Look at how close the ACT SCORE lines are for the nation, for Tennessee and for Knox County, TN. That means that all of them graduate poorly prepared students, with little difference between them. But remember that this is an average condition in which there are a few very good schools, but most are not. If most would be very good then the average ACT score would be above 26 with ACT Readiness also above 80%. The USA and its Knox County in Tennessee are only a little better than Tennessee as a state.

No change for the better in two decades from poor performance. HOW COULD THAT HAPPEN IN ANY STATE? IN ANY COUNTRY! THAT IS WHY WE FELL TO 40TH PLACE IN THE INTERNATIONAL PISA TEST FOR 15 YEAR OLDS, FROM THE TOP OVER THE PAST 50 YEARS. How can any governor accept an overcontrolled, poorly managed, and poorly performing education system that is most expensive in the world, and produces the worst results in the industrialized world FOR TWENTY YEARS NOW, but the education system lies about it to the public. The state test is supplied by a company in accordance with the state curriculum. The state then takes the test in every school for the first time, but does not announce the scores. It looks bad, so the state Education Department lowers the percentage of good answers required for one or more subjects so that a bunch of failing grades become passing grades. They call this "Cut Scores". We think that they should call it the "Cut Jobs Score". If you ask how they are doing, they will give you the Cut Score-based status. But there is another test called the ACT that is a national test and the ACT tells you the truth. Ask the school for the Annual Report they get from ACT. The state board of education and the governor approve the cut scores. WE THE PUBLIC PAY FOR IT ALL, and for a bonus, it is the education system that causes the great majority of graduating students today to be mostly jobless during their life, instead of raising the standards for public schools and better educating the teachers for it.

Education is the most important contributor of all to a child's quality of life. GOOD EDUCATION.

But education can be bad and boring if the teachers are not enthusiastic about what they teach, are not educated well enough about the subject they teach, not prepared well enough for their classes, or their personality is not suited to teaching, or if their morale is low because there is a management problem above them.

Or a class can be fantastic and great fun if the teacher loves the subject he/she is teaching so much, that he/she gets excited talking about her subject, and keeps learning more and more about her subject every week.

Teachers who are passionately interested in their subject, do infect most students with the same passion. When that happens, both the teacher and the students in his/her class will love being in school. With teachers like that most students become interested in the teacher's subject and read a tremendous amount about the subject. Having such fantastic teachers will make their classes performing at the highest level, and it will not be hard work. It will be enormous fun.

But being an average or poor student in class OR average or poor teacher, or having a poor teaching environment, will make both the learning effort, and the teaching effort extremely difficult. Therefore settling for less than excellent teachers, as described here, is a huge mistake. Dumbing tests down to "create" better grades is a huge mistake. And governors not taking any action to reverse these foolish practices, is the biggest failure of all. We need standards established for what an excellent teacher is, based on the tested average results their classes are achieving. Since teachers complain about compensation, incentivize it! For example, a teacher who achieves an average class GPA above 3.3 by year-end qualifies for a 15% bonus based on his/her base salary plus performance review for the coming 12 months. THIS IS JUST AN EXAMPLE. ONE HAS TO LOOK AT SOME MANAGEMENT RELATED FIGURES AND RATIOS FIRST.

It is not easy to find out exactly how good the schools are for your child. Look for how high average grades their classes are producing. That is what this website is about. We will help.

There is another very important indicator of management difficulties when managers do not know how to recognize and solve problems, don't know what objective they need to achieve, and don't know what qualifications the employees must have at minimum to create good results.

