US PUBLIC EDUCATION - A SITUATION REPORT
WHAT IS HAPPENING TO US AS HUMAN BEINGS?
SOME NATIONS TEACH ETHICS IN HIGH SCHOOL AS A COURSE, A VERY GOOD IDEA. SOME TEACH ART AND MUSIC. THEY HAPPEN TO BE VERY IMPORTANT SUBJECT FOR RIGHT BRAIN HALF DEVELOPMENT, AND TO INTERCONNECT THE TWO BRAIN HEMISPHERES. VERY IMPORTANT FOR LEARNING AND DECISION MAKING. INCREDIBLE! HIGH LEVEL DECISION MAKERS IN EDUCATION ARE NOT INTERESTED IN LEARNING FROM OTHER SUCCESSFUL SCHOOL SYSTEMS.
The education departments and schools and all individuals within them are part of a low performing education system. It used to be one of the best and in 50 years dropped to the bottom of the industrialized countries. The children graduating from high school become part of the workforce within our industries, whose needs they have not considered for decades. It is fair to say that our school districts need to satisfy the needs of our industries, who have been complaining to governors since about 2000. When an entire industry like education is poorly performing like ours, they do because they are not interested in becoming competitive - they get paid even for the poor job that they do. So in all our wisdom we would rather hire a new superintendent for a medium to large school district than a retired vice president from a good company who understands what the work forces need and who has been using good management know-how for decades, exactly what a superintendent should know but does not. Furthermore, the governors themselves hire for state superintendent people from the poorly performing teacher training or school district environment, who having come from the poorly performing education industry, cannot improve anything, and pay them an enormous salary. Just maybe, we better give this some serious thought because things are getting worse.
A different but important trend: Dec. 27, 2019. Man Beaten to Death for $1 - and No One Stops to Help! Multiple people, cars and even a bus drove by his body, and not one stopped to check on the man lying in the street.
Sept. 19, 2019. I bought something. The total came to $23.00. I paid with a $50 bill as the power went out at the store. Three cash register operators could not figure out what change they should pay me. Quiet conversations among them. I told them that my change would be $27. Later I asked them where they graduated from high school. All three named one local school, later I verified one name. That one told me that "We are not math majors. And besides we will not need to know math in the future." A fourth grader should do better. We graduate today too many who cannot communicate properly, cannot read or write except for block letters. Just ask employers and college professors. We need much better out of high schools for our workforce!
People recognize the big problem we have with education. 50 years ago many would jump up and speak up to those in leadership. Today the most common response is: "It is very bad. but it is beyond my pay grade." Today people do not want to get involved. But they know what's happening. That's very bad because the day will come when all those feelings will explode. We see such situations more and more. What is happening to us? Something is very wrong. Not caring about each other as human beings shows more and more. Both of the above leads to end of life: one is violent, the other is slow and can end life in extreme poverty and misery. We do not want to get involved and help when something bad happens to someone we don't know. We don't even care about what happens to our children, except for our own. And even there we trust the schools self-evaluation of their performance, and we will show what we found. Please give this some thought.
The goal of high school education must be to satisfy employer needs (be employable) AND university or vocational training school requirements in order for the high school graduate to be able to minimally support a family of four. WHAT WILL HAPPEN TO YOUR CHILD IF WE DO NOT DO THIS WELL?
Let's look at Knox County, Tennessee high schools' A.C.T. results. The best performing high school's A.C.T. Readiness is only 53%. The worst performer is close to zero percent A.C.T. Readiness. THIS IS NOT GOOD PERFORMANCE. This school district spent two and a half times as much per student than the better high schools, for more than 19 years in the two worst-performing high schools with African American students. There was no improvement to date. OBVIOUSLY THE HUGE AMOUNT OF ADDITIONAL MONEY WENT TO THE WRONG POCKETS FOR DECADES. THEY HAVE NOT BEEN USING MONTHLY GPA OBJECTIVES TO TRACK PROGRESS, NO ANNUAL PLANNING IN EVERY GRADE WITH SPECIFIC MONTHLY ACTIONS TO MEET MEASURABLE MONTHLY GPA OBJECTIVES IN THE FAILING HIGH SCHOOLS AND THEIR FEEDER SCHOOLS. THAT MEANS THAT EVERY SINGLE EMPLOYEE KEPT WORKING THE SAME WAY AS IN PRIOR YEARS. WHEN YOU KEEP WORKING THE SAME WAY EVERY YEAR, YOU GET THE SAME RESULTS. TO GET BETTER RESULTS, THE PEOPLE IN EDUCATION DISTRICTS NEED TO LEARN MORE AND CHANGE THE WAY THEY WORK FOR THE BETTER.
