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The Core Reason of American Students’ Poor Success in College

In spite of the fact that many young US teens graduate from high school with high academic performance skills and a great part of students leave school with poor abilities in important areas: writing, reading, math, and reasoning. One of the core reasons of low student success in college isn't a difficult student schedule but that many of student’s teachers are not very good themselves.

Of course, they earned their college degrees, but those degrees can be easily gained by the weakest students colleges admit. Nowadays, the entrance requirements to most US colleges are too lax, and the conditions for graduation are very low.

The poor level of colleges education, where American teachers undergo their training has been known long time ago. Our educational colleges were giving the US a constant stream of intellectually middling teachers who had learned unnecessary educational theories, but often know little about the subject they are going to teach. Since those times, there was a crowd of criticism concerning the quality of education schools, but the undertaken changes have been not very significant.

If the teachers from these ed schools are so poor, why does anyone not try to change the situation? The reason why is that ed schools are protected by state licensing laws that means it is very hard for public school officials to displace anyone who doesn’t have the credentials. Simply saying, the education schools have a guaranteed demand and are protected from the competition on the market. The administration and professors are happy with this situation and always express indignation to anyone who says that their concept does not create competent teachers and doesn’t encourage student success in college.

One of the main areas that plays disadvantageous role in improving student achievement is math. In 2012, the average student had a math SAT 485 level (comparing to medium 516 score for all freshmen). Low knowledge of mathematics is possible to overcome if the schools considered this to be important, but they don’t. The trouble is that our future educators learn how to teach math, but they don’t obligatory learn how to do the math itself.

It isn’t just math where the educational schools fail in improving student achievement. The curriculum is full of unnecessary discussions of concepts about how we learn – which is not very relevant to a squeezed first-year teacher.

To have the situation changed ed schools should not allow ambitious teachers to major in education. US education system needs them to make a real academic major instead. That could be a nice start.
Moreover, school districts should be given money and power to manage their own teacher’s training programs. That is a nice step, especially when most of local schools are unsatisfied with the quality of new teachers they have to select from.