Affects Outcome of Receiving a Poor Education Research Proposal

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Negative Affects / Consequences of Receiving a Poor Education

Testing the Efficiency of Public Education against Private Institutions: How Bad is Bad Education?

Public schools are notorious for providing a poor education for many of their students. but, exactly how poor of an education are public school students receiving? This study aims at comparing public institutions with private ones in order to show the sharp contrast between the two and how this contrast is affecting high school students in a modern world. The results of a poor education include less money earned in a professional environment, less professional and academic skills, and even worse health. If researchers can pinpoint the exact facets which are in need of reform with the help of using private institutions as a comparison, public schools will then have a clear and concise direction to improve for the behalf of their students. Reformers and researchers alike need to see the extreme discrepancies between these two institutions, as well as how much these discrepancies are truly affecting the students caught in the middle.

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Education plays a much larger role than most people might think in the real world. Sure, everyone knows that a better education can open more doors and opportunities for individuals, but the idea that it can improve the health of you and your children is something that most people do not associate with higher education. Receiving a poor education lowers an individual's chances of getting a higher paying job, and places them at risk for several chronic ailments that go along with stress and irresponsible short-term decisions. However, how does one judge the efficiency of one's education?

TOPIC: Research Proposal on Affects Outcome of Receiving a Poor Education Assignment

Having a high school diploma does not always mean that one has received a good education. In fact, many children who graduate from inner city public schools still are left with a poor education which damages their verbal communication skills and limits their future professional choices. Drop outs are not the only ones suffering from the inefficiencies of the public school system. Graduates themselves later find that they are unprepared for their future academic and professional endeavors despite their diploma. The failure of public schools has been a topic of much debate for the past few decades, and reforms have met limited success. However, students are still leaving school unprepared, which haunts them throughout the rest of their life, both professionally and physically.

Yet individual coming out of many American private schools seem better off in terms of the value of their education based on the higher academic standards placed on them by their private institution. These schools have much higher graduation requirements and are known to produce much more college bound graduates; also seen in many post private graduates, better paying jobs and healthier lifestyles. Researchers and parents alike see the benefits of a private education as overwhelming surpassing those of a poor public education. Therefore in order to truly test the efficiency of most public school educations, schools and students must be tested and compared to those individuals receiving their education out of a private institutional environment.


The public education system began in America in the middle of the nineteenth century. One of the most fundamental reasons this system was created, and invested in, was to help pull children out of their uneducated poverty an give them a chance in creating a better life for themselves, "In a literal sense, public education often has been about improving poor people," (Katz, 1995:104). In fact, public education did give some of the working class children something to do, which was thought to further keep them out of criminal activities. Therefore the entire premise of a public education was to improve oneself both mentally and professionally. They were meant to yank children out of the slums their parents could not, and give them opportunities previously only dreamt about by their poor working class parents.

Yet as the public school system became more and more associated with the poor throughout the nineteenth century, many citizens who depended on its purpose ended up not taking it seriously or even rejecting it completely. After the exposition of racism and mismanagement during the age of the Civil Rights Movement, public schools everywhere increased the levels of their erosion and inefficiencies, "Along with other urban institutions, public schools had lost the legitimacy that had sustained their hold on public esteem and the public purse," (Katz, 1995:133). Public schools became more of a joke than a serious educational institution. Inner city slums schools became notorious breeding grounds for crime and despicable educations. Thousands of high school kids were graduating with a meager and poor educational foundation which only led to professional failure and health risks later in life. The public educational system was failing the very people it meant to empower, commercializing a high school diploma until it meant nothing more than a piece of paper, without the scholarly merit that is so important behind it.

As the twenty-first century dawned, it became more and more apparent to researchers, parents, and teachers exactly how inefficient the current public school system was in terms of preparing a decent education which would allow students to do well in both a secondary academic setting and in the work world. One of the 1980's most notorious school districts was the Chicago district in Illinois. This district had been on the edge of bankruptcy for years after extreme financial mismanaging. In 1985, two schools within the district had a seventy percent drop out rate, (Katz, 1995). Many of those who did make it to graduation barely met the simple state standards, which ensured a life continually lived in the ghettoes surrounding their former schools rather than signs of improvement thanks to a proper education. The schools within this district were some of the worst schools in the nation according to then president Ronald Reagan after first handedly assessing the situation in 1987. Part of the reform which naturally followed such harsh external criticism was parents and teachers blaming the extreme bureaucracy of the public education system for its inefficiency. Yet, many other examples prove that the teachers are also largely responsible. Many teachers have been known to give up on students within inner city public schools based on several reasons stemming from a long line of bureaucracy and dissatisfaction with the public school system itself. As public schools became more and more of a joke, teachers unfortunately became the ones who took them with the least seriousness.

What educators are witnessing is a full cycle of economic status tied to education. Low economic status places a child in an inefficient public system, which then ensures the vicious cycle of poverty and lower class status. This cycle continues from one generation to another, due to the fact that a child's future job will be unable to get a more expensive private education for their own future children, therefore exposing them to the same decrepit education they were force fed while in public school. What researchers are seeing is that a poor education does not only come from no education at all, but from schools with little or no interest in seeing their students succeed, schools like those seen in the Oakland and Westside Chicago districts which have the some of the highest dropout rates and lowest standardized test scores in the nation.

The declining efficiency of public institutions is sharply contrasted with much higher student achievement and success seen in privately educated children. Although not all private schools prove to be model institutions which provide their students the best possible education, many of them are far above the standards seen in most inner city public schools. Therefore, there is a problem with the different types of education modern children are receiving, which lies directly in the discrepancies between public and private standards; as seen in the future development of students in the professional and health facets of their life outside of school. A direct comparison would highlight these discrepancies in a manner which would call reform to a concise movement towards a stricter set of standards and regulations as seen in private institutions, while also allowing teachers more creative freedom to adapt lessons based on individual student needs rather than strict conforming state standards, which in many occasions fails to engage students directly with course material.


The purpose of this study is to use information coming from the past graduates of private schools in order to fully understand exactly how poor some public school educations are and exactly how that poor education is affecting public school students in the long run. By comparing both health, cognitive, and professional abilities of post graduates from these two types of institutions, the true nature of a public school education can be sharply compared with the general higher standards of a private school education. This can then lead reformers to understand the nature of public school reform, and give an example for what a quality education would look like in a real… [END OF PREVIEW] . . . READ MORE

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