC EDUCATION

Shandie Faaborg
April 18, 2000
EDF366-027
483-98-6595
Controversial Issues in Public Education
Today there are never ending controversies about the education that our students are
receiving. There are continual questions concerning intelligence and how intelligence is
measured and valued in our school systems. There are a number of issues in regards to
academic success and how academic success is emphasized in our schools and society.
Finally, the challenge of standardization in the public schools is a never-ending debate.
Together these three topics create unanswered questions and hours of examination. I would
like to offer you the idea that these topics are interrelated and tend to lead in to each
other. In the following paper I hope to illustrate the relationship between intelligence,
academic success, and standardization, and I also hope to develop a clear understanding
of each topic as an individual concept. 
What is intelligence? Is intelligence really a definable word or is it just a word with
numerous definitions and meanings? Is intelligence a fair way to measure the ability of
students and to eventually use your perception of a child's intelligence to determine
their future? Is intelligence measurable, and if so is there a fair way to measure
intelligence? These questions are often left unanswered and untouched. Maybe because
people really don't know or maybe because these questions taunt a number of people, yet
no one wants 
to hear the answers for fear that it may be unfair or unjust. In the following paragraphs
I will attempt to answer the following questions to the best of my ability. 
So, what is intelligence? After careful thought and examination I came up with my own
view of what I believe intelligence can be defined as. Intelligence is the ability to
learn from experience, the ability to reason, the ability to use the correct tools to
expand your knowledge, having the ability to think, possessing the ability to participate
in and understand relationships, to have intuition, and finally to have the power of
insight. I believe that together these abilities make up a person's intelligence.
However, this is simply my perception of intelligence and I would like to offer you
another view.
In a book titled, Intelligence, Mental Retardation, and the Culturally Different Child,
David Wechsler, a psychologist, offers the following definition of intelligence. He
states that, "Intelligence is the aggregate or global capacity of the individual to act
purposefully, to think rationally, and to deal effectively with his environment," (John
L. Manni et al 64). Wechsler explains that the reason intelligence is the aggregate or
global capacity is because intelligence is not made up of independent abilities, but
qualitatively different abilities and these abilities can only be measured by measuring
various aspects of these abilities (John L. Manni et al 64). Wechsler points out the four
major aspects that he strongly refers to when describing intelligence. The first is
awareness. Wechsler describes awareness by saying, " A persons behavior is purposeful,
not instinctive or reflexive," (John L. Manni et al 64). He also continues by placing an
emphasis on goal direction and explaining that people behave in meaningful ways. The
third point that he stresses is rational by pointing out that people usually act in a
manner that is understood 
by others. The last point that Wechsler stresses is value by saying that others perceive
the behavior of an individual as being useful. Together these aspects make up another
definition of intelligence. Now it is up to you to decide what intelligence is. Perhaps
everyone has a different view of the definition or perhaps there really isn't one.
However, I am satisfied with the understanding of intelligence that I have developed. As
an upcoming teacher I feel that it is crucial for me to have an understanding of what
intelligence is for the simple fact that one day I will be the one determining the level
of intelligence that a child possesses, which can either lead a child to the road of
success or the failure. 
How is intelligence measured and if it is measured is it measured fairly? Perhaps this is
the next question that you along with many others are wondering. After reading a number
of books and looking at case studies I am convinced that even though numerous people are
against IQ test, I Q tests are still the number one way that intelligence is measured. Do
I agree with using IQ tests to measure intelligence, absolutely not? I am strongly
convinced that IQ tests are simply a measure of how well a child can associate and
survive in a white middle class society. I believe that the questions asked on an IQ test
favor the Caucasian ethnicity and those with middle class economic status. It is not fair
to measure a child's, or for that matter anyone's intelligence by using an extremely
biased test. In my opinion there are many times when tests are not a prediction of
intelligence because tests are simply a way to see if the test taker knows the answers to
the questions that the person who created the test want them to know. Once again, this is
a biased way of measuring intelligence. I believe that application questions or 
observations are the best way to measure such a crucial aspect of a child's development.