TEACHERS MUST LOVE AND KNOW THEIR SUBJECT ON AN ADVANCED LEVEL, WAY BEYOND WHAT THEY TEACH, HOW WHAT THEY TEACH IS USED IN JOBS, MUST BE VERY ENTHUSIASTIC ABOUT THEIR SUBJECT BECAUSE THEY LOVE IT, AND THE SCHOOLS MUST CONDUCT REMEDIAL COURSES TO BRING STUDENTS UP-TO-DATE WITH SUBJECTS SUCH AS READING, MATHEMATICS AND SCIENCES AS THE HIGHEST PRIORITY. WE DO A POOR JOB TEACHING READING AND EVEN BASIC MATH AND WE KEEP THE POOR TEACHERS WHO COULD NOT TEACH THESE SUBJECTS AND DO THIS DAMAGE EVERY YEAR. MOST CHILDREN ARE BORED IN THE CLASSES. I KNOW I SET IN ON MANY. WE GRADUATE OUR CHILDREN WHO WERE FORCED TO FINISH HIGH SCHOOL WITH SUCH A HANDICAP DECADE AFTER DECADE. SO MOST SCHOOL BOARD MENBERS AND SUPERINTENDENTS HAVE NO CLUE HOW TO DO IT. THE STATE SUPERINTENDENTS DON'T KNOW HOW TO MONITOR PERFORMANCE AGAINST THE RIGHT MONTHLY OBJECTIVES, SET POOR STANDARDS OF PERFORMANCE BECAUSE THEY DON'T KNOW HOW TO DO BETTER. AND GOVERNORS DO NOTHING ABOUT CORRECTING THIS DISASTER, ON WHICH OUR FUTURE DEPENDS DIRECTLY. AS ONE FORMER PRESIDENT SUGGESTED INCORRECTLY, "HOPE" IS FAR FROM ENOUGH. YOU ACTUALLY HAVE TO GET PEOPLE TO LEARN TO BE BETTER, AND DO AN HONEST DAY'S WORK. "HOPE" HAS NOTHING TO DO WITH IT. KNOWING HOW TO MANAGE HAS EVERYTHING TO DO WITH DOING A JOB WELL. IF YOU LIVE ON "HOPE", NOTHING WILL HAPPEN. BUT IF YOU DIVIDE THE NEEDED WORK BY THE WORK DAYS NEEDED FOR ITS COMPLETION, AND YOU DO AN HONEST DAY'S WORK EVERY WORKDAY, WHAT YOU WANT WILL HAPPEN.
The truth may hurt, but one cannot go anywhere without facing it.
WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO RAISE THE A.C.T. SCORES?
I asked many questions about this situation, I was upset about how such an extremely poor school performance could happen, and decided to find a school with black children producing good results. Found a school called the Harlem Success Academy in NYC that was formed in 2006. Today in 2019 they have 47 schools, taking in POOR, BLACK, INNER CITY CHILDREN, AND DELIVERING FABULOUS RESULTS BEATING EVEN PRIVATE SCHOOLS! Visiting them was a pleasure. We could not get anyone to visit them from close to 50 school districts. It became clear that throwing a lot of money at a big problem is done only by people who have no idea how to solve it. For that to go on for 19 years is unforgivable.
WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO FIX THE PROBLEM?
In 1988 we found out from college professors that we cannot teach children how to read properly and we graduate them that way from high school. Employers were telling us that they cannot communicate properly, cannot fill out a job application cannot do basic math and have a bad attitude when having to do something. Employers have met with the governors telling them that they cannot find well-educated high school graduates one after the other to get this problem solved. It is not solved to date. The fast food industry decided to go with robotics. The supermarket industry is planning the same. The trucking industry is doing the same. And public schools and teachers' unions do not want to change and complain about needing more money. WHEN YOU ARE ONE OF THE HIGHEST SPENDERS PER STUDENT IN THE WORLD AND YOU DELIVER POOR RESULTS, THE MONEY IS NOT BEING SPENT ON THE RIGHT THINGS.
There are excellent management tools and management training programs that could help within the Tennessee Department of Education and the Governor's office who failed to identify such enormous failures within. We should be catching extreme underperformance any single month so that we can correct them. Clearly, just spending more money did not and does not work. Especially when we are among the world's highest spenders per student. Clearly, to keep spending such a huge increase for decades without any improvement indicates by the third year that the money is not being spent in the right places, and management neither had nor does have any idea how to solve the problem, made no effort to learn what to do, AND the state management system had no capability to detect the unreasonable overspending and wasting of money. This kind of extreme spending is common in public school districts: management and elected boards think that money will solve the problems, because they don't know how to solve it. But they keep wasting the money for decades, because the money does not solve most problems. There are many other wasteful spending examples. For example school district central management groups are four to ten times normal size. Positions have been created to solve problems that management knowhow could solve without staff additions. As the years went by, they just kept adding staff and the poor performance got worse. In one case a superintendent befriended the principal of a poorly performing high school. The principal's high school performance just kept getting worse. Clearly neither the principal nor the superintendent knew what to do. So the superintendent promoted his friend, the principal to head all schools and improve ALL SCHOOLS' PERFORMANCE. That's 89 schools. That was many years ago and nothing improved.
WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DOES NOT MONITOR SPENDING VS. BUDGET PER MONTH, AND TEST RESULTS (GPA) VS. MONTHLY OBJECTIVE YEAR-TO-DATE TO CATCH PROBLEMS EARLY TO FIX IT IN ORDER TO DELIVER GOOD RESULTS BY YEAR END?
