The benefits of education on the individual person no doubt extend beyond economic effects. Jeremy Behrman and Nevzer Stacey cited that the effects of education “spread beyond direct economic effects (1). ” As such is the case Behrman and Nevser adds, benefits “include a better way of taking care of ourselves and consequently creating a better society in which to live” (1). Based on this notion, it is important to make education available for everyone regardless of race, color, social status and gender or even physical condition.
Education should be a right of everyone and no one should be denied of this right. However, the quality of education has been the focal point in the educational arguments. The report of the United States Government Accountability Office (GAO) cited that although teachers play an essential role in improving the students’ performance, the quality of education especially in areas where poverty is high, remains bad due to teachers’ lack of competency in the subject they teach (1).
Thus it remains a burden of the government and of the society to establish schools that will cater to the increasing demand of a quality education. The No Child Left Behind Act was a response to this demand, yet it is clear that there is still a great demand for schools that would cater to the growing need of the society of a quality education for children. It is for this reason that I should like to introduce the Early College Communications (ECC) school which is designed to serve especially working class student and those with special cases.
With highly competent teachers duly licensed by the states licensing board, the ECC provides quality education for grades 9-12 that would prepare students to college with a high level of competitiveness and a strong sense of achieving success in life. The school is deeply anchored on the government’s policy under No Child Left Behind Act (NCLBA) which emphasized on the qualification requirements for teachers. Under this act, the GAO report stated that states, districts, and schools are “responsible for ensuring that teacher meets these requirements” (1).
The GAO also stated that the NCLBA “requires teachers of core academic subjects such as math and science be highly qualified…. ” (1) The ECC proudly announces that it meets these requirements. The ECC’s philosophy of education is based on the principle that education is for everyone and that everyone deserves quality education. The ECC adopts a method of teaching based on Ramden’s (1992) distinctive ways of understanding teaching that is applicable to high school education wherein the teacher is seen as the organizer of student activity.
Kate Ashcroft and Lorraine Foreman-Peck explained that in this method of teaching, the focus of the teaching and learning situation is on “what the student does” (69) and the role of the teacher is supervisory. In this case, as Ashcroft and Foreman-Peck pointed out, “the interest of teaching methods is now focused on ensuring that students learn” (69) and the teacher’s main concern is to motivate students “to be actively engaged” (69).
With this method of teaching, the ECC management ensures that all students get quality education as we are implementing strict compliance for teachers to facilitate the student’s learning through motivating them to active and lively participation in the learning activities. As the school is committed to providing quality education, we have also implemented strict guidelines on the selection of teachers. Teachers were thoroughly screened if they have genuine interests in helping students learn regardless of their color, race, social status or physical condition.
Thus, we are assuring everyone that the ECC is student friendly and we are very much concern all our student get quality education as they finished their term with us. For students with disabilities, that is, those belong to section two of the definition given by the Individuals with Disabilities Education act of 2004 (IDEA) cited by Roger Pierangelo and George Giuliani which held, (ii) Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage (1)
Students with disabilities that do not include learning problems because of the reasons mentioned in the definition, we encourage them to enroll at ECC as we have highly competent teachers to handle this special class. However, we require students with disabilities to seek certification from the local educational agency whether they responds to scientific, research-based intervention as part of the evaluation procedures.
With teachers’ genuine concerns on students with disabilities, their primary aim is to ensure that students with disabilities learn equally with other students. Furthermore, the school facilities are designed for the convenience of these special students. These teachers are licensed by the state to handle special classes and they are skilled in communicating with students with disabilities. Overall, the school is committed on preparing our students to become successful individual regardless of their color, race, social status, and physical condition.
The student who could finish their term at ECC will have an early college credit because the school offers subjects that will provide them advantage when they go to college. Thus, with our commitment towards the future success in life of our students, and with efficient and highly qualified teachers we are confident we can lead our students to become competitive, success oriented and determined to achieve their dreams in life. For everyone out there, enroll now at Early Communication College and be assured of a quality education and of an exciting learning situation in the classroom.
Work Cited Ashcroft, Kate & Foreman-Peck, Lorraine Managing Teaching and Learning in Further and Higher Education Great Britain: Routledge, 1994 Behrman, Jere R. & Stacey, Nevser The Social Benefits of Education USA: University of Michigan, 1997 “No Child Left Behind Act Improved Accessibility to Education’s Information” USA: The United States GAO, 2005 Pierangelo, Roger & Guiliani, George A. Teaching Students with Learning Disabilities USA: Corwin Press, 2008