As a teacher I would like to come up with a system that uses numerous observation
techniques to watch the development of a students intelligence based on the definition of
intelligence that I have previously offered.
The intelligence of an individual does not only effect their self-perception but it also
effects their performance in other areas. I would like to offer the idea that a student's
perceived level of intelligence effects their academic success. Intelligence is by no
means the only predictor to academic success, but I do believe that there is a
correlation. It is a common assumption that a high level of academic success can be
interpreted as meaning that, that student is very intelligent. However there are a number
of predications that determine a student's academic success that are often times over
looked. Before going into the other factors that contribute to a child's academic success
I feel that it would be appropriate for me to offer you my definition of the topic at
hand. I believe that academic success can be referred to as the scholastic achievements
of an individual. In the past academic success has been inevitably paired with
intelligence. In recent studies there has been an expansion in regards to the
acknowledgement and understanding of other predicting factors.
I would like to begin with the ongoing debate of is intelligence determined by nature or
nurture. Therefore is academic success an inherited potential or is it a potential that
is developed and influenced by the environment that a student is place in? Next, can a
student's prior experiences in certain situations, atmospheres, and experiences to
similar tests that he/she is being given influence academic success? Does a student's
general 
health and appearance effect the way a student can perform? My answer to the above
questions is yes. Any time a student has had prior experience to a situation,
environment, or testing style they will always perform better then those who have not had
prior interactions. In addition when a student feels healthy, has on appropriate clothing
and proper hygiene they will feel better about themselves, which in turn will allow them
to perform at a higher level.
There are also personality factors that effect a student's academic success. Whether or
not a student is internally motivated will influence their success. It is also easier for
a child to succeed if they are interested in what they are learning, and if they are
interested in the upcoming test. Finally, the anxiety level of a student will also play a
role in the success of a student. Sometimes anxiety is good and other times it has a
negative effect on students (Lavin p 48). Along with personality factors effecting the
academic success of students thee are also situational factors. If a student has a lot of
confidence then most likely they will succeed. If a student feels comfortable around the
person who is giving the test then they will most likely perform better. Also, the way
the test is constructed, including the kind of questions and the way it is presented will
also effect the academic performance of a student. Together these factors effect academic
success (Lavin p 48).
I would say that academic success along with intelligence is one of the hardest things to
calculate. Perhaps it is because there are so many underlying factors that greatly
influence the scholastic achievements of a student. Whether it be the sociological
detriments, such as social economic status, gender differences, age, religious
background, or geographic location or the psychological aspects which may include
evaluating the 
conditions that make students achieve; there are a number of factors that need to be
considered when discussing academic success.
As an upcoming teacher I am constantly boggling my mind to try and come up with a way to
bridge the gap between the scholastic achievements of my students. I know that it would
be an extremely ideal statement to say that I would like to have all of my students
receive equal opportunities to achieve in my classroom, but this is what I would like. As
a compromise to myself I came up with some ideas that may in fact increase the academic
success in my classroom and do so on an equal level for all students. I will try to
create assessments that value the ability to apply knowledge by reasoning. I also want to
come up with assessments and instructions that positively affect my student's
achievements. I want my students to be involved in developing their goals,
self-evaluations, and ways for them to show me what they have been learning. Finally, I
hope to have the support of my administrators in strengthen the academic success of my
students. Overall academic success is determined and influenced by a number of factors
and is many times associated with high and low levels of intelligence. Although in the
past intelligence has been the number one predictor in the scholastic achievements of a
student I believe that I have supplied you with enough evidence to acknowledge that
academic success is influenced and determined by a number of other factors besides
intelligence.
Not only is academic success related to intelligence, but it is also related to
standardization in public schools. In general the higher level of academic success in a
school leads to higher standards in that school. According to Grant Wiggens in an article

titled, " Standards, not Standardization," a school that has standards is considered to
have standards when it has high and consistent expectations of all learners in all
courses (Standards, not Standardization 1). I happen to disagree with two parts of this
definition. For one, I do not believe that standards are consistent. Instead I would
suggest that standards change as the level of measured or assumed academic success
increases and decreases and as the curriculum of public education changes. Along with
this I would also like to say that I do not agree that the standards are consistent for
all students. I believe that standards favor those who are categorized as highly
intelligent. Therefore, the standards are changed to meet their needs and in turn leave
those who are labeled low intellects further and further behind the others. So the
question may be are standards appropriate and needed to guide the education of our
students? My answer to this question is yes. As long as there are some revisions done to
the existing standards in many public schools.
