best school argumentative essay help

best school argumentative essay help

The Impact of Attending the Best School: An Argumentative Essay

1. Introduction

The quality of the student body, the alumni group’s education, and the university’s prestige are typically what determines the ‘best’ schools. If you get selected, they’re the schools that will go out and scream about your excellence. It is also likely that they are costly, but bear in mind that the expenses paid by the student body at these schools are replaced by a great job and great wages when you are revealed as their alumnus, depending on the school in which you are employed. And if perhaps ‘inexpensive’ isn’t your first or final concern when determining which school to apply to or attend, you should be aware of the many other benefits of reputable colleges before making your decision. This is a comprehensive list of the academic, networking, and social advantages of going to a more prestigious university that you will also undoubtedly appreciate.

It is crucial to have a qualification from a reputable university. According to the recent study data, the university where a person completes a degree should be vigorously defended and protected by its graduates. However, this mindset was not as widespread in the past as it is now, due to lack of information or a low number of research studies on the topic. This essay suggests a point of view for the group that believes going to a bigger school also had incredible academic benefits.

2. The Benefits of Attending the Best School

High-quality schools are also hypothesized to impact students’ noncognitive skills, which are associated with improved outcomes, such as employment and earnings. Equally, opportunities offered by institutional resources or networks available to graduates generally improve outcomes. In a study of law schools and medical schools, it was found that time (disregarding talent) spent in a better institution increases the salary of individuals. Indeed, individuals accepted to comparable schools appear to choose the better school type based on quality alone. The school effect can be observed even at Harvard, which is regarded as an exceptional school: students from working-class backgrounds who graduate from Harvard perform as well as students at the top of their respective high school classes who go to the flagship state university on indicators of high achievement measured across two decades of post-college life. The educational attainment measures use the top of the wage and occupations distributions; wages of doctors and lawyers approximate earnings of those in the top quartile of their professional school class and of families classified as Urban Elite in a variety of censuses. The school effect is large, equivalent to moving from a school in the 60th percentile of the schooling distribution to one in the 99th percentile of schools.

There are numerous benefits to attending the best school. First, data from the National Educational Longitudinal Study suggests that ninth graders in the top quartile of their high school’s contextual socioeconomic status perform better on standardized tests and go farther in school than similarly talented peers in the same grade who attend less strong schools. They are also less likely to drop out of school or become teen parents. In addition, the study results suggest that ninth graders in weaker high schools who raise their achievement increase their risk of dropping out. Thus, policy remedies that address student achievement and school resources should successfully induce more students to complete high school and raise their earnings when they do.

3. Challenges and Criticisms of the Best School Model

Ostensibly, the message behind the best school model and its emphasis on high quality schools is that being part of a quality education system has direct, positive impacts on the lives of students: their careers, their future education, their health, their sense of wellbeing, etc. Indeed, there is no empirical evidence highlighted by Jackson et al. that students enjoy better life chances where the structure of schooling is more unequal, be it between schools in the best school model, or within schools as in the case of the expansion of equity within schools in the case of education 14-19 in England. The argument is, however, that being a member of a high quality schooling experience within a quality educational system has real and lasting benefits.

There are, however, obvious challenges and criticisms to the best school model as it is described by Jackson et al. Firstly, the best school model appears to suggest that to be adjudged successful, a school has to be rated as high as possible in the rankings. Despite best cohort adjustments rating schools on the progress that students have made, the underlying language of this model suggests a hierarchical structure of evaluative success that the report seems to be trying to downplay. Secondly, such an unrealistic focus on particular schools fosters a competitive atmosphere in education, something which has and can have significant negative impacts on the wellbeing of students and teachers. Thirdly, the model relies heavily on the nature of assessments – be they national tests or school tests or observations – being the perfect instruments for capturing all that students have learned. This is a critique of assessment that runs through the various essays. And, finally, so what if European schools are the best in the world? Does attending the best school provide a student with the requisite knowledge and skills to participate actively in a changing labor market and society?

4. The Role of Equity and Access in Education

Only students who attend the best school can access the outstanding public school. This is simply irrational because others are labeled as smart. Still, proponents argue that requiring the best school forces admissions processes to be based on genuine abilities. This notion has been debunked on developmental grounds, but from a policy standpoint this argument is irrelevant. We are concerned with providing equal opportunities for success for all children, regardless of the best school star they might have been born under. It is important to remember that schools also affect children’s abilities in the long run. Equitably funded, high-quality schools can promote or compensate for differences in the home environment. Other countries have focused on this latter function and have reaped a satisfactory and efficient level of citizenry. Providing equal access to a quality education pays off in improving human capital in general and not just in increasing the number of citizens eligible for a select number of elite positions.

In the United States, educators have been working over the past few decades to ensure that access to a quality education, as promised by Brown v. Board of Education, is not conditional. However, “separate but equal” is still being played out around the country. Entrance into elite private schools and into gifted and talented programs in the public schools routinely require credentials – the all-determining best school. Moreover, this model has been appropriated by the education reform movement, which aims to open up this segregated schooling system to students from different social classes. The final result, however, will likely be seven best public schools with a sprinkling of low-income students to demonstrate equity. All gifted education proponents should seriously consider these consequences.

5. Conclusion and Recommendations

It is admitted that entry to best schools can promote social mobility (in some cases); however, more generally, simply helping a relative few young people to enter an educational elite is not the most effective way to combat the accumulation of advantage in poorer families and communities. Instead, tackling the existing fortunes and misfortunes of disadvantaged communities and redistributing power and resources must be central. Policymakers would be unwise to treat the supply of best schools as the only useful strategy for educational policy. Selective institutions must, where they exist, be set up in a way that ensures that places are awarded to students on the basis of three criteria, all of which overlap: demonstrated academic talent, local circumstances or disadvantage that might inform this talent or help secure a place, and/or any desired additional contribution(s) to the student body (the later criteria need more weighting than is custom under current policy). Staff in all schools – not just the best schools – should receive material support and opportunities to actionably forward their understanding of how social mobility can be promoted in a broad sense via in-school strategies. While, where reasonable, welcoming young people attending better schools may be a useful local catalyst to ambition and achievement, if systems and strategies are designed in a manner that also uses extra income as a reason to see children individually, they run the risk of creating more drawbacks amidst our vulnerabilities.

In the conclusion drawn here, it is argued that attending the best school can drastically shape a person’s life trajectories and prospects. The piece is careful to note that the best school debate is a question of degree; as with the meritocracy-desert debate, the importance of attending the best school is not a simple strong claim, but a more cautious and complex argument. The strongest theory is that the significance of attending the best school is dependent on a person’s career focus, parental background, and geographical location. However, it is recommended that policymakers, educators, and communities are right to make improvements to local schools and persist, where possible, with the legal regulation of school composition or assist local initiatives that help students to access best school places.