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The United States does not have a national school system. Nor, with the
exception of the military academies, are these schools run by the federal
government. American education is a complex topic because a single school can
draw upon resources from several different public and private institutions. For
example, a student may attend a private high school whose curriculum must meet
standards set by the state, some of whose science courses may be financed by
federal funds, and whose sports teams may play on local, publicly owned fields.
Education is an aspect of U.S. society that is more open, more diverse and
more inclusive than ever before in our history. Public education is changing for
the better. On the other hand, there is much more to be done to fulfill the
American promise of equal opportunity for all and to close the gaps between rich
and poor, white and non-white. By continuing to adapt and improve our system of
education, the United States can become a stronger nation and continue to work
with other nations to bring peace, prosperity and education to citizens
throughout the world.
"The Condition of Education 2000," the U.S. Department of Education annual
report, pinpointed evidence that current policies and programs are on the right
track. Other indicators highlight areas that policymakers and educators need to
address so our nation can continue to grow and prosper in the Information Age.
The report found that the benefits of attending college are greater today
than ever before. In 1970, the average young American male with a bachelor's
degree had an income 24 percent higher than that of one possessing merely a high
school diploma. As of 1998, the "college bonus" for men had risen to 56 percent.
For young American women, the "college bonus" rose from 82 percent in 1970 to
100 percent in 1998. That means that young women in the United States who
graduated from college earned twice as much as their female peers who never
attended college. In addition, more students are going directly from high school
to college.
Between 1992 and 1998 alone, that percentage rose from 62 percent to 66
percent. But the rates are lower for students from low-income families. Our
research has found that providing academic preparation and encouragement can
help to close this gap. To get on the path to college, students need to take
rigorous high school courses in mathematics and science, and gateway courses in
middle school -- that is, from grades six through eight. These findings offer
strong evidence for two courses of action: to provide financial aid for students
attending college, and to help disadvantaged children in their early teens think
about and prepare for college.
Today, many more students in the United States are taking rigorous science
and math courses that prepare them for college than in years past. In 1982, 11
percent of high school graduates completed courses like trigonometry,
pre-calculus and calculus. By 1998, 27 percent had completed that type of
advanced coursework. Over the same period, the percentage taking advanced
science courses rose from 31 percent to 60 percent.
The Condition of Education 2000 also includes research on younger students.
It notes that 66 percent of children entering kindergarten can recognize letters
of the alphabet. That means most are ready to begin the process of learning to
read, but one-third are not. We can raise this number by providing effective
pre-school programs for more children and by encouraging parents to read with
their children. While we are encouraged by the results, we are also working to
increase our efforts to support and expand early childhood learning and parental
involvement.
The student population in our public schools is not only growing but also
changing. Hispanic enrollment increased from six percent in 1972 to 15 percent
in 1998. With significant increases in the number of students who may not speak
English at home, this report suggests that we need to be prepared to help
students with limited English proficiency to succeed in school.
Excerpt: A Snapshot of Education in the United States Today, September 27,
2000. Richard W. Riley, former U.S. Secretary of Education.
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