I would like to offer my definition of what a standard may be considered. A standard is a
level of excellence placed on something that we value. Standards are sustained by the
demand for quality and consistency in areas that we perceive to be important. I think
that the reason we need standards is because we need something concrete to compare
student's work to, to see if the results are satisfactory and if they are unsatisfactory
then we need something there to stress improvement. The one thing that I do see as a
downfall to revised standards is that it may discourage overachievers in raising their
own personal standards. 
If I were to evaluate the way standardization in public schools exist today I would have
to say that they are lacking and need some revision and improvement. I believe that right
now we have a high level of standardization as far as what is put on the test, but I do
believe that we have no standardization when considering the results of the test. We have
scores that are considered pass or fail, but we have nothing to ensure that those scores
are representative of a student's performance. I strongly agree with the comment made by
grant Wiggens when he states that, "...our students are the most tested but the least
examined," (Standards, not standardization 2). Now days students are simply presented
with a score but are not supplied with any information as to how they can reach or exceed
the standard. I also would like to suggest that currently the standards really don't
allow students to improve or raise their own standards because they are always being
compared to the original work or performance that set the standard in the first place.
Therefore, I am convinced that it is time for standardization in public schools to be
examined. I agree with the idea that standards are a good way of evaluating students and
supplying students with an idea of what they need to achieve, but only if the standards
are equal, just, and offer opportunity. As Grant Wiggens states, "A standard offers an
objective ideal, serving as a worthy and tangible goal for everyone- even if at this
point in time, for whatever reason, some cannot yet reach it," (Standards not
Standardization 2). 
The final controversy of standardization in public schools may be who or what should be
the standard. This is a question that even I can not correctly answer at this time.
However, I do have some ideas that I would like to offer. I would like to suggest that
one way to approach the creation of a standard would be to suggest that a standard does
not 
just mean to meet the pre determined quotas, but to produce work that the individual is
proud of. As teachers we need to develop the concept that the quality of work matters and
that work needs to and will be rejected until it meets the standards. We need to let
students know that we as teachers strive for excellence and we need to encourage every
student to do so also. Today, the standards have allowed students to be happy with
satisfactory work and what the revised standards need to include and what teachers need
to promote is the fact that satisfactory work is not okay for anyone and that meeting or
exceeding the standard is acceptable, attainable, and encouraged by everyone.
The next idea that I would like to suggest is that we need to create a sense of pride in
the work that students exhibit. Now days it appears that students who have been labeled
as low intellects are put on lower tracks and in turn are assigned low level courses that
do not include high standards. It is rare that in low-level courses the students are
given quality assignments to complete. Isn't the goal of education, tracking, and
standardization to maximize the expectations of students to increase the quality of their
work? If this is the goal then standards need to be equal for everyone so that the work
and expectations for students allow them to produce work of high quality and gain a sense
of pride in their accomplishments. Together I think that quality and pride need to be
taken into consideration when trying to decide who or what the standard should be. 
In conclusion, I want to reemphasize that intelligence, academic success, and
standardization in public schools is three very controversial areas in our school system.
I encourage you to go out and do research as I have done. You will discover millions of
different views and suggestions to improve our education system. I am confident that 
after developing my own views and becoming aware of the controversies that surround
public education I have widened my horizons and better prepared myself to become a future
teacher. I believe that intelligence, academic success, and the challenge of
standardization in public schools all go hand in hand and I think throughout this paper
that concept has been greatly illustrated. If I could devise one individual goal that has
risen out of this paper it would be that as a teacher I want to have the ability to teach
to all levels and styles of intelligence, to encourage academic success and create an
atmosphere where success is achievable, and to allow and encourage my students to exceed
in every standard.