Education_Reform.docx (2) SEC-502 The Effects of Educational Reform in Secondary Edu

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Education_Reform.docx (2) SEC-502 The Effects of Educational Reform in Secondary Education College of Education, Grand Canyon University SEC-502: Foundations in Secondary Education for... Graduate Students The Effects of Educational Reform in Secondary Education Common core state standards need to be re-evaluated based on improving the teaching that students are receiving in the classroom. When common core state standards are used, I feel like teachers in some subjects are benefited whereas other subjects like physical education are not getting the benefits from the common core curriculum. Most states have common core standards in English and Mathematics but not in every subject taught in school. Standardized testing also needs to be re-evaluated as there are many students that excel when it comes to schoolwork and homework. When it comes to taking standardized tests, students feel the pressure of taking a timed test which affects how well the student does on the test not if the student just knows the material that is on the test. The purpose of this essay is to show that education reform is supposed to improve a students learning and education for the better. There are times when education reform helps educational goals and times when the reform hurts the students educational goals. Secondary education has many areas of opportunity where change can improve the quality of education that all students receive in school. Common Core State Standards Common core state standards are in desperate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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