The Value of Education is Plummeting

It’s hard to remember a single year where my history class didn’t start with the question: “Why do we need to learn history?” This lesson is seemingly effective in setting up the curriculum by providing a reason for why we sit in that classroom. The common answers are always that history helps us avoid past mistakes, learn where we came from, or reuse and build on effective tactics. Somewhere between Cornell notes and harshly graded SAQs, however, these answers have been lost. The amount of knowledge truly retained and appreciated diminishes as work piles on and priorities become muddled. This cycle is not limited to the subject of history. When students rely heavily on shortcuts or fleeting studying methods, they miss out on a plethora of academic and life skills gained through rigorous yet honest educational habits.  

It’s no secret that the methods and standards of learning have changed. Whether it’s college students taking notes on an iPad, the digital SAT, or being assigned to submit an AI-generated song for my final class project, education has become increasingly digital at the expense of student originality. As a result, society has evidently grown comfortable gaining insight into online test content. For example, 15 million people daily check forums such as Brainly and ChatGPT for homework answers. Learning is done largely through digital shortcuts, which undermine individuals’ abilities to formulate authentic ideas, express their creative outlets, and, in some cases, even write a coherent paragraph. 

These online resources are not inherently bad but can become harmful when healthy limits are crossed. When students copy test answers or mindlessly submit an AI-generated essay, students lose valuable skills such as critical thinking and healthy work habits. The immediate consequences may seem trivial—failing an exam or getting caught—but the long-term effects are especially damaging. For example, cutting corners and slacking off on future jobs can lead to demotions and difficulty securing jobs. In addition, digital cheating methods may easily allow students to obtain degrees and positions without being qualified. This may be dangerous in certain career fields and create a distrustful society. However, the answer isn’t getting rid of online sources altogether. For instance, using these platforms for guidance such as finding synonyms or identifying bugs in code does not draw as extreme of a challenge; they do not diminish originality and may allow students to recognize their errors. These instances show how AI can be helpful. Assistant professor at Harvard University Jal Mehta furthers that AI resources can be helpful “ if students are producing original work, in smaller classes with stronger relationships, the kinds of places where teachers and professors are functioning more as a coach.” 

Moreover, the widespread usage of shortcuts isn’t exclusively the fault of individual students. At a time when resources such as AI have been gaining tremendous attention on social media, this culture of utilizing technology in hopes of increased efficiency has become normalized. This phenomenon is supported by a general, underlying psychological pattern in the classroom, supported by a turnitin study that found 90 percent of students believe their peers cheat on exams. Therefore, though students understand the need for academic integrity, they feel tempted to cheat because it’s a common practice that is more often rewarded than punished. Many students understandably give in to the fear of being on the wrong side of the uneven playing field. 

With immense emphasis on GPA and college admissions, schools and teachers also contribute to competitive environments that frequently enable cheating. Last year, one of my teachers noticed phones under students’ desks during an exam and commented: “I know you guys are cheating. Just try to make it look better.” Suddenly, students began to disregard her in-class multiple choice exams and “secretively” used their phones to answer each question because cheating was not punished. Furthermore, another teacher was enthralled by AI. He commented on AI’s usability and relevance, making AI a major aspect of the final project. This resulted in nearly everyone receiving a 100. On the other hand, some teachers are strongly opposed to using advanced technology and strictly prohibit AI usage on assignments. This wide range of digital preferences creates an unfair inconsistency reflected in grades or workload. This makes students more inclined to cheat to maintain a high GPA alongside their peers. Thus, given the inconsistent perspectives on technology, schools must enforce a universal middle ground for teachers to simultaneously encourage a step back from technology in their course load while enabling its use for appropriate, ethical, and profitable moments. 

Beyond the immense digital reliance on these shortcuts, it has become rare to find someone who genuinely learns to learn. If one were to ask a student at Stuyvesant about working in a research lab over the summer, starting a literacy non-profit, or attending a pre-college program, there’s a fair chance their answer would revolve around better chances of getting into their ideal university. However, the intention behind extracurricular activities should be to learn something useful, even if the subject is not personally interesting. Every extracurricular offers a unique opportunity for that student to acquire new skills and knowledge that may bring them closer to their field of interest or allow them to make a difference in others’ lives. Unfortunately, many students—myself included—often don’t consider the true values due to social pressures around college admissions. Whether from a parent, classmate, or admissions experts, students are bombarded with advice on the SAT and ACT, their GPA, and extracurriculars needed to craft the perfect college resume. Although such advice may be insightful and expose the reality of applying to universities, it tends to reach beyond reasonable limits. People who are averse to this digital trend believe that the increasingly competitive college admissions process is a major contributor to student stress. The desire to obtain the “perfect stats” seen on TikTok and Instagram, along with the rising number of tutors encouraging students to pay for their study plans, may drive students to lose sight of the value of education and extracurriculars. This overwhelming pressure may further feed into the dishonest usage of digital platforms mentioned previously and promote a halfhearted work ethic. When cheating becomes habitual, the repercussions can extend far beyond one specific assignment or exam. Society may begin to devalue education as diplomas may not represent true academic achievement and start to believe that a high school education is simply for college admissions.  

The ultimate question is not simply about why we need to learn history, but why we learn. Students, I strongly encourage you to reassess why you chose to attend Stuyvesant High School. Despite the overwhelming rigor, constant academic competition, and excessive discussion of grades, each student should attempt to look beyond those aspects. Though a major motivator may be college admissions, which is certainly fair given society’s emphasis on test scores, it should not be the core of your education. Stuyvesant provides a uniquely large and diverse range of opportunities to expand our knowledge and experience in many areas of interest and is therefore valuable, providing the freedom to pave a path to individual goals. Simply put, education is valuable because it allows us to learn more about ourselves and the world around us while building long-term skills from communication to career readiness, which can last a lifetime. 

To solve this issue, it is imperative to re-evaluate the effects of modern technology in the classroom by acknowledging the benefits but also the harms of excessive usage. By having a defined approach to AI in education, schools could streamline the teaching process and express to students the healthy merits and ethical boundaries of using these resources. The road to an educational reset also requires student efforts. It’s important to collaboratively start this upcoming school year with a new outlook on education and earnestly immerse ourselves in engaging activities that enable us to retain useful knowledge and reasonable work ethics. If you find yourself struggling on tests, try practicing difficult problems at home until you reach a certain goal. Alternatively, if you struggle with writing effective essays, reach out to a teacher or the Writing Center. Focusing on what you learn in addition to grades will allow you to explore an original voice as well as interests to enjoy and develop.