The only thing the existing level of expertise accomplishes is wasting many millions of dollars EVERY SINGLE YEAR. And no one stood up on the state level to this date to fix such extremely expensive problems because no one knows how to fix them. This kind of spending and delivery of poor results has to stop. For that, we need excellent superintendents with solid management training and experience, ones with an excellent track record for at least five years, ones who turned around a poorly performing school organization before. The big problem is that more than 13,500 school districts in the USA may have only a handful of such superintendents, and a superintendent development program does not exist. But the country has many retired vice presidents, who managed much more very successfully. They could be of great help. They could do a superior job in improving education.
A.C.T. College and Career Readiness
Let's look at the high schools' performance also in the Knox County School District in Tennessee. What becomes obvious right away is the fact that performance of the high schools varies between mostly poor and some average, but less than one percent are in a high enough performance area that delivers 90% ACT Readiness. In some countries all public schools are in this high performance area. Ours is the result of teacher and principal skill levels being too low, teacher subject education, selection and how well they fit the teaching profession does not exist and both elected boards and superintendents not being trained well enough. This is not the teachers' and principals' fault. It is the fault of low standards by the state education department, and ultimately the governors. This is a huge problem that is unaddressed to this day.
Excellent high school graduates with 90%+ readiness are very important for any country. We do not have enough of them. But we do have many in high school and even in college graduates who are far from being ready. College professors and employers are complaining about the poor training of high school graduates: they cannot read and write properly, don't know basic math and have a bad attitude. Public high school graduates "feed" our universities and all of our industrial and governmental workforces. We have been paying one of the highest rates per student in the world in elementary and high schools, but our public high school performance fell behind other industrialized nations, with only 25% readiness. That means that your child may have received a diploma but not enough education to be prepared to be self-supporting.
Please look at the graph below. A diploma is a promise by any state or nation that indicates the recipient to be ready to become a productive member of society in terms of future needs of employers. I am very sorry, but this performance in Tennessee or nationally is so bad, that around 75% of those to whom we give a diploma are not ready nationally, and more than 80% of high school graduates with a diploma in Tennessee are not ready. The public pays in taxes one of the highest amounts per student in the world and receive a totally unacceptable job for it. The state education departments do things that make the grades look better than the students' knowledge warrants by far, to keep graduating students in school to graduate them, who know less and less. If such misrepresentations were done with the public's education using the public's money to damage the public's children, THEN WHAT HAVE WE BECOME AS A NATION? CERTAINLY NOT A GOD-FEARING NATION AS WE WERE, BUT A NATION OF SATAN'S PAEDOFILIA WITH THE KILLING OF BABIES WITH FAMOUS NAMES IN POLITICS ENJOYING IT AND NO TRIALS FOR SUCH MURDERS. We showed that the readiness definition of high school graduates is too optimistic for official eyes, but the truth is significantly worse. The public is not informed of this, and is told false stories by the political and education leadership. WHY IS IT THAT WE TOLERATE SUCH PEOPLE IN ANY LEADERSHIP POSITION? ARE WE JUST ACCEPTING AGAIN STATUS QUO BECAUSE IT IS TO HARD TO FIGHT FOR THE RIGHT THING?
The product, service, and work quality of all industries depend on how good a job a country's public education is doing. Many other countries improved much better their public high school education to have a better workforce then we did. A better educated workforce can create better products and services and increasing profitability that in turn creates more tax income for their country. We compete with foreign companies' products at home and in any other country. We see our and foreign products everywhere. WE HAVE BEEN COMPETING WORLDWIDE FOR MANY DECADES. LET THERE BE NO DOUBT THAT FOR THIS REASON, OUR HIGH SCHOOL EDUCATION MUST BECOME MUCH BETTER TO BE COMPETITIVE WITH THE BEST IN THE WORLD. WE ARE NOWHERE NEAR THAT. PEOPLE WHO DO NOT KNOW AND BELIEVE THAT WE MUST IMPROVE OUR EDUCATION RESULTS, SHOULD NOT BE WORKING WITHIN PUBLIC EDUCATION OR ABOVE IT. We did not improve. Lower high school education hurts our workforce, and our national income cannot be sustained that way. We could not generate enough national income, necessitating borrowing that becomes our high national debt, on which we have to pay interest that "controlling outsider group". More about them later.
We have a major illiteracy problem in the USA everywhere and we are doing nothing about it. Why? Please click on it to read it. Just answer this: how can your child learn and live if+++++++ the school graduates him, but he cannot read, cannot do basic math and he thinks that the world owes him a much better living?
New technologies have been increasing more and more rapidly over the years. New technologies replace some old jobs and create some new jobs for which employees need more technically educated workers. Our high school performance must keep pace with technology-related improvements. Unfortunately, we fell behind.
New technologies are the tools that enable our industries to develop more competitive products and services in a global mark. Any country we visit internationally, we see products and services from many other countries. Several decades ago, I traveled regularly to many countries. American products were the most popular then. We lost that edge.
For any medium-to-large American corporation of any industry, the sale and service income that comes from other countries is important enough to make or break that corporation's or industry's survival. We lost several industries in the past, that we dominated, such as consumer electronics, heavy machinery, and so on. It also impacts the income of our nation. International income for a US corporation can easily exceed domestic income. When the national income declines, we borrow more money, and the national debt must increase on which we have to pay interest. Internationally competitive education is therefore very important for successful survival.
