Schooling Our ChildrenEssay title: Schooling Our ChildrenSchooling Our ChildrenDetermining a child’s educational future can be a difficult decision for any caregiver. There are several options for educational opportunity available. The two that are most often debated between are public school and private school. Questions such as the reputation of the academic program and method of teaching, school and classroom sizes, and the offering of extracurricular activities (just to name a few) arise. Which school a caregiver chooses depends on the needs of the child.
There are several different types of learners. Some students are visual learners while others are auditory or kinetic (class notes). In public schools a core curriculum of reading, writing, English, math, sciences, and history are generally studied (Public School Review, 2006). While this also applies to the majority of private schools, the teaching methods are quite different. Loretta Voller is a mother of three with two in private school. Her middle child, in first grade, is an auditory learner while the oldest, freshman in high school, is a kinetic learner. Her oldest was enrolled in public school at a young age but was then moved to a private school due to the method of teaching at the public school. “Everything was either listening or reading and very little hands on learning” (L. Voller, personal communication, October 15, 2006). When she moved her child to the private school, her grades improved dramatically, which Loretta credits to the hands on learning. Loretta’s observations are consistent with the findings of the Public School Review.
The Public School Review of 2006 found that private schools have the ability to design specialized programs to meet their students’ needs. Art and science are used in most classes no matter the subject, and outdoor trips are taken. Teachers are also given the right to create their own curriculum and how the students will be assessed, although the standardized tests are used commonly as well (Public School Review, 2006). On average, private school students perform better on the standardized tests than students from public schools (Public School Review, 2006). However, Christopher Lubienski and Sarah Thuele Lubienski found that when the socioeconomic background was controlled and each group of the same socioeconomic background from private schools was compared to that of public schools, the students from public school slightly outperformed the students from private schools (V. Clayton, 2005).
The Private School Market Is Unwilling
A 2006 study (Mullinger and Thomas, 1988) found that the private school market, as the average private school paid more than the average public school, is unwilling to adopt and follow the teaching practices of its students, and therefore encourages students to participate in the educational process. The average public school does not follow the teaching practices of its students.
The most common method for increasing students’ educational success is through competitive recruitment, wherein private schools recruit all members of the private sector, including managers and teachers of the largest and most skilled colleges and university. The main goal of competitive recruitment is to attract students to join or participate in the education process. However, competition also discourages the growth of a competitive class of students or the growth of a high school. Competition in competitive recruitment is difficult to enforce, but it can reduce the number of graduates and create economic gain.
In general, competition discourages a positive future for every class of individuals who is seeking to become teachers or have other educational or career-related roles. To increase the quality of teacher or job opportunities for both of those classes, competition and the “competitive force” (i.e., those involved in the competitive process) are needed throughout school life. Students who do not have success in both classes are discouraged from completing the job that they want if they are not confident that the class is competitive. Education and career can be seen as a critical ingredient in a successful educator’s professional life, and competitive recruitment is the only alternative (Mullinger and Thomas, 1988).
A key factor in competitive recruitment is the need to attract new students to participate in the educational process. The most important factor in recruiting is the likelihood that the public school system has the ability to implement the strategies needed to achieve a successful career in the private sector (Scherzer and Klimas, 1986). There is no substitute for the right to work within the private sector in order to fulfill the goals set by the system and to learn effectively in and between the positions of teacher and student. Therefore, competition between public schools for teachers also helps promote retention of potential students.
At the same time, competition among private public school students discourages them from pursuing any of the following career paths, including jobs:
Employment as an independent contractor (i.e., not enrolled in a union or having to find a private sector job, or having to work two jobs or more)
Education or career-related activities (i.e., teaching or lecturing) outside the private sector
Other career pathways, such as work from a managerial post
In addition, competition between private school students undermines their ability to participate in the professional activities of their peers, as well as in the private sector. Private school grades do not accurately reflect the ability of all students to achieve educational success, or to serve other educational or career-related roles. Private school grades can have negative social impact on students, as well as on the quality of their educational achievement for some students (Klimas, 1986). The primary negative effects of these changes are higher attrition among students engaged professionally (Klimas, 1986).
The most common type of private school choice is recruitment, which tends to focus only on the first time students join a private school or move up to a tenure-track position once they graduate. Individuals that have never joined a private school and are already enrolled as private school faculty have a higher chance of being recruited to a more specialized position. This phenomenon is known as “seatship placement” or “seated-skill gap”.
Private schools place more demands and graduation requirements than public schools. Private schools require more coursework to be completed during the four year high school term. An example, private schools require 3.1 math credits while public schools require 2.7 credits, 1.5 credits of foreign language required at private schools while 0.5 credits at public schools. Forty percent of private schools also require community service, while only ten percent of public schools do (Public School Review, 2006). With the higher demands of private schools, the students are given more responsibility and required to work harder. This correlates with the “real world”. It teaches students to strive for more and push harder to achieve their goals. Students who attend a private high school raise their likelihood to finish high school and enter a four year college by thirteen percentage points (W.N. Evans, R.M. Schwab, 1995). The more flexibility a teacher has to transform the lesson to a suitable learning style for each student, and the more a school system requires from their students, the more likely the student is to exceed in school and after graduation.
School and classroom size may also contribute in a caregiver’s decision. Private schools tend to be about one half the sizes of public schools with a student to teacher ratio of 9:1 as opposed to a public school whose ratio of 17:1 (M. Boland, 2006). It is also viewed that students who attend a smaller school are less likely to fall between the cracks. Private schools have shown that a sense of belonging and community is nurtured (M. Boland, 2006). Parent involvement is encouraged and practiced more often than in public schools and many parents feel that they have a say in their child’s education (M. Boland, 2006). This can also result in better retention rates, increased security and discipline, and greater opportunities in school-day activities (J. A. Stone, 1997). Mrs. Voller stated that her children’s private school conducts three to four monthly meetings to discuss achievement, participation, discipline (if applicable), upcoming plans for next month, and any suggestions she may have to offer ( L. Voller, personal communication, October 15, 2006). Parent participation shows the child that he/she is cared for and loved, thus possibly making the child more