Competition for high grades seriously limits the quality of learning at all levels of education.

Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

It has long been accepted wisdom that competition for high grades seriously limits the quality of learning at all levels of education. Yet, a 2011 report from the US Department of Education suggests that while competition is a factor in limiting learning, the educational systems are at fault. Thus, competition for high grades is, in reality, a byproduct of flawed educational systems rather than the cause.

The argument holds that the quest for high grades is a significant distraction from learning. Students feel compelled to compete with each other, often to the detriment of genuine academic pursuits. This may be true, but we should examine this to mean that the educational systems themselves require improvement. The GI Bill, for example, allowed returning soldiers to pursue higher education, but they failed to take advantage. Instead, many enrolled in law school, taking full advantage of the GI Bill’s generous tuition subsidies. These students generally could not pass the bar exam even after completing their bachelor’s degree but continued with their legal education anyway. When the GI Bill finally expired, no new program was adopted. Why? Because returning soldiers had become used to the subsidies and, in many cases, had become accustomed to living a pampered lifestyle.

Other institutions of learning have felt a similar effect. Recent changes to the university admissions process, for example, have made it more difficult for students with high grades to gain entrance. Some schools now offer higher acceptance rates to students with lower SAT scores or require all students to take the SAT or ACT to demonstrate academic preparedness. These practices do not benefit students, but they do ensure that competition remains high.

Not only do high admissions standards reduce the quality of education, but they also lead to the discouragement of students who lack the required qualifications. This, in turn, results in lower graduation rates. The percentage of students earning bachelor’s degrees has risen steadily since 2000. Yet, only 68.3% of students complete their four-year degrees. Much of this can be attributed to high tuition costs, which have risen 32% between 2000 and 2010. As a result, students must devote more time to their studies, depriving them of the time they might otherwise spend socializing or participating in extracurricular activities. In addition, students need to hold multiple part-time jobs to pay for tuition, further limiting their time for studying. High standards and high tuition have also led to a growing number of students entering college without the basic educational skills necessary to succeed. These students often drop out, discouraged by the high expectations placed on them by the educational system.

In short, the educational systems in many developed countries are flawed, resulting in students feeling compelled to compete for high grades. Rather than merely accepting this, however, these institutions should rethink their methods for teaching, encouraging, and funding education.

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