ation, but lack the means to do so. If the government could implement programs emphasizing curriculum, these children would have a better chance of becoming leaders of the country. From here, one must consider courses.Current statistics and trends in American curriculum need examination. Since 1983, over twenty million American seniors graduated unable to do fundamental math. Also, over ten million did not learn to read at essential levels (1). Students graduate without rudimentary information about history, literature, art, and the philosophical foundations of their nation and civilization (Bennet 2). Tests of basic history knowledge have shown students lacking comprehension of past wars and conflicts as substantial as World War II. The public seems amazed upon discovering the details, but most college freshmen know these facts. Students realize soon after entering college courses that high schools do not adequately prepare them. More students need to achieve collegiate standards before high school graduation than in the past. Data from the U.S. Census show about seventy-percent of all youth today want to obtain a college education, up from thirty-nine percent in 1982 (Nunley 61). Why students are not learning the necessities is not a mystery at all. One must examine the current curricula requisites to determine what must change. The National Commission on Excellence in Education recommends in the four core subject areas: four units in English, and three in each science, social studies, and mathematics. Does the average high school meet these standards? Only twenty percent of the nation’s schools achieved or exceeded these standards in 1994 (United States 67). Of those twenty percent, the courses offered to comply with these standards are generally very poor. Students earn required science credits in courses such as Applied General Sciences and Basic Physical Science. These courses tend to present material in su...
