Презентация на тему: " Types of school In the United States of America. Level/Grade Typical age (at end of the school year) Preschool Various optional programsUnder 6 Pre-Kindergarten4–5." — Транскрипт:
Level/Grade Typical age (at end of the school year) Preschool Various optional programsUnder 6 Pre-Kindergarten4–5 Kindergarten5–6 Elementary School 1st Grade6–7 2nd Grade7–8 3rd Grade8–9 4th Grade9–10 5th Grade10–11
High school 9th Grade (Freshman)14–15 10th Grade (Sophomore)15–16 11th Grade (Junior)16–17 12th Grade (Senior)17–18 Post-secondary education Tertiary education (College or University) Ages vary (usually four years, referred to as Freshman, Sophomore, Junior and Senior years) Vocational educationAges vary Graduate education Adult education
"The most American thing about America is the free common school system Adlai Stevenson
Public schools are funded primarily by state and local sources; the federal government historically has provided less than 10 percent of public education funding. Each school district has a board of education or similar administrative group to oversee the schools' performance; each state has an education department that sets academic standards for the school districts to follow.
Private school represents a stronger curriculum than public education can offer and a more personalized one as well. Public schools are generally much larger than private schools, and class size is also larger. Fewer students per teacher means that the teacher can spend more time one-on-one with each student.
A growing number of parents are choosing to turn away from public and private schools and instead educate their children in their own homes. In general, the makeup of a home-schooling family is fairly traditional. Most of these families (80 percent) are two- parent families, and most of them have three or more children. Typically, one parent works while the other assumes the primary role of teacher, although the other parent may also be involved in the education process as well.
Charter schools are most simply described as a cross between public and private schools. These schools are often created by teacher and parent groups who are dissatisfied with the bureaucracy that surrounds public education. The rules and regulations that shape a public school district, charter proponents argue, can cripple innovation in the schools. The result may be an uninspired and uninspiring educational program that fails to challenge students or meet their true needs.
Before the twentieth century, education for many young people consisted of learning a trade, which usually meant serving as an apprentice to an experienced tradesman. Apprentices learned to be blacksmiths or cabinetmakers or carpenters. In some smaller towns, children were apprenticed to professions such as law. Since the early twentieth century public high schools have offered a version of these apprenticeships in the form of vocational education (also called occupational education). This includes shop and home economics courses, as well as courses geared toward specific occupations such as electrician or automobile mechanic or cosmetologist.
The benefits of distance learning are clear: access to lessons not otherwise available. This arrangement is useful for students living in remote rural areas, but it also proves effective in urban locations. While a distance learning experience is not the same as a person-to-person lesson, it opens up avenues for new experiences. Many distance learning programs are interactive and thus engage children in a way designed to hold their attention. As technology becomes more efficient and less expensive, it is likely that distance learning will make up a growing element of elementary and secondary education.
The school should become a heavenly spot for each child