Many say our education system is broken.

The teachers’ unions says they need more money to fix it,  BUT AN INCREASING NUMBER OF CITIZENS DISAGREE WITH THOSE CLAIMS.

A tech-savvy and caring parent could create a curriculum based upon state and fed standards and prep a child better than most public schools. Many are doing exactly this with “home schooling“:

One of the original goals in the late 1800s of expanding public schools was to create an environment for the influx of immigrants to become “Americanized” and for the system to act as a center for social interaction.

Those were noble and worthy goals but the teaching methodology used today has lagged far behind the potential resources available.

Most of the blame for this rests with the teachers unions and uncaring parents. Tax payers are fed up and uninterested in reading comments from teachers about how over worked, underpaid and unloved you are. Many qualified people refuse teaching assignments because they are sickened by the systemic rot within our schools.

They are fans of the idea of reverse schools where the kids watch videos and lessons on their tablets, computers, etc, and their parents can actually participate and the homework is done at school where they can actually ask questions and work through problems together.

One of the most difficult parts of their schooling was if the student was having problems with coursework at home, there was no one either 1) there or 2) understood what the material was.

Teachers failed them in making course work relevant to real life.

Students never actually needed to figure out the height of a tree based on the angles, however, perhaps using that in a program to determine vectors in an simulation could be  of  value  in their future

Think about these comments and the obvious need to accept the fact that …




  1. Good links Bill. I feel there is a ground swell movement happening and education approaches WILL be changed, but it will NOT happen within the Public schools’ system; the unions will never allow it.

    However, it must happen outside of public education. As more students are produced from alternative education schools and demonstrate superior educated skills in the real world, and those from with public educations are being rejected, there will be fewer students, thus requiring elimination of public schools and their related “entitlement” expense

    Remember, public education is now producing the 4th generation of Bill Ayers plan for education that must be stopped, i.e., Obama’s close associate and mentor, Professor Ayers’, whose touted expertise is training teachers and developing public school curriculum. All citizens are entitled to equal educations (his definition of education)…

    Ayers’s national curriculum all with Obama’s help, is Common Core including:

    – Regionalism, or the replacement of local governments by federally appointed bureaucrats

    – A leveling of all schools to one, low national standard, and a redistribution of education funds among school districts.

    – An effective federal tracking of all students.

    – The LOSS of the OPTION of avoiding the national curriculum and tests through PRIVATE SCHOOLS and HOME SCHOOLING.

    That’s been his mission since he gave up planting bombs in government buildings (including the U.S. Capitol and the Pentagon) and assaulting police officers.

    After successfully avoiding trial and prison because of legal technicalities, he picked up his Ph.D. at Columbia Teachers College for a second career, landing a tenured job as distinguished professor of education at the University of Illinois in Chicago.

    From his prestigious and safe university position, Ayers has been teaching students in rebellion against American capitalism in what he calls “imperialism” and “oppression.” Ayers speaks openly of his desire to use America’s public school classrooms to train a generation of revolutionaries who will overturn the U.S. social and economic regime.

    He teaches that America is oppressive and unjust, socialism is the solution, and wealth and resources should be redistributed.

    His Entitlement of Equality goals expanded over the years beyond Education and now include:

    – Economic Justice: Prosperity should be accessible to everyone, not merely the few.

    – Civil Rights: Every individual’s civil rights must be protected; discrimination and harassment based on race, ethnicity, gender, religion, sexual orientation, or physical and developmental ability should be banned.

    – Health Care: Every individual should have affordable, quality health care.

    – Environment: We must commit to restoring and protecting our environment.

    – Reproductive Freedom: Women and men – not politicians – deserve the right to make personal decisions about their reproductive health in accordance with their own personal and moral beliefs.

    Ayers even uses science and math courses as part of his “transformative” political strategy to teach that the American economic system is unjust.

    1. “A leveling of all schools to one, low national standard, and a redistribution of education funds among school districts.”

      The teachers’ unions have been vociferously fighting education reform testing, standards and accountability at the state level for about at least two decades now.

      The development of a national set of standards, the “Common Core” standards, in many respects, occurred IN RESPONSE to those state-level efforts AGAINST reform at the state level which was led by the teachers’ unions.

      Washington State certainly is among those states adopting the “Common Core”.

      Also of interest, a Wall Street Journal editorial today was very critical of the Common Core Standards, while this article, “A Point-by-Point Rebuttal of Today’s Anti-Common Core Op-ed in the Wall Street Journal” is rather demonstrative.

      One claim which I noticed in that article of particular interest was this:

      “On math, the (Common Core) standards fully prepare students to take Algebra I by the eighth grade. Period.”

      If true, that would be a good thing.

      Even better: if all students were actually TAKING Algebra 1 in 8th grade.

      I expect, however, that this claim, like many others, will simply become the next fallacious “Yes, but…” reason for asking the taxpayers for “MORE MONEY!”, since only a fraction of our students take Algebra 1 in 8th grade at present.

    1. Most students are actually taking Algebra I in 9th grade.

      Only the so-called “better” students currently take Algebra I in 8th grade.

      Thus, when we also have a requirement for students to take only three years of math in high school (it was only a two-year math requirement only a few years ago!), the farthest many students go is Algebra II while in high school.

      After taking Algebra I in 9th grade, the usual track then is: Geometry in 10th grade and Algebra II in 11th grade.

      Backing up a bit, if all possible, having essentially all students successfully complete Algebra I before leaving the middle school / 8th grade environment (or, making them pass Algebra I in summer school before entering 9th grade at the high school level) would be a better idea.

      But, that’s simply not the current OHSD culture: improving student math performance has never been a stated OHSD leadership goal.

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