Has schooling changed in the last 30 years?
154913
yes schooling has changed in the last 30 years what i am learning in forth grade my parents learned in high school
539334
There are many people 30+ only beginning their undergraduate education.  It is not too late for you.
413970
It is because(as I stated long ago and many times), the education system in the U.S. has desenagrated tremendously in the past 20 plus years. This due to very poorly trained individuials who have headed up our Government Educational offices in Washington and on down to the lowest levels. There is no turning around.. I also (Am an American) have difficulty understanding the language (very very poor language) AND even the writing of yanks.
671902
20 years\n\n4 scores and 7 years ago = 87 years
856951
Isn't ANYTHING taught in schools anymore?
808326
If you mean, the free education we have that has taught less than 35% of our children to read at a 3rd grade level,  low standards for children, lack of education for the educator and general chaos in our schools as the way we know it today.. I HOPE SO!   I really hope the new changes to the American Education Act (No Child Left Behind) really improves our schools.  The one good thing Bush gave us.  No one is accountable and our children are among the least educated in the world... shameful!
1055804
their old stuff\n\nthey are alot different now
783467
We have elementary school, middle school, high school and then college. \n\n\nBut those are then subdivided to different levels/grades because when you learn somethign at 7 years old, you dont get grouped in the same class when you are 8 years old. \n\nHigh School \n12=18 years old\n11=17 years old\n10=16 years old\n9=15 years old\n\nMiddle school\n8=14 years old\n7=13 years old\n6=12 years old\n\nElementary Schooll\n5=11 years old\n4=10 years old\n3=9 years old\n2=8 years old\n1=7 years old\nKindengarden = 6 year old
194534
No, too many differences. Not in 15 years.
334331
Yes .. it has years ago \nThis link you help you with your question.
1020493
Here are some real factors.... involving a bit of a history lesson:\n\n1. Teachers deal with a person's quality of life in the distant future (skills being taught will be used 5 to 20 years later). A doctor deals with life, NOW.\n\n2. Health has always been rather mandatory and urgently desired. Until a few decades ago, education was optional. Most people had a 3rd, 6th, or 8th grade education at best. Only those going on to become business owners or professionals and therefore were college bound went on through high school. Health is never optional. Most people in the United States are unaware of this now, and consider childhood education to be a right rather than a privilege (even though in most areas of the world apprenticeship and manual laborer tracks are still very much the norm).\n\n3. That "optional" aspect of education, until the middle of the 20th century, meant that anyone who was not a natural academic learner left school and either took on an apprenticeship for skilled crafts, or became a manual laborer. Teachers did not need to have much training in order to teach the "natural" learners, at least until the college prep stage. Even there, the students by that point had good study skills and were motivated, so the demands of a teacher were relatively simple. A century ago, a person could be a teacher for children with a high school diploma, and only needed a college degree for high school and college instuctor positions. Those college degrees only involved subject knowledge training, not any sort of deep involvement in actual teaching strategies or methology. This was because STUDENTS WHO HAD DIFFICULTY LEARNING WERE NOT TAUGHT ACADEMICS.\n\n4. As academic education became mandatory, and then achievement of all students, including the students with extreme difficulties, became important, teacher training needs started to climb. Teachers today have to be highly skilled and flexible diagnosticians, curriculum designers, instructors, psychologists, social activity coordinators, and social workers, all at once. No child, regardless of learning ability, can fail to make progress or the teacher is blamed regardless of any other factors affecting that child (motivation, personal interests, any disabilities, home environment, etc.).\n\nHowever, our society's perceptions of what a teacher does and what value teaching has did not keep up with the real and actual demands of the profession. Over the past 50 years, teachers have been expected to teach more and more students, with increasing levels of interfering factors to their learning, with less and less comparative resources.\n\nDoctors earn what they do because they can have a patient roster in the hundreds, and charge $50 or more for 10 minutes of service ($300/hour or more, before business expenses are taken out). Doctors are paid through direct personal payment and through insurance companies...in other words, through private funding. They only really see a patient to diagnose and prescribe... daily care is left to the patient, the patient's family, and in critical need, nursing staff (at a huge expense to the patient or insurance company).\n\nTeachers earn what they do because they have a student roster of 25 (early elementary) to 200 (secondary school), and are paid off property taxes through the state, by grouchy taxpayers who don't want to actually shell out to ensure truly effective ratios. Teachers provide 6 hours of instruction to these students per day, for 180 days per year (add weekends to those days to show number of weeks served directly in the classroom is 36 weeks), plus spend the remaining weeks moonlighting at other jobs to make up their income problems and/or take professional development classes to keep their licensures.  \n\nA doctor can state that nothing can be done for a particular illness, provide pain and comfort remediation, and be seen as doing "everything he/she can." A teacher facing an "impo
240850
They are much more today than years before.\n\nBut they have to be an acredited school, not a mill just selling one for life experences.\n\nMany employers even pay tution for some and thier degrees are accepted by the Government.
1085524
Very likely but check with the school. A lot of things change within 10 years.
659239
No. I've been out of school for many years.  \n\nHowever, to the people who are using this for homework: I caution all to check the answers & references to ensure that it's correct.  Reliable sources are needed.  While I'm answering correctly, there's no guarantee everyone is doing this.
40236
Not really, but everything changes as it gets older.
1042535
Well you are demonstrating it with the horrible spelling and syntax you used in your question unless that was intentional.\n\nI overall disagree with your premise. I don't think we have become more stupid. There is a significantly greater amount of information required of a person today than there was 200 years ago. Further formal education hardly existed in the country prior to the 1860's. If you are looking at a test from that period it most likely was from a private academy where then, as now, students were put up to more vigorous standards.\n\nAdditionally, most young people completed their education by the age of 14 and were moved into apprentice programs to learn a trade. The number of young men, remember most young ladies were excluded from formal schooling, who actually attended college were minute when compared to today's world.\n\nMost people in this country never received a formal education and the level of illiteracy was in excess of 50%. As opposed to today when the level is less than 20% for adults.
1096233
One can point out at least four main characteristics of the educational change in Eastern Europe:  1) depolarization of education (i.e., the end of the “communist” ideological control of the system); 2) breaking down of the state monopoly in education by allowing private and denominational schools to be established; 3) increased choices in schooling options; and 4) decentralization in the management and administration of the education system (in particular, the emergence of school autonomy) (Cerych, 1997).  Remarkable progress has been made in reforming areas such as curriculum, textbooks, and pedagogy:  previously dominant political and ideological references were deleted from course content and textbooks; curricula have been updated; a private textbook industry has emerged vigorously; and significant changes were made in teacher training and evaluation practices.  Other areas are fraught with many difficulties and are, accordingly, more difficult to improve.  They include:  rationalizing the number of institutions, establishing coherent education legislation, redistributing educational property, and redefining local finance and administrative control (Heyneman, 1995, p. 25).