Our high school performance declined during the last 50 years by the state education departments, to a lower level than many other nations. Examples of these actions are objectives, and operating plans that do not work, low employee standards were allowed in school districts. As if that was not enough, reduction of pass/fail points in the state tests to show better grades, weak rules to manage discipline problems. We are showing a simple chart above and below that shows the poor performance over a 19-year period. Not a single governor stood up in 50 years to stop the expense increase annually until education results are turned around, which would be the normal thing to do without exception. Not a single governor-initiated action during this long period that increased academic results, meaning no one changed any management or operational mistakes WITHIN THE SCHOOLS that caused the declining results. What creates such huge problems? "Political Management", when education requires normal large-scale organizational management to be successful. Why is such a thing happening? Because public education organizations do not understand and train school district superintendents and management people in state education departments in post-MBA management-level subjects. THIS IS A BIG MISTAKE. Such a decline means that this is not an accidental or random activity but one that is directed purposefully by a "controlling outsider group", when it is combined with poor teacher training on the university level, when major operational and financial management decisions are handed over to one of more than 13,500 locally elected school boards whose majority is not trained at all in the activities they have to do, with the absurd justification that the best ideas for how to teach our children come only from the local population of our schools. What that brings is a constant small annual decline. This is also the work of the "controlling outsider group" and started a very long time ago.
When people are part of a poorly performing organization for 2-4 years, they g used to it and accept it as normal, or even as good depending on the efficiency of the organization's PR group. That is where we are. We know from the graph that poor performance existed for at least 19 years and likely more. We know from old Illuminati data and quotes from members that it existed a lot longer. That means that a turnaround in performance with the same poorly performing people would be possible only with very firm management, not allowing for any compromise between the old and new practices. That would require new management in every school district, with retired managers from other industries to g the necessary experience, but without education management experience. How much of a problem would that be? No problem at all. The low high school performance appears to be least understood by politicians and people in education at all levels. If they understood the problems in our education, and if they had A.C.T. or S.A.T. score-based standards, objectives, and annual operating plans in each and every school with measurable monthly academic objectives for each supervisory or management person, then we would have seen increasing A.C.T. and S.A.T. scores.
Our website, www.education100.org is about how we could correct public education. Public education is the most important national strategic problem that is more destructive than any other external enemy could be. We see a trend emerging among corporations and government to take over high school education initially because Public Education is not improving, does not graduate well-prepared graduates. The Intern is full of excellent tutorials, and also the presentations of the best university professors' presentations, and outstanding tutorials on any primary or secondary school, and a growing number of undergraduate university-level subjects that are getting improved with Artificial Intelligence (AI) to increase a child's or adult's interest beyond what a teacher could do. We present some of these below. Several of our best universities, like M.I.T., Stanford and others already offer a high school diploma for a very low cost through the Intern, including even "laboratory exercises" using simulation and Artificial Intelligence. It appears that our public schools do not want to improve because they have done so poorly for many years and probably cannot change because what must be done they see as an impossibility. We do not need to keep asking them to improve. There are already far superior systems in the works to replace them, and as they lose students, and as the public discovers the poor job most of them are doing, better solutions will take off like wildfire.
We often hear from Washington politicians speaking in the name of the public. "The American people have been asking for xyz" that the politicians are proposing. However, most of the time, we have not read or heard ever American people asking for what the politicians are proposing. We hear many public comments about our children's poor education, government regulations choking medical services with regulations, but we do not hear legislators proposing anything about those. Although several governors spent millions on education projects, just to be known as the "education governor" after they leave, the A.C.T. or S.A.T. scores did not improve. It could be predicted from the start that such programs will not improve the high percentage of children, like 80% (increasing and not improving) who were graduated unprepared. Our education system declined since 1970 as our spending per student became the highest in the world. Not a single governor, nor any president, nor any Republican or Democrat has done anything to improve the A.C.T. or S.A.T. scores. Not one! The day is not far when large groups of American parents will find out that they have been dumbed down, and so were their children. About 80-90% of their children graduated from high school and received a diploma. However, more than 80% of the 90% that graduated are unprepared with minimum wage jobs that will go to robotics within a few years. One wonders why we are spending the most money per child, wasting many billions of dollars every year for a poor education system.
It is a basic human characteristic to give priority to short-term problems and the noisiest crowd demanding anything, delaying action to fix much more serious long-term issues. That is a problem. We have already wasted many years to fix public education without any change. That means that there will be a price to pay, but not as high as it will become if we continue to ignore the public education problem.
"There is a plot in this country to enslave every man, women, and child. Before I leave this high and noble office, I intend to expose this plot."
John F. Kennedy
President, United States
Seven days later, he was assassinated. What did he know?
High Schools' Focus:
Vocational Or General Education On A Much Higher Level Than Today?
It is very obvious in the graph that we have done a terrible job of educating our children in public schools, that will hurt them badly when they are trying to g a better job. The education community recognizes the problem, they cannot solve the problem, they have no idea what to do or purposefully DO NOT WANT TO SOLVE THE PROBLEM, AND THEY PURPOSEFULLY MISINFORM THE PUBLIC ABOUT SCHOOL PERFORMANCE. THAT IS CALLED LYING TO THE PUBLIC WHO PAY FOR EVERYTHING THEY HAVE BECAUSE WE PAY PER STUDENT THE HIGHEST RATE PER STUDENT. Our results should be much better, but instead, we dropped to the bottom of the industrialized countries.