There are many arguments about "problems" in elected boards of education. The loudest people rule and decide that "we need more money". How do they know that? They don't. The truth is that not enough money in schools is a fable, especially when you are the biggest spender in the world and you are doing a terrible job educating our children. One should never add money in such a situation until one ensures that all the money is going to what is needed in education with lean management AND GOOD PERFORMANCE. In business such a problem is rare because such organizations go out of business. To survive in a job or in management, if you do not have enough knowledge and experience, a trained interviewer will spot it in ten minutes, or if you deliver ideas that do not work, the organization cannot afford to keep you. But in education, the money is guaranteed by law, and there is no standard to identify who is good at his/her job and who is not good within the entire organization. If your boss and his management accept bad work then obviously the entire organization is less than ideal. In public education, that is very possible. The results are very bad for decades and no one does anything to resolve it. Pretty soon the public accepts it as normal, "after all these people work in education and they must know what to do." But unfortunately, many do not know. The results tells you that. in private schools one sees it working and the results are good to excellent.

If people are concerned about a "problem", they may not know what the REAL problem is that is creating what they noticed. Talk to people, investigate on the internet. Never assume. The first thing we must understand and know very well is the source problem, which is the main problem, that could be causing a bunch of others. If we solve THAT, the outcome is generally a big positive gain.

So how do you solve the problem now that you know what it is?

• If you are among the top three competitors, you really have to know what the other two are doing and why, and consult experts in the related sciences, and in manufacturing to produce excellent quality solutions.
• But if you are 20th, 30th, 40th like we became in education in the world, to improve significantly, learn how the top countries are achieving their good results: how they teach, how they select and educate teachers and how they train principals to create excellent results. Never compare yourself to other low performers to look good, like comparing my county's results to other counties in Tennessee. Without comparing yourself IN PUBLIC to the best in the world, and knowing how they achieve their fabulous results, and improve AS MUCH AS FINANCIALLY POSSIBLE can quite easily raise someone from poor performance.

So what can you do? What is the most important thing?

FIRST, DO YOU HAVE ENOUGH TIME? Within literally a couple of years we will see major technological changes in many areas. They always result in low-end jobs going to automation, and many new better paying jobs that require much more knowledge. If we were producing high school graduates with an ACT average of 30 MINIMUM and if we had 10 years to do it, we could close the current knowledge gap. But we have only 2-3 years. In such a case the best thing one can do is push changes much harder with incentives to manage job satisfaction, explain to people in education and the parents what happened and will happen, and why we have to work harder, improve teachers education faster, use the learning tools, use the best lectures that are available, taking any fat out of the system and automate education as much as possible. Must have an aggressive plan with aggressive ACT objectives. The number of children we can save with such an emergency push could be around 50% more improvement, but the parents must understand that some will not make it. Managing such an emergency requires a really outstanding manager of change, highly skilled communicator, great motivator, and such a person must be experienced in managing emergency situations that are very intense.

SECOND, YOU AND OTHERS CAN LEARN. DO NOT KEEP PEOPLE WHO DO NOT LEARN, AND ESPECIALLY THOSE WHO PROMISE AND DO NOT LEARN. And you can investigate what a successful school requires, what professions, and those professionals that produce the results must be excellent. MUST BE. Those professions are the teachers, the principals and their support people. AND you must keep improving them and their working conditions. They must love their job enough to really enjoy it and would always search for new knowledge to know more because they love what they do. That means that they are well matched psychologically to the profession, and that they were high performers in college for the same reason, in the top third of every single class. That also means that they had excellent teachers who made them very interested in what they were teaching. And for that a teacher needs unique qualities. Must be fun to listen to but also knows how to draw the line in student behavior. Must be so enthusiastic about his/her subject every day, and can explain complex things, and give very interesting examples for all of them. He must be a good psychologist with the children he/she teaches, and tries to help them so that they know that he/she really cares about their success. And that kind of teacher will have a high IQ. Most likely not one who gave up his originally selected major and switched to teaching because he found out that it is easier.

