The educational system of the United States of America is full of captivating events which have significant contribution to the life of every American citizen.
There are three different levels which promote proper development of the system and which are responsible for obligatory control and funding: they are local, federal, and state authorities. Each type of control has its own peculiarities in accordance with which schools and other educational institutions are able to vary, be improved, and develop during a long period of time in regard to the current living conditions.
Educational standards vary considerably from time to time, and now, it becomes very important to provide teachers with necessary education and license before they could start doing their jobs. According to Pullman and Van Patten (2007), this kind of legislative control is crucial to make educators meet special standards and correspond to the national model required.
In my opinion, it is necessary to support control of educational standards by local, federal, and state authorities in order to present proper quality of education, professional teaching, and obligatory variations. To defend this necessity, it is better to pay more attention to each type of control and its outcomes on the educational process and to define how exactly these authorities may promote the growth of professional teachers.
According to the International Colloquium on Private Education (2009), any kind of government is entitled to control educational standards in order to promote growth of sufficient education in regard to the national context.
For example, local government is primary responsible for the quality of educational processes; federal authorities usually deal with the standards settings; and state department has to take care of provision of information, resources, and various technical material to schools. In case this type of control weakens, the quality of education may undergo considerable changes, and these changes could be hardly called positive.
Randi Weingarten (2010) admits that the role of education is considerable indeed in the life of every person: professional educators have to be ready to complete any kind of duty prescribed. However, it does not matter how mature an educator can be: if there is no support from local, state, and federal authorities, the professionalism of educators cannot serve as the only reliable basis.
This is why there is no reason to struggle against control of education by local, state, and federal authorities, but instead, it is very important to find out more powerful grounds to improve the quality of the control of these authorities and improve the cooperation between the authorities and educational systems to be able to achieve one goal: provide students with necessary education of a good quality and provide teachers with a number of possibilities to get necessary practice and appropriate certificate.
The chosen position may considerably enhance the processes of teaching and learning. It is possible to focus on “a constructive, meaningful, and ongoing system that incorporates standards and best practices for the teaching professions” (Weingarten, 2010, p. 37) and helps teachers to realize how information must be learned but not tested (Pullman & Van Patten, 2007).
Learning activities may be improved considerably because federal authorities introduce necessary technological techniques, and students get chances to learn more about the peculiarities of progress and how they can benefit from it. In general, the idea of controlling legislative approach is good indeed, and people have to evaluate its positive sides to enlarge their chances for proper education.
International Colloquium on Private Education. (2009).The Evolving Regulatory Context for Private Education in Emerging Economies: Discussion Paper and Case Study. Washington: World Bank Publications.
Pullman, J.D. & Van Patten, J.J. (2007), History of Education in America, New Jersey: Pearson Education.
Weingarten, R. (2010, Spring). A New Path Forward: Four Approaches to Quality Teaching and Better School. American Educator, 34 (1), 36-39.