Sample Composition Research Paper on School Prestige vs. Academic Standards

School Prestige vs. Academic Standards


People have been paying more attention to the schooling process in attempts to access the best educational and academic standards for their children. As a result, parents have been embracing the private schooling system. They believe the public schooling system is not fully prepared for college as the academic standards are low compared to the private school system. More so, the parents think private schools are prestigious hence, capable of providing the students with higher academic standards. The private schools also provide students with more opportunities to succeed in their professional careers. Lastly, they allow the parents and students to make a decision and select the school they feel and believe will provide the best education by embracing high academic standards (Lumpkin, & Favor, 2012). The report, therefore, will compare and contrast the prestigious rankings between private and public schools. Consequently, it will compare how the schools educate students by examining the academic standards attained by the private and public schools.

Private vs. Public Schools: Prestige vs. Academic Standards

More students apply with the hope of joining a prestige school than low prestige schools. As a result, they are able to select their preferred students to record and maintain high academic standards and performances. For example, business schools are significantly associated with prestige rankings by candidates, academics, and firms. The high prestige schools support strategies emphasizing research as they embrace the traditional belief that studies incorporating enquiries are the foundation of schools’ prestige. Parents and students are also keen on the quality of academic performance and college experience they are bound to experience in future. It motivates them internally to pursue extra-curricular activities that can guarantee them a scholarship to a prestige school. For example, most students are encouraged to pursue sporting activities to win academic scholarships in particular prestige schools. They believe attending such schools will strive to meet their athletic, social, and academic needs. Thus, prestige schools have a strong foundation that makes academics their priority (Lumpkin, & Favor, 2012).

According to the Organization for Economic Co-operation and Development (2012), the academic priority is a foundation that ought to be set before students select their preferred college choices. Corbett asserts that prestige schools rely on basketball tournaments to establish programs selecting gifted players to apply in prestige colleges. The parents ought to help the students select a school fulfilling their educational and emotional needs. Neither the parents nor the students should be driven by the desire attain extra-curricular activities over academics. They should strive to achieve both without taking toil on their physical, emotional, and psychological wellbeing.

According to Streb (2009), private schools are described as prestigious as the students to succeed more and join colleges than their counterparts in public schools. Prestige schools encourage students to attain study skills exceeding those learned in public schools. For example, the students are taught to manage their time effectively and efficiently as the skill is vital in managing college life. Private schools also teach the students to avoid peer pressure. The schools teach them to be helpful and involved in attempts to lower crime rates and feel safe. The teaching personnel ought to feel secure to fulfill their mandate of imparting vital skills students need to succeed academically and thrive professionally. Conversely, the students ought to feel secure as they can learn more and retain the knowledge they gather and need to succeed.

Public schools are maintained depending on the amount of taxes collected from the citizens. Thus, if the citizens fail to honor their duty of paying taxes, the quality of education in public schools deteriorates. Conversely, private schools require an annual fee above $20,000. The financial resources are utilized to ensure students have the freedom to attain curriculum and extra-curriculum studies and academics. Private schools also employ a large number of teaching personnel to ensure diverse students’ needs are fulfilled efficiently (OECD, 2012). For example, they employ teaching personnel specializing in sciences, languages, sports, and arts. The personnel ought to identify students gifted in the diverse areas and help them improve the skills required to succeed. In public schools, however, the teaching personnel neither specialize nor pay attention to students’ needs as they are often overwhelmed. As a result, the students record poor academic performances and lack the will and morale to identify and enhance their hobbies and gifts in comparison to their counterparts in private schools.

Teaching personnel working in private schools are often associated with higher qualifications than their counterparts in public schools. Thus, public schools experience problems in attaining high academic standards as they employ a small number of low qualified personnel to teach an overwhelming number of students. The author also asserts that the teaching personnel in public schools lack leadership competencies. It challenges them to impart knowledge among students eager to learn how to manage time, skills, and develop their surroundings socially, economically, and environmentally (OECD, 2012).

The leniency in public schools on dress codes, however, helps the students to make the decision to dress and impress easily without feeling like it mandatory. The dress code coupled with inadequate and ill-qualified teaching personnel cannot improve academic standards and performances in public schools. Although they create space for students to embrace freedom of expression to understand their personality, individuality, and spirit, it does not encourage them to study harder, smarter, and enhance academic standards (OECD, 2012). It should, therefore, be noted that academic performances and standards rely on the school’s spirit and faith. The two factors enable the school, teaching personnel, and students to strive and enhance academic standards. More importantly, it plays a vital role in enhancing the learning process for students to gain and retain knowledge without the prestigious ranking of the school influencing their academic standards and performances.


Students especially children ought to be trained in a playful manner to encourage them to learn and retain the knowledge. Consequently, they can record high academic performances and encourage the teaching personnel to employ the faith, spirit, and hope required to enhance academic standards and prestigious ranking of the school. It is, however, vital to ensure the students high academic standards rather than the prestige ranking of the educational system. Students enrolled in public schools with the will to learn and embrace high quality academic standards can record impeccable performances like their counterparts in private schools. Public schools, however, do not teach students to embrace academic standards as they do not understand the importance of good education with increased value. Conversely, private schools successfully teach students to mature while appreciating diversity without losing individuality. As a result, public and private schools should acknowledge that prestige and academic standards are inter-dependent factors. Consequently, students can acknowledge that academic standards are more important than focusing on the prestige of the school.


Lumpkin, A., & Favor, J. (2012). Comparing the academic performance of high school athletes and non-athletes in Kansas in 2008-2009. Journal of Sport Administration & Supervision, 4(1), 41-62. file:///C:/Users/Ann/Downloads/3071-11656-1-SM.pdf

Organization for Economic Co-operation and Development (OECD). (2012). Public vs. private: How management and funding relate to their socio-economic profile. Program for International Student Assessment

Streb, G. (2009). A study of the association between high school participation in co-curricular activities and academic achievement. Doctoral dissertation, University of Missouri–St. Louis.