What makes a good school

 Asisgnment 1: What makes a good school

(Extracted from the original .doc file)

By: Miguel Esparza

I believe that, to answer this question we have to ask ourselves what a isn’t a good school. I will focus on three kay points that make for a deficient school. And for that, I can draw from experience. But before going into detail, I must clarify that most of comes from working at private institutions, and that I’m fully aware that this may not always hold true for public schools.

To begin with, pretentiousness. Although I don’t believe that some schools should be considered “better” than others, nor do I think private education should inherently be preferable to public education, I do appreciate certain schools’ efforts to enrich the standard curriculum. However, this comes at a cost—and let’s be real, true private education (think ASA, Cristo Rey, San José, Inter, CDI, and others) is expensive, even elitist. That said, private schools that charge slightly more affordable tuition fees for a marginally different version of the same curriculum —while pretending to be superior to national schools—strike me as absurd. These makeshift institutions often cater to the middle class, creating the illusion of upward mobility while delivering an education that’s no better (and sometimes worse) than what public schools offer.

Secondly, incongruence. Having come from a background of strict rules—first in middle and high school, and later during my time in the army—I value structure and order in education. Yes, I’m conservative in that regard, and I own it proudly. However, I also respect schools that adopt a more holistic approach, allowing for flexibility and diversity (as outlined in the Global Text on educational psychology). Take my experience at CDI, for example: the school pretends to integrate students from different countries, with varying educational needs, and even, in rare cases like English class, different ages—all while emphasizing each student’s individuality. Yet this model clashes with the administration’s need to deliver tangible results for parents, which inevitably leads to standardized testing and a hands-off approach to discipline. Teachers are discouraged from enforcing order, leaving classrooms chaotic. In my view, the school must either provide proper training to align teachers with its vision or stop trying to merge contradictory methods.

Finally, the imbalance between how students and teachers are valued. I agree with the common criticism that many private schools prioritize profit above all else, going to great lengths to retain students—even at the expense of integrity. This includes tolerating serious misconduct, pressuring teachers to adjust deadlines for “second chances,” and vilifying educators for enforcing basic discipline, whether it’s raising their voice, refusing late assignments, or confiscating a phone. While I know that both teachers and students should respect each other’s’ boundaries, the broader issue is that teachers are often treated as disposable—easily replaced and undervalued. This is evident in toxic work environments, inadequate pay for excessive workloads, and the unchecked disrespect some parents show toward staff, all while the school turns a blind eye.

Ultimately, I firmly believe that a good school is one that embraces its identity—whether it’s a technical institute, a rural school, or a public or private institution—without pretense. If it’s private, it must justify its tuition by offering meaningful enrichment: activities and classes that genuinely stimulate students’ growth. A good school is also consistent with its approach, aligning its teaching methods, evaluations, and staff training with a clear, purposeful vision. More importantly, it values not only its students, but also its teachers —providing fair compensation, professional development, and a supportive environment that fosters mutual growth.

Education can only evolve when both educators and learners feel respected and empowered.