There are many problems with education systems around the world, so many that I cannot fit them all here such as lack of funding, racial inequalities, low wages for educators, etc. (feel free to bring your arguments). However, in this opinion, I'll be arguing on the constraints of the education system in the U.S. as a system of 'select for obedience' (Chomsky, 2001) and they're the standardization model that constraints creative potential and intellectual curiosity for students, or even damages their self-image. The problem with compulsory education in the United States is that the system and institutions are designed to benefit certain groups, while other groups will be discipline and even punished if they don't interact well with the system. They promote a particular type of education that focuses on standardization of every aspect of your educational experience including assignments, test scores, behavior, attendance, etc., and in a way can decide someone's placement in society. Educational institutions do more for the youth than just education and teaching certain subjects; they discipline the mind and body through training and correction from a very early age. Consider the multiple areas of discipline: time-management pressures for attending class on time along, handwriting regiments to improve our vocabulary, and even personal cleanliness of desks, cafeteria station, and backpacks (Deacon, 2016). Western countries date their history of modern education and schooling around the 17th century as states began to implement national policies with techniques of moral self-control combined with efforts at maintaining order and imposing moral training (Deacon, 2016; Foucault, 1978). New educational procedures were later adopted around the late 17th-18th century including the application of forms of micro-discipline, management of sexuality, and the extraction of knowledge and reassessment of learned subjects. A variety of systems of compulsory education were developed in Germany, UK, France, and later adopted in the United States not only to educate and direct the population but to transform them into well-informed citizens that will be able to participate in the democratic institutions and be competent in the of growing market economies. The modern system of education is a very prevalent part of our academic life; we socialize and create friend groups in school, and spend 8 hours of our day being educated, and participate in additional recreational activities. However, a public school in many ways has become the apparatus of disciplinary social conducts and assessment of knowledge. Simply refusing to do something the teacher instructed can be diagnosed with behavioral problems, and in extreme cases, the inability to perform school tasks can sharply increase the use of medication to control student behavior, even without a proper diagnosis (Miller,2020). Additionally, educational psychology criticizes how standardized testing operates as a form of administrative control within the learning process, with stultifying results (Olssen, 1993). For example, the system of exams for New York City schoolchildren required students to take a standardized exam starting in the 3rd grade and retained students who did not pass the 3rd-grade test (McCombs, 2009). The benefits for retention ideally would've helped the student further educate the student and develop skills to move to the next level, but these effects are usually short-term, while long-term negative effects include significant negative academic and socio-emotional impacts (Especially during secondary education), and a higher likelihood of dropping out of school later on (Examining the Impact of Grade Retention, 2013). Chomsky, N., & Chomsky, N. 2002. Media control: The spectacular achievements of propaganda. New York: Seven Stories Press. Deacon, R. 2016. Michel Foucault on education: a preliminary theoretical overview. https://files.eric.ed.gov/fulltext/EJ1150418.pdf McCombs, J. 2013. Ending Social Promotion Without Leaving Children Behind. https://www.rand.org/content/dam/rand/pubs/monographs/2009/RAND_MG894.pdf Miller, C. 2019. Are Schools Driving ADHD Diagnoses? Retrieved January 10, 2021, from https://childmind.org/article/schools-driving-adhd-diagnoses/ Olssen, Mark. 1993. Science and individualism in educational psychology... Educational Psychology., 13(2), 155-172.