1. <![endif]>Khan Academy: Outstanding. The best in this group. Any subject, any grade, most useful.
2. <![endif]>The Great Courses presentations from the best professors in the USA in the subject presented. Many of them include an entire semester or year of the subject, and huge discounts are offered on a group of courses periodically.
<![if !supportLists]>3. <![endif]>Brightstorm has an outstanding collection of the best high school teachers for every single lesson period.
<![if !supportLists]>4. <![endif]>Open Culture, great educational resources.
<![if !supportLists]>5. <![endif]>The best math resources for teachers.
<![if !supportLists]>6. <![endif]>EDX Courses for K-12 and personal interest from the best universities.
<![if !supportLists]>7. <![endif]>List of study/learning skills.
<![if !supportLists]>8. <![endif]>Teaching without lecturing.
<![if !supportLists]>9. <![endif]>MIT OpenCourseWare covering high school.
<![if !supportLists]>10. <![endif]>SKILLSHARE is loaded with thousands of job-skill tutorials for jobs or pleasure.
When one is among poor performers for a few years, one gs used to the bad performance, thinking that it is "NORMAL". We have been performing poorly with public education for decades. As a result, even governors react rather softly to long-standing education problems. WE MUST CHANGE. Parents are a product OF THEIR WORK ENVIRONMENT to a great extent, and their economic or poverty level. They are more s in their ways than children. But everyone has a tendency not to accept that fact about themselves. Many parents are single women or men - because "HE OR SHE RAN." Or "COULD NOT PROVIDE." Make no mistake; they have a tough time; they have less time for the child, and don't have enough money. Probably the grandparents' situation is similar, but public education results were bter for them relative to the knowledge required in the workplace during their working life. The fast technological development was and is a huge opportunity for those children who are well educated. Children who graduate from high school must be prepared to enter work-based training programs beyond minimum wage. Becoming prepared in reading, writing, communications, sciences, and mathematics is needed in ALL JOBS THAT ARE IN DEMAND BY EMPLOYERS. Your children must graduate from high school prepared to learn for a lifime. The A.C.T. test measures how well they are prepared. You would want 90% of the children READY AFTER GRADUATING FROM HIGH SCHOOL. TODAY ONLY 26% OF GRADUATES ARE READY NATIONALLY, BUT IN SOME STATES LIKE TENNESSEE, ONLY 15% OF GRADUATES ARE READY ACCORDING TO A.C.T. The schools are graduating them and try hard to convince the public that "Not all children are suited for college, so your child must learn a trade, AND HE WILL BE FINE!" Absolute nonsense! And their trade-jobs g replaced by robotics.
A good state education system produces 95% or higher readiness among its graduates. If they have to take learning disabled children and ones with behavior problems, but with firm rules about behavior, the 95% or higher figure may drop to 85%, worst case. But not 15-26%, like ours, or 3-6% only for African American children, unless a major problem exists in management. The teachers are not trained well, and many are not a good psychological fit for teaching, or are without continuing education and/or do not have enough preparation time. WE HAVE ALL THOSE PROBLEMS WITHOUT ANY MOTIVATION TO IMPROVE. OUR PERFORMANCE GAP BWEEN WHAT SHOULD BE AND WHAT IS, IS A GIGANTIC 60-80% THAT CAN BE BLAMED ON OTHER THINGS THAN INCOMPENCE, OR TOTAL LACK OF KNOW-HOW IN TOP MANAGEMENT EVERYWHERE! THAT IS REVOLTING IN A COUNTRY THAT IS SPENDING THE MOST MONEY IN THE WORLD PER STUDENT! We have a few schools that GRADUATE 100% in the U.S.A., and we have entire countries who do that well and even bter with a stronger curriculum than ours. Blaming parents is not fair because of what we explained: low-income poor person, the boy got her pregnant, and the boy ran. The mother has to work her fingers to the bone. IT IS THE SCHOOLS THAT ARE RESPONSIBLE FOR THE POOR EDUCATION WITH WHICH THEY GRADUATE OUR CHILDREN. IT IS THE SCHOOLS THAT ARE MOSTLY RESPONSIBLE FOR CREATING MORE POVERTY, WITH VERY FEW EXCEPTIONS, AND NOT THE OTHER WAY AROUND. It is the education departments that create a management system that can only deriorate. It is they who dumb down the state tests. And they g the highest amount per child in the world to do all these good things. IT IS THE TEACHERS' COLLEGES AND UNIVERSITIES, WITH VERY FEW EXCEPTIONS, WHO ARE RESPONSIBLE FOR THE POOR SELECTION AND POOR TRAINING OF OUR TEACHERS. For well-to-do families, the parents have the money, the understanding of the problem, the education and money to ensure that the child will do well. Although in a dumbed-down system, it is difficult to g good enough results, BUT NOT IMPOSSIBLE. So, l's see what the problems are and what we could do to solve the huge public education problem.
