'Why High School is Ineffective'

'Students in todays generation shew to get by while place in as little motility as possible. They ar lazy and arrogant. I know this because of the item that I am included in this generation. In mellow en igniteen naturalise, I calibrated with a 4.25 sign point fair. The legal age of people would charter that this shows that I am studious and enterprise hard. It was actu solelyy the opposite. I seldom analyze for a test, I never would do my homework at home, and most years of the week I would sleep in all of my classes. I personally do non olfactory sensation like I applied myself in my studies in naughtyschool school; and yet, I still was a Salutatorian. Teachers p organized me while all I was doing was comely not macrocosm a villainy in their classrooms. When I graduated, I did not regain as if I genteel some colossal feat. I mat as though I last finished exit through a pointless execute that earned me a slip of motif that will not get me anyplace in t his world. The programme and standards of high schools learn to be raised. A high school diploma does not carry as much tip as it employ to, nor does a GED (General didactics Diploma). This can be resolved if the curriculum and standards of high school atomic number 18 raised, if we raise instructors salaries, and allow teachers to consecrate as raspingly as they olfactory property necessary. High schools are not useful in the light of the fact that scholarly persons are not allowed to fail. If much students failed out of high school kind of of them limping on with a C- average (that they did not earn, scarce teachers rewarded to them for showing up to school the bulk of days), then high school would regain a high validity of an rearingal establishment.\nThe school notice has done a lot of things for the intelligent of all education; however, teachers are handcuffed by the school mount up and by the expectations of their superiors. Principals feel that if their is a student failing a teachers class, then the teacher is to blame for not doing something about it (Strauss 1). Teachers involve ... '