2Fer #7

Kimberly Gucciardi-Kriegh


Changes in schools are typically seen or assumed to be an improvement, but that is not true in most cases. Change is typically involves the school district and state. But, in some ways, keeping the schools the same hurts even more than the changes do. Underfunding schools is not only detrimental because it can negatively impact the curriculum but it can cause them not to change at all, which can be worse.

One of the biggest and most known problems in schools is when schools arts programs are cut, such as, drama, art, and band. In a study conducted by Americans for the Arts, “Students who take four years of arts and music classes average almost 100 points higher on their SAT scores than students who take only one-half year or less.” Keeping creative classes in schools not only improves students time in high school or middle school, it sets them up for success getting into college and getting a job. Continuing these classes not only give students a place to escape from stress and personal problems and helps them discover their passions, but gives them more opportunities for career success. This confirms that changing the curriculum can seriously hurt the students academically.

Meanwhile, the opposite can be said, that not changing the curriculum can hurt students much more. Textbooks hurt students due to the outdated information and giving students no real life skills, they are just memorizing or reading facts. In the state of Nevada, the school district spent 3.8 million dollars to get the schools new textbooks during the 2018 and 2019 school year. This is a school that recognizes teaching children outdated information that is incorrect and no longer relevant hurts students more than it helps them. This shows a way that updating the curriculum can benefit students.

Another way that updating the curriculum helps students is providing them with better classes. In 2005, The School District of Philadelphia made a graduation requirement that all students need to take African American History class. This happened because in 1967 over 40,000 students walked out of school to advocate for this class. The inclusion of this class changed students lives by providing the necessary and crucial learning of the history of an unrepresented group. Without this change in ciciculum, most students in the city would not have learned about these amazing people.

Even though students, teachers, and staff look at change in schools to be typically bad, which it can be, it can also be good. Underfunding schools creates a significant change in curriculum for the worst, but, this can mean it staying the same, which hurts students too.

This was my best possible 2Fer because I reflected upon all the things I wrote in my reflective essay. I tried my best to stay focus and connected to my thesis. Something new I tried was to format my thesis differently and make it so I was able to show two sides of one story.


“10 Arts Education Fast Facts.” Americans for the Arts, 6 Nov. 2013, 11:00AM, www.americansforthearts.org/by-topic/arts-education/10-arts-education-fast-facts.

Toliver, Rachel. “‘What Are the Children Who Grow Up to Become Police Officers Learning in School?".” The New Republic, 28 Sept. 2014, newrepublic.com/article/119593/surprising-lessons-philadelphias-african-american-history-course.

Gross, Sam. “WCSD Approves $3.8 Million to Replace Outdated Language, Math Textbooks.” Reno Gazette Journal, Reno Gazette-Journal, 31 Jan. 2018, 7:09PM, www.rgj.com/story/news/education/2018/01/30/wcsd-approves-3-8-million-replace-outdated-language-math-textbooks/1081301001/.