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ESSENTIAL OF A GOOD EDUCATION 2
Having a higher tax base in the nation, the affluent parents expect high quality education
for their children. They take their children to school expecting that these schools have up-to-date
technology which the children will be using daily. Secondly, they want their children to be
provided with an education that is more than just basic skills of Mathematics and English. They
also discourage schools that spend most of the time preparing the children for state tests but
rather expect a curriculum that educates the children on all aspects of life including social and
physical aspects (Ravitch, n.d, p.108). Parents with children with disabilities expect the schools
to have appropriately trained personnel to deal with the needs of these children.
The nation’s federal policy on education puts much emphasis on standardized tests of
uneven quality at the expense of more important goals of education. The government requires
that the students be taken through state tests on basic skills in Mathematics and English whereas
it ignores the fact that basic skills are not enough for one to become a responsible citizen in their
future days. Such curriculum denies the students an opportunity to learn other important skills
such as team work, decision making, critical thinking and even the opportunity to grow their
talents (Ravitch, n.d, p.110). Given these shortcomings with the kind of the curriculum provided
by the government, affluent parents resolve to take their children to more expensive schools
where they are assured of better quality education. The aspect creates a gap between these
children and those whose parents can’t afford to pay for the expensive schools and thus not all
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