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AmericanEducation15-财政2班魏瑶王莹王馨怡TheUnitedStatesisverystrongineducationandshouldershugetaskofeducation.TodiscusseducationintheUnitedStatesisaverycomplicatedproblem,becauseitisamulticulturalcountry.Americaneducationisalsodiversereflectingontheeducation,thereisnounifiednationaleducationsystemintheUnitedStatesandfiftystateshave50differenteducationsystem.ThereisnodoubtthatmangpeoplepaymuchattentiontothesystemofAmericaneducation.ThemajordifferenceineducationsystembetweenAmericanandmostothercountriesisthattheeducationoftheUnitedStatesisforeveryoneinsociety,notonlyforafewpeople.Americaneducationalsystemcanbebestunderstoodasakindofsocialinstitutionsthatreflectthebasicbeliefsandfundamentalprinciplesofthenation,ratherthansimplyakindofskill-trainingplaceswherestudentsarepreparedtogetajob.[1]Allinall,thesystemofAmericaneducationhasitsownspecialfeaturesandattractalotofcountries’attention.Asoneofthebasiccontentsofsociallife,educationhasacloserelationshipwithonenation’sgrowth.ThereweremanypeoplegraduatedfromOxfordCollegeandCambridgeCollegebetweenthefirstEnglishsettlerstoAmericainthecolonialeraof17thcentury.Itisestimatedthatthereisacollegestudentoutofevery40to50families.Thisimmigrationofhighereducationbackgroundmadethemattachgreatimportancetoeducation.AndtheearlyimmigrantsfromEnglandneededakindofculturetohelpthemunderstandTheBiblebythemselvesbecauseoftheirdevotiontoreligion.ThesetwofactorsmadetheeducationofAmericastart.Historically,thechiefaimofeducationinearlytimeswasliteracyinorderthatpeoplemightbeabletoreadandwritetheBibleandlaws.Whentherepublicwasfounded,literacywasstillaprimaryobjective,butforthenewpurposeoffulfillingtheobligationsofcitizenshipinthenewcountry.Underthenewsystem,eachindividualcitizenwasobligatedtovoteaccordingtohisownopinionsandconscience,andtotakepartinthediscussionanddecisionmakingatlocal,state,andnationallevels.Asthenationgrewinpopulationandinterritory,asitseconomyexpanded,andparticularlyastheindustrialrevolutionchangedthecomplexityoflifeandcitizenship,educationgrewinimportanceanditsgoalsandpurposesbecamemorediverseandcomprehensive.IftheobjectivesofeducationinAmericaweretobereducedtoasinglesentence,itmightbesummarizedasfollows:tofacilitatethedevelopmentofeachindividualtothemaximumextentofhisorhercapabilityforhisorherownbenefitandthatofsociety.TheAmericaneducationofalltypesandatalllevelsjoineachotherinstructureandcommunicatewitheachotherupanddown.Atanyrate,fromelementaryschoolthroughcollege,Americansholdthebeliefthateveryonedeservesafairandequalopportunitytogetagoodeducation,andthatpartoftheresponsibilityofthegovernmentistomakesurethatsuchanopportunityisnotdeniedtoanyoneofthem.[4]Oneofthestrikingfeatures,differAmericaneducationsystemfromotherEuropeancountries’educationsystem,callamonorailsystem.Itformedinthesecondhalfofthe19thcenturyandcanbespecificallydividedintothebottom-upstructure:primaryschool,secondaryschool,andthenuniversity.Railisthenumberofclassinonegrade.ThecurrentschoolsystemofAmericaeducationalsoreflectsthefeatureofthecombinationofunityanddiversity.Duetoathoroughsystemofdecentralizationineducation,Americahasnounifiednationaleducationalsystem.ThecurrentsystemofAmericaeducationisbasicallyfallenintofollowingparts:elementaryeducationandsecondaryeducationfor12years,4yearsofhighereducation,andgraduateschool,thetotalcourseof20yearsorso.TherearemanydifferentkindsofpreschooleducationinstitutionsinAmerica.Nomatterpublicorprivate,itcanberoughlydividedintonurseryschool(forchildrenaged3~5)andthekindergarten(recruitchildrenaged4~6);Elementaryeducationisdistributedintopubliceducationandprivateeducation,whichpaysattentiontodevelopthepotentialofchildren;Therearemainlyfouryears,sixyearstoconstructandthreekindsofthree-thirdssysteminsecondaryschoolinAmerica.Itsmainpartisthecomprehensiveschoolanditsminorpartarethegeneraleducationandvocationalandtechnicaleducation.Besides,therearealsoseparatesecondaryschools,vocationalandtechnicalschools,saysmiddleschoolandotherhighschool;ThelessonsofhighereducationcollegesanduniversitiesinAmericaaredividedintofourcategories:atwo-yearcollege(communitycollege)(tertiary),liberalartscollege(four-yearcollege),universitiesand.Professionalschools.Americaneducationmanagementimplementsthehighdegreeofdecentralization.InAmerica,theeducationmanagementistheresponsibilityofthestateorlocalgovernment,ratherthanthefederalgovernment.Asearlyasin1791,the10thamendmentoftheconstitutionofAmericahasbeendefined,thefederalgovernmentdoesnothavethepermissiontomanageeducationandeducationischargedbythestates.ThepowersoftheministryofeducationinAmericanfederalgovernmentareverylimited,whosemainresponsibilityistodistributeeducationgrantstothestatesaccordingtotheintentionsofcongress,aswellasofferscholarshipstoAmericandomesticstudents.ThestatesofAmericaareequippedwiththeeducationministerwhoareinchargeofdrawingupthestate'seducationpolicyandleadthesubordinateorganizationstoimplementthesepolicies.Whileaccordingtothestatelaw,allstatesmostlygivethemanagementrightofpublicschooltothelocalschooldistricts,inadditiontosetup