Is school failing us, or are we failing school? This question arises when considering the purpose of the modern educational curriculum, whether school isn’t fulfilling the needs of students or students are failing to meet the demands of their courses. The primary purpose of school is “producing students who are prepared to maximize their human potential” (Michael B. Horn). But how does school achieve this, and does that method fit the needs of students?
School and education are synonymous, meaning that school will always be tied to education. Receiving an education is vital; everyone needs it. In the United States, we are given access to education from K–12. Throughout these years, we learn subjects such as english, science, arithmetic, etc. These subjects are further developed and analyzed at the collegiate level. From an institutional perspective, school provides an education and resources to help improve both the hard and soft skills of students. This is done through classes, clubs, and sports. If a student isn’t interested in learning or doesn’t want to take advantage of their resources, that is their responsibility. School consists of opportunities; it is the responsibility of the student to take advantage of them. This idea comes from the foundational saying, “You can lead a horse to water, but you can't make it drink.” Education is very useful; however, if students don’t want to learn, that is on them.
On the flip side, many argue that school should be designed to initially cater to developing a love for education. Giving students course after course in algebra wouldn’t solve many of their current problems, so why would it solve their problems down the road? For many students, the problem with education in K–12 isn’t the education itself or how it is taught; rather, the issue lies in how it is received. Many students go to school to get good grades, meet peers, or participate in activities, without truly caring about the education itself. While everyone’s interests are different, the lack of care for education, developed at a younger age, can make learning more difficult and lead to a disconnection from education later on. When we go to school, we are meant to analyze and understand real-world problems and work towards solving them. When the focus shifts away from learning towards other priorities, the purpose of schooling is not achieved. From a student’s perspective, education may not feel valuable because the connection between education and the real world has not been established. If the purpose isn’t there or the desire to learn is gone, students may focus only on grades or even consider dropping out. At first glance, this may seem reasonable. If school doesn’t feel relevant, students will look for fulfillment elsewhere. This argument is common among students who have fallen out of love with education.
I believe that both perspectives are valid. Schools provide resources and opportunities, and students have the ability to take advantage of them. However, when students lose interest in education, they may lose access to those opportunities. The real question becomes: who is responsible?
Students in primary or secondary school are still discovering who they are, so expecting them to fully understand complex STEM or societal issues is unlikely. School should act as a bridge between education and society. The average high school student will have taken multiple years of math, English, and science before gaining a deeper understanding of topics like politics. Introductory-level courses that address societal issues more relevant to students’ lives should become more accessible and common. This would expose students to real-world problems they are already familiar with, helping to bridge the gap between education and reality. Education is valuable across the board. Students have the right to question their courses and their value; however, when they are shown the importance of education and the problems it can solve, their interest and success in it will increase.
To conclude, the current issue in education lies in how it is interpreted, not solely in the system or the students. To improve these issues, schools need to place more focus on foundational topics that students can relate to. The advanced problems solved in upper-level calculus or chemistry are not always immediately understandable or relevant. Placing more emphasis on common, relatable issues can encourage students to trust the academic system, leading to better performance in school and a stronger engagement with society.