We The People 2020
Here is a little fact. The United States was rated 1st in academics worldwide in the 1950’s. Yes! No.1! Ever sense the adoption of the Department of Education, these United States fell to 17th over all and as low as 21st in some subjects. Why?
The federal government convinced the people it could to a better job of managing our children through the education system. So how did the federal government convince the people? Through money! The federal government promised to give federal funding to the states to fund education if they adopt the programs from the Dept. of Edu. Again! This was by design to take away the freedoms of the people to decide for themselves what is best for their children. The link above to signing of the Department of Education Act S. 210
In this introduction to S. 210, one would start to realize, everything that is wrong in our educational system is outlined in S. 210. This law transferred most of the Department of Health, Education, and Welfare's education-related functions to the Department of Education. President Carter signed this into law in 1979.
Carter also tried "Busing or Desegregation Busing" as this was designed to desegregate the schools throughout the country, as this turned out to be a total failure.
The federal government through the Department of Education came up with a program called "No Child Left Behind" by the Bush Administration. This program was a total failure. It was designed to help children with learning disorders. But, the only results from this program were children with learning disabilities were passed through school system without learning. The children who were advance could not excel past the children with learning disabilities. The teachers following the mandate had no choice but to pass these children onto the next level.
Another program is called "Common Core" a government program to standardize teachers and schools by a government model. This is turning out to be a failure. The school system is experiencing that every is different and molding children to a certain mold is not working.
So what do we do to fix the education problem? We must first identify the problem, and to do that we must magnify on the inner-cities school systems.
These statistics are from Travis Smiley's book "Too Important to Fail"
- 54% of African Americans graduate from high school, compared to more than three quarters of white and Asian students.
- Nationally, African American male students in grades K-12 were nearly 2½ times as likely to be suspended from school in 2000 as white students.
- In 2007, nearly 6.2 million young people were high school dropouts. Every student who does not complete high school costs our society an estimated $260,000 in lost earnings, taxes, and productivity.
- On average, African American twelfth-grade students read at the same level as white eighth-grade students.
- The twelfth-grade reading scores of African American males were significantly lower than those for men and women across every other racial and ethnic group.
- Only 14% of African American eighth graders score at or above the proficient level. These results reveal that millions of young people cannot understand or evaluate text, provide relevant details, or support inferences about the written documents they read.
- The majority of the 2.3 million people incarcerated in U.S. prisons and jails are people of color, people with mental health issues and drug addiction, people with low levels of educational attainment, and people with a history of unemployment or underemployment.
In the Book "Please Stop Helping US" Jason Riley writes:
In Harlem there is a school charter system called Harlem Success, the performance of this charter is the following: in Harlem success, 86% to 94% of the students were reading at grade level compared to only 34% of the students at all other schools, and 97% of Harlem Success students passed the state exams ranking these schools at the top 1% of the schools in the state of New York. Students were enrolled into these schools by a lotto system.
Parents voting with their feet, were avoiding these two schools in droves. PS 194 had space for 628 students, but enrolled only 288. PS 241 had space for 1,007 students, but enrolled only 310. Most parents clearly did not want their kids in those schools. The district plan was to replace them with new charters run by Harlem Success, whose existing nearby charters had spectacular academic results. Parents desperately wanted to get their kids into these Harlem Success schools: the previous year some 6,000 students applied just for 500 available seats.
The teaches union filed lawsuit a lawsuit to keep children in Harlem's failing schools. This scenario has played out across the country form New York to Philadelphia to Chicago to Sacramento.
From these two different authors we can come up with a very positive conclusion: As we focused in at the inner-city schools and clearly saw the problems with education and as we pan out, we can start to see the same problems nationwide. The federal government and the teachers unions are focusing on the "education industry" instead of focusing on "teaching our children."
I say, to fix the problem with our public school system is to remove the federal government and replace it with the parents of the students instead. Harlem Success is a triangle of successful education which involve Parents, Students, and Teachers. Without the parents you have no triangle, without the students you have no triangle, without the teachers you have no triangle. The best education is best handled at the local level.
Now the left is trying to initiate "free college tuition". Not only would the funding be impossible, so would the administration portion of the program. This would turn the education system into a state education system by dictating what child would be eligible to attend college and courses that child would be required to take. Since the federal government would be paying for it, the government would be the administrators for the schools and also dictate the curriculum of the schools.
Despite the growth of the Federal role in education, the Department never strayed far from what would become its official mission: to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
The Department carries out its mission in two major ways. First, the Secretary and the Department play a leadership role in the ongoing national dialogue over how to improve the results of our education system for all students. This involves such activities as raising national and community awareness of the education challenges confronting the Nation, disseminating the latest discoveries on what works in teaching and learning, and helping communities work out solutions to difficult educational issues.
Second, the Department pursues its twin goals of access and excellence through the administration of programs that cover every area of education and range from preschool education through postdoctoral research. For more information on the Department's programs see the President's FY 2013 Budget Request for Education.
One final note: while ED's programs and responsibilities have grown substantially over the years, the Department itself has not. In fact, the Department has the smallest staff of the 15 Cabinet agencies, even though its discretionary budget alone is the third largest, behind only the Department of Defense and the Department of Health and Human Services. In addition, the Department makes over $120 billion in new loans annually. A wide range of management improvements have helped limit administrative costs to approximately 2 percent of the Department's discretionary budget and only about 1 percent of all grants and loans made by the Department. This means that ED delivers about 99 cents on the dollar in education assistance to States, school districts, post secondary institutions, and students.
I disagree Money does not fix problems, it creates problems.
"The more money spent on education, the more the money is wasted!"
"Let us not seek the Republican answer or the Democratic answer, but the right answer."
John F. Kennedy
"Any room with a piece of chalk and a chalkboard with a teacher who wants to teach-PRICELESS!"