It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
One of the main goals outlined in education reform policies in the United States is closing the achievement gap—disparities in educational outcomes between students of different races, genders, or income levels. Examples include white student achievement relative to black and Hispanic student achievement, females relative to males, or the gap between students from low-income households compared to students from middle- and upper-income households. The achievement gap is linked to high school and college graduation rates, the types of jobs students obtain as adults, and expected lifetime earnings. (Opposing Viewpoints)
Narrow the Topic
Has the No Child Left Behind Act of 2001 been a benefit or hinderance for American education?
Is public education still in need of extensive reform?
Would a longer school year be a benefit or detrimental in improving public education?
Is the American family no longer a factor in the education of its own children?
Does the teaching profession need improvement? How can this be done?
Are private schools still a better option over public schools?
Should the school day or school year be lengthened?
Do teachers' unions block or encourage meaningful education reform?
Can innovative programs like Geoffrey Canada's Harlem Children's Zone or Steve Perry's Capital Preparatory Magnet School in Hartford, CT be replicated in other cities?
Is merit pay for teachers effective in increasing student success? Teacher/faculty morale?
What has been the impact on standardized testing and public schools in the state of Florida in its decision to switch from the FCAT (Florida Comprehensive Assessment Test) to the FSA (Florida Standards Assessment)?