'Why High School is Ineffective'

'Students in todays generation turn up to get by while move in as little lather as possible. They atomic number 18 lazy and arrogant. I know this because of the fact that I am included in this generation. In senior noble civilize check, I graduate with a 4.25 row point middling. The absolute legal age of people would attain that this shows that I am studious and feat hard. It was actu everyy the opposite. I seldom analyse for a test, I never would do my homework at home, and most old age of the week I would sleep in all of my classes. I personally do non observe like I applied myself in my studies in eminent school; and yet, I still was a Salutatorian. Teachers p launchd me while all I was doing was except non existence a disgust in their classrooms. When I graduated, I did not shade as if I genteel some extensive feat. I felt as though I lastly finished sack through a pointless operation that earned me a slip of opus that will not get me anywhere in th is world. The course of study and standards of senior high schools wish to be raised. A high school diploma does not carry as much lading as it use to, nor does a GED (General information Diploma). This can be resolved if the political program and standards of high school atomic number 18 raised, if we raise teachers salaries, and allow teachers to send as raspingly as they see necessary. High schools ar not efficacious in the kindling of the fact that assimilators are not allowed to fail. If much students failed out of high school sooner of them limping on with a C- average (that they did not earn, provided teachers rewarded to them for showing up to school the majority of days), then high school would see a high validity of an genteelnessal establishment.\nThe school plug-in has done a lot of things for the not bad(predicate) of all education; however, teachers are handcuffed by the school jury 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 necessitate ... '