One cannot get reliable information about schools by speaking with people who work within the school system. The reliable information about a school system's performance is their ACT or SAT test results over a ten year period. This is not a negative comment. People are proud about their work place, as they should be. If a stranger asks about their work place, they will say only good things. You can find any school district's performance with Google, in any state's report cards. Please look at the simple chart example below. It shows the average ACT scores for the state of Tennessee that students take at end of high school. The ACT shows how much a child has learned from grade one to twelve. The ACT score-range is 1-36. But what does it mean? An average score of 22 or less means a life of poverty for your child. An average ACT score of 26 or higher means that your child is ready for the future. 22-26 means a question mark, with decreasing chance of success each year, as the jobs become more sophisticated, and the simpler jobs go to robots. The chart shows one of Tennessee's largest school districts called Knox County Schools, in addition to the state for each year from 2007 to 2017. It also shows the high percentage of graduates WITH A DIPLOMA each year who are Not Ready to be employed (minimum wage jobs only until 2022 unless they continue to study very hard). "Readiness" by ACT depends on a four-subject benchmark whose results ACT compares to employer needs prior to the test being taken. See in detail what "Readiness" means, by clicking here.

The ACT or SAT are the best annual tests to show what our children learned from grade one to twelve. ACT also indicates if a child is ACT READY, a minimal knowledge level to survive. But both of these standards are based on two year old information, and does not take into account the impact of new technologies, and university requirements in mathematics. Both of these represent an increase in knowledge beyond ACT Readiness. The TCAP and now TNReady, the state test are provided by a company whose tests meet the curriculum requirements of the state by law. But the state lowers the pass/fail boundary to pass children who would otherwise fail, to make the scores look better. That is how the Dept. of Education dumbs down the state tests and the students, so that more children graduate, although they know a lot less. We on this website consider not only what children have already learned in school but also new technologies that are coming in less than five years. They necessitate an increase in what our children need to learn. Not a decrease, as in the past, compared to the leading nations in education who increased the knowledge of their high school graduates. New technologies always eliminate low end jobs and create much higher paying jobs but they require much more education. The eliminated jobs are and will be replaced by robots. We dropped significantly and our schools will have to teach much more in every future year to satisfy the knowledge required by our employers as new technologies appear. THIS IS NOT HAPPENING YET, A MAJOR CONCERN, SINCE NO GOVERNOR HAS TAKEN STEPS THAT INCREASED THE KEY INDICATOR OF WHAT CHILDREN LEARNED IN HIGH SCHOOL, THE ACT OR SAT TEST.

Click here to see the official ACT-SAT scores equivalence from the Collegeboard organization.

Please take a very close view of the following two charts, because our public is not well informed about how good our schools are. Please make sure that you read the "Readiness" page first.

Only around 15-25% of our children who graduated from high school are Ready today to learn some jobs or to continue studying without two more years of remedial training! WHY HAVE WE TOLERATED SUCH POOR SCHOOL PERFORMANCE FOR OUR CHILDREN WHEN WE HAPPENED TO BE THE COUNTRY THAT SPENDS THE MOST IN THE WORLD PER CHILD FOR EDUCATION? OUR EDUCATION MANAGEMENT ON THE STATE LEVEL AND GOVERNORS WERE AWARE OF THIS BIG PROBLEM, BUT DID NOTHING THAT WOULD INCREASE THE ACT OR SAT SCORES. All claims made by them for improving education were a waste of money if they did not increase the ACT scores. IT IS IMPORTANT TO UNDERSTAND THIS QUESTION FULLY IF THE PROBLEM IS TO BE FIXED. Teachers complain about poor compensation and a very unpleasant environment. We agree with them. To be fair, their work environment MUST BE CORRECTED. Compensation needs to CONSIDER THE RESULTS they deliver and the level of compensation in the surrounding counties. The results achieved to date are poor. Only 3-6% of African American children are Ready when they graduate from high school. That is shocking. We lie instead to the public that "All is well!" Why are the states not fixing the teachers' work environment problems? Why are the states accepting such low teacher and school performance and are paying the highest rate in the world per student for such a bad job?! PLEASE READ THIS PARAGRAPH ENTIRELY: WE ALLOW ABOUT 13,500 SCHOOL DISTRICTS TO DESTROY THE LIVES OF THE MAJORITY OF OUR CHILDREN, AND THERE IS NO ACTION TO SOLVE SUCH A POOR RESULT? If anything, such a poor job by any education district and state education management should be punishable very seriously. This is what happens when people are not accountable for the results, BUT THEIR COMPENSATION IS GURANTEED. This is what happens when a sample of the local population, an elected board makes all operating decisions, without the necessary knowledge and experience. They also interview and hire superintendents, but have no idea as a board majority how to deliver better results and find out what the candidates ACHIEVED, and are yet to hire a superintendent in many decades who can improve the ACT test results. Please don't misunderstand. To be a board member in any organization, one needs management experience, know or learn exactly how well or how poorly our schools are performing and why, what needs to be improved and how to raise ACT results by at least ten percent annually, and know a significant amount about how to interview superintendent candidates, and how to diagnose and resolve organizational problems while making sure that education results rise instead of falling. The elected board could not deliver in any of these important areas, and we have not met any school board member who decided to read and learn these things so that they can develop a reasonable knowledge to judge school district performance. The education system's failings were recognized a very long time ago, yet it was not corrected. WHY NOT we wonder?