Our employers have been complaining since 2000 about high school graduates not knowing how to read, write, follow instructions, don't know even basic math and have a bad attitude on the job. Our employers cannot find enough potential employees who are trained well enough now for more than ten years. Example: Two different high school graduate cashiers could not figure out recently what change they owe me if I pay a $23.00 item, with a $50.00 bill. When I asked them why, they told me that "We are not math majors, and we will not need math in the future." They said that the teacher told them. No school in the entire country should graduate a single student like that.
How advanced are we as a country? We already started with very serious space activity with the U.S. Air Force, the U.S. Navy, and their subcontractors BEFORE 1970. They reverse-engineered crashed U.F.O.'s during the prior ten years. They developed 65 space vehicles with antigravity engines and two mother ships by 1983 with presence in space. They put a large space station in earth orbit named after Werner von Braun, the brilliant German scientist. We have been traveling at close to the speed of light to other plans for the past few years. This information has been recently declassified. President Trump announced the formation of a sixth branch of the US Military, The USA Space Force in September 2019. This is important because new technological discoveries or releases into our business environment affect what public schools must teach. The A.C.T. performance chart we have here clearly shows that this fact has been ignored by our public education system.
That part of our world, having operated under THE "black budg", is fifty years ahead of what the general public is aware of in new technology related to interstellar travel. We are about to take a much greater technological step than at any time before, starting in 2021-2022 with cognitive robotics, space technology, and nanotechnology togher. The impact will be enormous worldwide. If we do not catch up with our public schools, most of our children will be jobless for life. We could not depend on our schools to do this. It is possible that our school system will not improve like in the past 50 years. Parents need to learn to ensure a much bter education for their children. DO NOT DEPEND TOTALLY ON THE SCHOOLS THAT THEY WILL IMPROVE, BECAUSE THEY DID NOT IMPROVE IN THE PAST. Remember that no one will volunteer and admit to you that they or their organization is doing a poor job. Especially when the government guarantees their income.
Our space and robotics efforts have been advancing many areas of science. That will also add to the pressure very soon to raise high school graduates' employability standards for public high schools. We have fallen behind during the last few decades. Our high schools were already behind a dozen other nations around 1990-2000, contributing to a weakened workforce. We lost several industries that we used to dominate (e.g., computers, radios, T.V., automobile - partly recovered, heavy machinery, and many more). Why? Because education performance declined. New technologies generally require automation. Automation is expensive. Our compitor countries created a much more liberal tax policy for depreciation of " capital equipment". China, for example, automated on an enormous scale both design and manufacturing, reducing the big expenses of innovating with new products. They also created super excellent high schools to educate many excellent high school graduates. For this reason, the new technologies coming in 2021-2022 will have a much greater technological impact on what our children should be learning in high school. By now in 2019, because the robotic impact on jobs will be massive on high school graduates and much greater than expected on many jobs that required a university degree.
Future jobs that will be most immune to robotic takeover will be those jobs that require in any combination, advanced degrees in sciences, mathematics, and economics, with excellent communications skills.
So far, as we see below in the A.C.T. test results chart, we have not been educating our children well enough for the LAST TWO DECADES. However, we started increasing education spending since 1970, possibly earlier, but the results went nowhere. The future new technologies WILL make most of them jobless, as well as creating a big employee-deficiency problem for employers. THAT WILL RAISE THE DEMAND FOR COGNITIVE ROBOTICS HIGHER. This will be the immediate result of our state political leadership being misinformed about major technology advances for lack of interest in state organizations.
A comple change is needed now in the areas recommended in order to minimize the damage to the new generation and to our corporations' business. This will put many jobless young people on the stres creating major social problems IF NOT REMEDIED NOW. Since the decline of public education started damaging the workforce several decades ago, our national income has not been healthy enough. We resorted to a huge increase in the national debt to survive, whose interest rates are costing us many billions. This, in turn, is seriously limiting our success in managing ourselves out of the increase in social problems, with all of this being the result of our political leadership TOTALLY IGNORING PUBLIC EDUCATION. To improve schools, investigate what we are saying here, believe what you find on your own, recognizing that the truth never comes from the organizations that are related to the problem you are investigating.
We do have some outstanding public schools in the U.S.A., who are not just 25% ready upon graduation like we are, but even 100% ready. Click here to see them. That is why the average A.C.T. scores and A.C.T. Readiness percentages in the chart below show that 75-85% of OUR public high school graduates in Tennessee and in a number of other states ARE NOT PREPARED for what employers needed now for more than a decade. The U.S. average is not much bter. The result is that more than 80% of our children who graduate with a diploma from our public high schools are not prepared to learn any job beyond 2022 because space activities, cognitive robotics togher with nanotechnology will raise the employers' technical requirements for high school graduates.
The results did, and will depend on the governors and how they improve education, especially in states like Tennessee. If they keep doing things for education that do not raise the A.C.T. scores, as all states did in the past, they will achieve WORSE RESULTS INSTEAD OF IMPROVING PUBLIC EDUCATION. The state education departments do things that lower the knowledge of graduates, making them unacceptable to employers, like changing the state tests with Cut Scores. BUT OUR SCHOOLS WILL GRADUATE THEM WITH HIGHER GRADES AND LESS KNOWLEDGE BY LOWERING THE PASS/FAIL POINTS IN THE TESTS, AS THEY HAVE DONE BEFORE FOR DECADES.
