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While the United States does not nationally mandate the study of a foreign language in public schools, many global schools around the world have incorporated such requirements long ago. In 2001, The Center for Applied Linguistics discovered that most countries have mandatory foreign language requirements for children beginning at eight years old. However, in the United States, most students do not begin to learn another language until ninth grade, or the age of fourteen.

For both young children and teenage students, the study of a foreign language, whether in supplemental or immersion classes, offers intellectual, social, and collegiate opportunities. As young children have the ability to develop language skills early, educators and psychologists are encouraging the instruction of foreign linguistic studies from an early age. In addition, according to researcher Julia Tagliere, “being able to speak another person’s language is a critical skill, especially as increased travel opportunities, satellite programming, and international use of the internet have begun to create a truly global community.”

In this TED talk John McWhorter outlines 4 reasons to learn a new language.

Foreign Language in Elementary School

Cognitive Benefits

Since the 1960s, studies have shown that the best time to begin the study of a foreign language is in elementary school. Because children at this age show better mental flexibility, more creativity, divergent thinking skills, and improved listening and memory skills, kids are able to

While the intake of food is vital for proper performance, many of the widely available and popular foods in schools today are actually hindering children’s abilities to learn. Loaded with sugars, caffeine, chemicals, and sodium, many popular menu items are leaving kids tired, unfocused, jittery, and sick—which not only impact students’ grades and performance, but also influences their behavior and moods.

Lack of Energy and Focus

According to the Society for Neuroscience, recent studies reveal that diets with high levels of saturated fats actually impair learning and memory. Unfortunately, foods with saturated fats are often the most affordable and widely available in schools. French fries, sugary desserts, cheeseburgers, chicken nuggets, and other cafeteria staples are filling kids with food that actually lower their brain power before sending them back to class.

One of the theories that explain the link between saturated fats and brain power is the effects of glucose and sugars in the higher-fat foods. Essentially, glucose comes from carbohydrates, and while glucose is vital for energy, foods that are too high in glucose actually cause a body’s energy levels to drop. As glucose is ingested, the body releases insulin in order to process the newly acquired foods. Normally, after a healthy meal, glucose levels should rise slightly, and a body should feel energized after taking in nutrition.

This video gives a brief explanation of the benefits of a nutritious breakfast.

Should female and male students be taught together in the same classroom? For decades, this debate has enjoyed its equal share of both proponents and opponents. Interestingly, recent research reveals that girls and boys do indeed learn very differently, which adds another level of consideration in the co-ed education debate. In fact, how teachers address the learning discrepancy between the two genders impacts academic performance – a factor critical in the co-ed debate.

The Debate of Cognitive Development

The Recent Academic Data

Indeed, boys and girls face different emotional and physical issues as young students. However, research shows that this difference also delves into the realm of cognitive development. In fact, research has found that boys’ and girls’ cognitive development results in markedly different performance abilities – which partially may be due to the co-ed classroom environment. In recent years, girls have outperformed boys in reading levels assessed on main tests. According to research compiled by educator Sara Mead, while the gap between boys and girls is smaller at the early elementary level, it increases as students reach eighth grade through high school.

When looking at the testing data in science and math, reports once proved that boys’ cognitive performance soared over that of girls’ abilities. While boys are still scoring higher on average than girls in math and science, it has been noted that males “outperform girls only slightly in math and science, in a less drastic proportion than girls’ achievements,” according to Mead.

Dual enrollment programs allow high school students to receive both high school and college credit for taking a college-level course. A 2007 study from the Community College Research Center (CCRC) concluded that dual enrollment programs have a positive effect on high school graduation rates, college enrollment rates, college grades, and progress toward obtaining a college degree. This article examines dual enrollment programs and the benefits they afford.

The number of dual admission programs has increased significantly over the past few years. According to the U.S. Department of Education, about 1.2 million students participated in dual enrollment programs during the 2002-03 academic year. Approximately 71 percent of public high schools offered dual enrollment programs.

More than half of all colleges and universities allowed high school students to take classes for college credit. Community colleges are enthusiastic sponsors of dual enrollment programs. About 98 percent of public community colleges had dual enrollment programs in 2002-03. For public four-year universities, the number is 77 percent. Private community colleges and four-year institutions offer fewer dual enrollment opportunities than their public counterparts.

How Do Dual Enrollment Programs Work?

The requirements of dual admission programs vary considerably nationwide. The following characteristics are common:

? Only certain lower-level college courses are approved for dual credit. Remedial classes, physical education, and music courses are typically excluded from the programs.

? Academic standards are imposed on participants, including minimum grade point averages and standardized test scores.

? Students receive both credit toward high school graduation and college