Education: A Comparative Model

As of recent [Fall, 2007], research still states that in the U.S., children overall, re. tests, do not do well compared to their peers in Europe, S. America or Asia. For some odd reason, those same educator-result analysts have not mentioned how well those same children do when completing college courses years later. After all, a computer-scan test is a DRY analysis of a person's ability to parrot learning using a multiple choice medium-test. Sadly, tests to see or analyze how a student performs in a USER environment do not exist yet in schools.

While U.S. educators are quick to blame one of many participants, a commonality among all complainants seems to be a lack of financing of the educational process. This is sad. Financing of high-paid teachers, classroom literature, computers, air-conditioned rooms and other TEACHER tools has not ever been correlated to a student's performance.

This paper's author has attended formalized teacher training under what in California is a requirement for subject matter focused teachers, known as the Ryan Act. It attempted to specify how a teacher was to identify the unmet needs of students and then, how to teach those subjects. Decades later, in Washington, "NO student left behind" was invented to augment or replace the Ryan act. Again, when one reviews the data that led to the law of "No student..", one does not see anywhere such things as "illegal or legal attendants in the classroom" [Once upon a time, the only students in a classroom were those who lived in the US legally. That criteria has disappeared with horrendous national consequences.]

While this author has never heard of a single psychologist proclaim that all people learn in the same, specific way, it is agreed that 'in general", people learn in similar ways and that tests do exist that depict the accuracy-quality of different teaching and testing methods.