VERY IMPORTANT: The biggest problem that always happens when among poor performers for a number of years, IS THE ACCEPTANCE OF BAD PERFORMANCE AS NORMAL. Very few organizations admit that they are doing a bad job. They accept that this is the best they can do and go out of business. And it is much harder to work under such circumstances than if the organization is doing an excellent job. Public Education is a massive organization, with a massive union, and a lot of money guaranteed by the government, therefore they do not want to improve anything so that they are compitive and our children are employable. They are comfortable. They are virtually a monopoly with a 90% "mark share." A fairly large number of companies are making money out of the fact that education performance is poor, and those organizations make money off of poor educational performance, AND IMPROVE NOTHING. We have been performing poorly with public education for decades. As a result, even governors react rather softly to education problems and change nothing. WE MUST CHANGE.
In my experience, the best organization's in the world, and their results would be a very good choice as a five-year goal at an average A.C.T. score of 30. Today on September 2, 2019, I paid a $23 item in a store with a $50 bill. Cash register did not work. The person at the cash register could not figure out how much she needs to pay me back. A second store employee came to help, and he could not figure out the change, so I told them that the change I am to g back is $27. They both told me that " "we are not math majors! We are not going to need math in the future." I asked "Who told you that?" They said "Our teacher, because future automation will take care of subjects we don't like." They graduated from high school two years ago.
We need well qualified high school graduates today. All of them! Unfortunately, more than 80% are poorly qualified. The reason is that teacher training quality also dropped ( click here to read about it). And we saw many management people in education, who had no management training and had no idea what to do. A very good teacher is a very special person and harder to find than people in many other professions. Too many went into teaching because they could not handle their originally selected major, heard that teaching was the easiest, so they changed to study teaching. It all adds togher into a huge problem.
Teacher Training and Selection
Of the top 100 universities in the world, more than 90% are American. There is only one exception to this: very strangely, the teacher training part of American colleges and universities are poor, while the other university departments are good. Our teacher turnover is too high, low morale is common. They, along with the poor A.C.T. results, is the result of poor, untrained management from the very top on down. This will ALWAYS weaken the workforce, and that can destroy any country if not corrected.
Many college students change to a teaching major in college if they think that their originally selected major is too much work. Teaching majors have low entry requirements in US colleges. The teaching profession is very highly respected in many other countries, but only when ALL high schools in that country graduate students in the average A.C.T. equivalent of 28 or higher, that represents higher than what A.C.T. calls 80% "STEM A.C.T. Readiness", not just A.C.T. Readiness.
When good people work in a poorly performing organization for 2-3 years, they adjust and they actually start believing that their organization is performing well. In a poorly performing system like ours, low expectation thinking rules, such as Tennessee's objective of 21 average ACT score that represents only 20-25% of graduating classes being ready, but ALL G A DIPLOMA. People rise to high expectation objectives and me them. Why? Because with the help of a good, well-educated manager they create an operating plan that changes the way they work and achieve results. People ignore low expectation objectives and cannot me them.
We have to learn how to find the good potential teachers (The Strong Interest Inventory correlated with the Myers-Briggs Psychological Inventory does this very well). In the high performing countries in education, they have to be high I.Q., and be in the top third of their university classes (top 10% in a few countries) in a full master's program for the subject they would teach, and they must love the subject they teach and stay on top of new developments in that subject. The classes of such teachers are a pleasure to attend. Their enthusiasm infects the entire class of students, and the students will learn much more with such teachers. Interestingly, with such teachers, the work of both students, teachers as well as principals becomes much easier. Full master's program means a B.S. or B.A. in the subject they will teach plus an M.S. or M.A. in the same subject, and not an abbreviated Master's degree given by the Education Department after a B.A. in Teaching like we do. To identify the right intelligence and such desired personality traits in a potential teacher, a good job matching personality and IQ tests are accurate, and a very inexpensive investment. Just look at what we g without such tools.
IF YOUR CHILD GS INTO TROUBLE WITH A TEACHER, LISTEN TO AND SUPPORT THE TEACHER'S STORY. And for those teachers who would enjoy another vocation more, help them find out what that vocation is. The above two tests will be very helpful to them. Those children who are not A.C.T. Ready have only a chance for short-term minimum wage jobs. Please read here what "A.C.T. Readiness" means.
The ACT College Readiness Benchmarks are scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing courses.* Benchmarks have been established for the ACT and ACT Aspire subject-area tests and the supplemental STEM and ELA scores.
The ACT Readiness Benchmarks for ACT Aspire are linked to the ACT College Readiness Benchmarks.
