Lily Garcia/Standarized Testing Strikes Again

In "Standardized Testing and Its Victims," (2000) Alfie Kohn addresses the theory that children of monetary privilege and majority race are more apt to score highly upon standardized tests, thus rendering aforementioned tests incredibly biased against those of lesser means and minority background. Kohn expresses his intense distaste for such examinations by stating his comprehensive opinion of standardized testing, presenting his reader with a series of undeniable factoids, and then segueing into the idea that standardized examinations are both biased against minority and impoverished students, and that they promote demoralizing, teach-to-the-test instruction within low-income schools. The author utilizes sharp and often acrimonious criticism, as well as piquant, flavorful language in order to raise awareness of this issue, in hope of igniting change. Kohn addresses an educated audience by establishing immediate ethos as well as pathos through his presentation of numerous truths, proving his knowledgeable background, and making his argument all the more persuasive.

Katherine Blessis/ A Decline In Civics Classes Creates Concern For Nation's Future

In “Make Civics Learning Bigger Part of Public Education,” an editorial written in the Herald Dispatch, the nation’s education system is criticized for a decline in civics classes in public schools, and the problem of student’s limited knowledge of the democratic process is solved by the Albion Central School District in upstate New York, a school that plans to integrate civic learning in many aspects of school and community life. The author expresses his disapproval of education and suggests ways to make civics learning a bigger part of public schools. He criticizes student’s inadequate awareness of current events and controversial issues, and praises a public school system that creates a comprehensive program to teach students about government, history, law, economics and democracy. The author addresses an educated audience, especially administrators who have the ability to change the role of civics in schools, by showing genuine concern for future generations and our nation, in hopes of developing a new approach to teaching civics classes in public schools.

Rachel Claussen/The Defects of the Race to the Top Program

In “One simple solution for our schools? A captivating promise, but a false one.” (March 14, 2010) Diane Ratvich, a historian of education, insists that the Race to the Top program imposed by the Obama administration will cause public education to take a turn for the worst. Ratvich supports her position against this program by listing all the terrible consequences that will occur as a result, such as having teachers be solely responsible for their students’ test scores. She attempts to warn others against the Race to the Top program so that less harm will be inflicted on an already troubled education system in America. The author presents her unyielding view on this “deeply flawed” (page 1) program LA times readers in the hope that enough people will side with her and bring an end to its possible destruction of public education.

Becky Glucksman/ Are Students Expected to Test Like Machines?

In "Stop the Standardized Test Tyranny," (Business Week, February 18, 2009), Greg Fish argues that standardized testing is not an accurate representation of students' levels. He expresses his discontent with the system by asking the reader such rhetorical questions as, "What if Johnny or Suzie has a bad day and doesn't answer enough questions correctly?" Fish criticizes the tests, asserting that students are not machines and excel in different areas and have different talents. By addressing the educated readers of "Business Week," and appealing to a powerful audience that has the authority to change the system, Fish hopes to motivate people to outlaw standardize testing.

Nicole Kuhnly/ Public Education Must Be Accountable

In the Register Guard editorial, "Guest Viewpoint: Public Education's No. 1 Problem: Lack of Accountability," (October 6, 2011) Douglas Vaughan addresses the embarassment that Oregon public education has caused. Vaughan indicates that in order for education in Oregon to be improved, such as to "include full support for many more charter schools, creative incentives for home-schooling and additional opportunities for parochial schooling." Oregon is ranked 42nd in public education with lack of accountability as one of the main reasons for the faltering education program in this state. Vaughan is insightful in his opinion that in Oregon, "responsibilities for oversight of academic achievement and accountable management of resources in the name of the public trust are simply not being met," which causes a significant problem for teachers as well as students. In order to solve this problem, Douglas Vaughan stresses that reforming the issue with lack of accountability will not be easy, but it will start to be changed by "everyone when the realities of public education are seen for what they truly are — an abysmal failure of oversight."

Dan Spatcher/ "The Spectator" Precis

In “The Spectator” (Oct 12, 2011), a New York Times Education Blog Essay in response to the article, “Pressure and Lack of Repercussions Are Cited in SAT Cheating”, high school student Olivia Fountain asserts that today’s educational school systems have an “obsession with tests and numbers” that drives students to cheat and value test-taking more than knowledge. She cites College Board policy and the nature of the SATs as a “high-stakes exam” as tell tale signs that cheating on the test is a viable option and that such actions can go unpunished. Fountain describes the intense pressure that high school students are under in order to impart her idea upon the audience that schools are only interested in test scores, and hence students are only concerned with test scores – not actually knowing the material. Fountain aims to reach educators and concerned or disillusioned parents of high school students by systematically addressing each aspect of the issue from the perspective of a college-paranoid (“everything I do will be scrutinized”) high school junior in a competitive school.

Lyndsey Kempf / Excellence in Teaching

In the 2011 Annual Letter from Bill Gates, his section on education titled "Excellence in Teaching" comments on the current low standing of American school systems when compared to the achievements of other countries' programs and offers advice to improve the level of education American student receive. Gates sites many studies that prove that American students are not prepared for higher education and are below average when it comes to core subjects. He show the faults our education and offers suggestions to improve, such as teacher incentive plans and study tools to demonstrate that, while the education problem is currently very large, it is not insurmountable. Gates addresses the people who donate and consider donating to the Bill and Melinda Gates Foundation as well as concerned citizens so as to gain traction for the issues and uses strong persuasive language to convince the audience to pledge support and donations to the cause.