Education in the United States (Sample paper)

Read Chapter 9 of The Policy Game: Understanding U.S. Policy Making, and watch Changing Education Paradigms (or read the transcript). Then, write a paper on the problem of education in the United States. Share your reactions to the concepts and perspective presented in the video. In your paper, address the following:
Does every individual have the right of access to education? Explain why or why not?
Do you think every individual has the right to the same kind of education (i.e., academic versus vocational)? Explain why.
Who should be responsible for the provision of education, the federal or local government, or individual citizens? Explain why.
In your opinion, what needs to be done currently to improve our educational system?
Also, discuss one policy that you feel has been instrumental in making positive changes in the provision of education either nationally or locally and explain your position.

Your paper must be three to four pages in length. Begin your paper with an introduction, including a succinct thesis statement. Respond to all questions with critical thought. Conclude with a summary of your thesis and findings. Conclude summarizing your perspective and findings. Incorporate three to five scholarly sources, including a minimum of two from the Ashford University Library. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. All sources must be properly cited in text, and your paper must include a separate title page and reference page.

Discuss Right to Education
Total: 0.50
Distinguished – Provides an excellent discussion of one’s right to obtain an education. Completely and thoroughly discusses the rationale for their perspective.
Proficient – Provides a discussion of one’s right to obtain an education. Discusses rationale for their perspective.
Basic – Provides a brief discussion of one’s right to obtain an education. Discussion of rationale for their perspective may be unclear.
Below Expectations – The discussion of one’s right to obtain an education is incomplete. The position offered is unclear or without supporting rationale.
Non-Performance – The discussion one’s right to education is either nonexistent or lacks the components described in the assignment instructions.

Explains Right to Education
Total: 1.50
Distinguished – Provides an exemplary explanation of an identified position, which is in support of or opposition to each individual’s right to the same kind of education, i.e., academic or vocational. The Explanation demonstrates mastery of the topic.
Proficient – Provides an explanation of an identified position, which is in support of or opposition to each individual’s right to the same kind of education, i.e., academic or vocational. The explanation may be lacking minor details.
Basic – Provides a general explanation of an identified position which is in support of or opposition to each individual’s right to the same kind of education, i.e., academic or vocational. The explanation may be lacking significant details.
Below Expectations – Provides a minimal explanation of an identified position, which is in support of or opposition to each individual’s right to the same kind of education, i.e., academic or vocational. Explanation is underdeveloped.
Non-Performance – The explanation of the right to education is either nonexistent or lacks the components described in the assignment instructions.

Explanation of Who Should be Responsible for the Provision of Education
Total: 1.00
Distinguished – Provides a thorough explanation of which entity, federal or local government, or the individual citizen, should be responsible for the provision of education in the United States.
Proficient – Provides an explanation of which entity, federal or local government, or the individual citizen, should be responsible for the provision of education in the United States. Explanation may be missing minor details.
Basic – Provides a brief explanation of which entity, federal or local government, or the individual citizen, should be responsible for the provision of education in the United States. The explanation may be missing pertinent points or identifies them without explanation of their relevance.
Below Expectations – Attempts to explain which entity, federal or local government, or the individual citizen, should be responsible for the provision of education in the United States; however, the explanation does not clearly indicate which entity should be responsible, or is significantly underdeveloped.
Non-Performance – The explanation of who should be responsible for the provision of education in the United States is either nonexistent or lacks the components described in the assignment instructions.

Discusses How to Improve Current Educational System
Total: 2.00
Distinguished – Provides a comprehensive discussion of the improvements needed for the current educational system. Demonstrates advanced understanding of current educational system and potential alternatives.
Proficient – Provides a discussion of the improvements needed for the current educational system. Demonstrates understanding of current educational system and potential alternatives.
Basic – Provides a limited discussion of the improvements needed for the current educational system. Somewhat demonstrates understanding of the current educational system and potential alternatives.
Below Expectations – Discussion of the improvements needed for the current educational system is minimal, unclear, and/or missing key components.
Non-Performance – The discussion of the improvements needed for the current educational system is either nonexistent or lacks the components described in the assignment instructions.

Discusses a Policy that has been Instrumental in Positive Changes in Education
Total: 2.00
Distinguished – Provides a comprehensive discussion of one policy that has been instrumental in making positive changes in the provision of education either nationally or locally. The explanation of one’s position on the policy is clear.

Proficient – Provides a discussion of one policy that has been instrumental in making positive changes in the provision of education either nationally or locally. Explains one’s position on the policy. The discussion or the explanation may be lack depth.
Basic – Briefly discusses one policy that has been instrumental in making positive changes in the provision of education either nationally or locally. Provides a limited explanation of one’s position on the policy.
Below Expectations – Attempts to provide a discussion of an educational policy; however, the discussion does not elaborate or clarify how the selected policy has been instrumental to positive change. The explanation of one’s position on the policy is unclear.
Non-Performance – The discussion of an educational policy is either nonexistent or lacks the components described in the assignment instructions.

Succinct Thesis Statement, Introduction of Topic, Concluding Summary
Total: 1.00
Distinguished – Provides an introductory paragraph with a succinct thesis statement and concluding summary that strongly reaffirms the thesis.
Proficient – Provides an introductory paragraph with a good thesis statement and concluding summary that reaffirms the thesis.
Basic – Provides an adequate introductory paragraph with a thesis statement and concluding summary that somewhat reaffirms the thesis.
Below Expectations – Attempts to provide introductory and concluding summary and a thesis; however, the thesis may not be reaffirmed throughout.
Non-Performance – The thesis statement, introduction of topic, and concluding summary are either nonexistent or lack the components described in the assignment instructions.

Critical Thinking: Explanation of Issues
Total: 0.34
Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.
Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.
Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.
Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Critical Thinking: Conclusions and Related Outcomes
Total: 0.33
Distinguished – Conclusions and related outcomes are logical and clearly reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Proficient – Conclusions and related outcomes are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Basic – Conclusions and related outcomes are identified and minimally reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Below Expectations – Conclusions and related outcomes are not logical or reflective of student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Context of and Purpose for Writing
Total: 0.33
Distinguished – Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
Proficient – Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.
Basic – Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident, but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.
Below Expectations – Organization and presentation of content is extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

APA Formatting
Total: 0.25
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Page Requirement
Total: 0.25
Distinguished – The paper meets the specific page requirement stipulated in the assignment description.
Proficient – The paper closely meets the page requirement stipulated in the assignment description.
Basic – The paper meets over half of the page requirement stipulated in the assignment description.
Below Expectations – A fraction of the page requirement is completed.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Resource Requirement
Total: 0.25
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.