A.C.T. is the largest testing company that tests 59% of U.S.A. students. They established a four-subject benchmark since 2010. The benchmarks were identifying those graduates who could go on with education or be able to learn a job, based on what employers needed. In 2006 A.C.T. concluded that the knowledge needed to learn a job and the knowledge needed to start college, have become the same. A.C.T. named it then as A.C.T. Readiness. In 2010 they started working on meing the rising requirements for public colleges to create a benchmark to indicate a 50-75% probability of passing college freshman courses with the same subject name as the subjects in the benchmark. A.C.T. called this College or Career Readiness (C.C.R.). As of 2019, A.C.T. is working on different categories of C.C.R. or Readiness, e.g., S.T.E.M.C.C.R., because the job requirements are growing as new technologies appear. S.T.E.M.C.C.R. has more than four benchmarks, and it is the benchmark that best indicates where our children need to be now until 2025, and then you will see higher benchmarks because the needs of the employers will keep rising as a result of new technologies. Unfortunately, it appears that our public education will continue to decline because today, they are not willing to learn and elevate U.S. education. We fell behind since 1970. That all means that today's A.C.T. Readiness does not and will not apply to some jobs already and all jobs in the future. Especially with the arrival of cognitive robotics and nanotechnology many other science jobs, engineering and manufacturing jobs will change, producing much bter quality and higher performance products. Any testing company depends financially on the public education system, and under such circumstances, we hope that they show fair results. In such a situation, they will not be aggressive. They will be a little soft. Understand this very well. We fell seriously behind. To recover from our current position is not easy and it requires tough management of education on the state level.
A.C.T. College and Career Readiness (C.C.R.) means that the graduating high school student has a 50-75% chance to pass four freshman courses in college. These courses must be the same subject names as the benchmarks. According to A.C.T., ACT CCR is not proof of the student being prepared to earn a college degree that provides enough income to survive. IT ALSO DOES NOT MEAN READINESS FOR A CAREER. WHAT IT MEANS IS MINIMAL PROGRESS IN THAT DIRECTION AND A BTER CHANCE TO ENTER COLLEGE THAN THOSE WHO ARE NOT ACT READY. THOSE NOT READY ARE MINIMUM WAGE MATERIAL AND ROBOTS WILL REPLACE THEM. SO WHY DO WE GRADUATE THEM? ONLY FOR ONE PURPOSE. TO MAKE THE EDUCATION SYSTEM LOOK BTER TO THE PUBLIC WHO ARE PAYING FOR IT. BUT THE TRUTH IS THAT IT IS BECOMING WORSE, AND THEY MISINFORM THE PUBLIC. We need to expect and deliver MUCH MORE from high school students than achieving A.C.T. readiness from all high school graduates today. Colleges and universities have a 26-27 ACT score requirement in mathematics if the student wants to study mathematics, any of the sciences or economics. The A.C.T. mathematics benchmark is only 22. That means that if one wants to g bter jobs, just meing A.C.T. readiness itself will not be enough. More and more universities are looking for average A.C.T. scores from 28 - 32 JUST TO BE ACCEPTED. That all means that A.C.T. readiness only has to do with a 50-75% chance to pass only the freshman version of the course with the same subject names as the four A.C.T. benchmarks. C's or D's will no longer work because we expect the colleges to soften because of the poor high school performance. Why? Colleges and universities need tuition income and a large enough number of students to graduate, to be in business. Employers will need more knowledge with the many new technologies that are about to start with major cognitive robotic advances. Also, artificial intelligence incorporation into products already makes them more and more useful. Nanotechnology will make important changes in existing engineering design and production systems in all fields. It will also alter a broad array of different engineering sciences to some degree, and space science will also contribute to our economy with major discoveries.
What does it mean if the student graduated from high school NOT ACT READY? We have more than 89% of high school graduates in TENNESSEE who cannot even me such a modest readiness definition to learn a job. Nationally 74% of those who graduate from high school are NOT ACT READY. In other words, they will not even be prepared to pass one freshman course. Why do we graduate them? Why do we give them a diploma? Dropouts are about 10-15% of a class over a four-year period. Those not A.C.T. ready, are 74-96% of an entire class, school or school district. That makes almost all children who entered high school NOT READY/PREPARED and will be unemployable. With such low performance, our children are unqualified beyond minimum wage jobs when they graduate. We are too easy on children and worry excessively about damaging their self-esteem. It's a tough world out there, and we are very easy on the children in school and at home. The great majority of teachers or people above them have no idea what A.C.T. readiness means and make up a much more optimistic definition for parents. We explained how small the A.C.T. readiness qualification is. The school system may be bad, but many teachers and other people within it are good human beings. If we ask them about why they graduate most students who are poorly prepared, they will defend themselves to protect their income. Many development projects will start coming in 2021-2022 in robotics, nanotechnology, and sciences relating to space work. Cognitive robotics will go after college graduated jobs. High school graduates need to graduate with much more science and math and higher grades than today's graduates. When it comes to public school performance, we must follow President Reagan's advice: " TRUST, BUT VERIFY!"
OBSERVATION: Jobs are gting more sophisticated. The less demanding jobs are going to robots. It is a tougher world out there. The jobs require more knowledge. When things were easier, both schools and parents were tougher with the children in the school and at home. So, we made everything easier for children, with much less pressure in school and at home, allowing children to misbehave and learn less than before. WE DID THIS FOR OUR CHILDREN, FOR A TOUGHER WORLD THAT REQUIRES MORE KNOWLEDGE IN THE SCIENCES AND MATHEMATICS...
Copyright(c) 2008-2019 V. Spencer
This is a work in progress.