Please click on READINESS for a detailed explanation and future outlook. Those high school graduates who are NOT ACT READY will not be employable for long and we need to understand what short-term future events require much better high school preparation for our children today. Just like in the past, readiness to get better jobs kept increasing the required knowledge of high school graduates as the years passed. In the future that process will increase faster.

When we look at individual high school ACT performance within Knox County Schools from the above chart, the average ACT performance is poor, and the individual high school performance, the high schools varying in a very broad low-to-average performance range, is an indicator of very poor or untrained managers at all levels within the school district and also above them, not only the elected board and superintendent, but also the education management above the school district on the state level. The graph below shows this exactly.

JUST LOOK AT THE RESULTS! WE, THE PUBLIC SPEND THE MOST MONEY PER STUDENT IN THE WORLD AND FOR THAT HUGE AMOUNT OF MONEY, WE THE PUBLIC RECEIVE THE WORST EDUCATION FOR OUR CHILDREN IN THE INDUSTRIALIZED WORLD! WE DROPPED TO 40TH IN MATH IN THE WORLD AS OF 2016.

Please look at two 8th grade final exams: one is from 1895, and the other is from 1912. We are ashamed to say that we live in a much more advanced society than what we had more than 100 years ago, with the exception of our public schools. Our children would need to have a much more complex 8th grade exam than the two very old exams from the past. But we do not, and the great majority of high school graduates are not prepared to be employable. But...we are one of the biggest spenders per student in the world. These old tests could be a challenge to a lot of high school graduates today. Considering the fact that today's world requires better communications, more mathematics and science for high school graduates to succeed, it appears that our schools in the first eight grades are not performing as well as our schools more than 100 years ago.

That would not have happened if governors were interested in our children's education, and ensured higher performance every single year.

Education Week published on March 8, 2019 that "Math Scores Slide to a 20-Year Low ACT Score" nationally. Read it right here.

School districts' management and the state education departments know that:

• The ACT results represent what a child learned from grade one to twelve,
• Although 85-90% of students graduate, 75-98% of those graduating are NOT ACT READY, meaning that SOME OF THEM are prepared only for close to minimum wage jobs short term.
• Companies are planning and have started to replace employees with robotic solutions to improve product quality, customer service and/or to lower cost. BUT not just employees who are not ACT Ready graduating from high school, but those with a university education (e.g., anesthesia robots) also.
• The above public education is paid for by the taxes that the public pays, and international comparisons show that our education districts under state direction do not spend our public's tax dollars as efficiently with as good results as most other nations do. We are becoming worse with time.
• Our education districts pretend under state education department's guidance, that they are doing well, celebrating any minor gain, with poor actual ACT performance that is the true indicator of performance. They are using the people's money, to convince the parents of their students to believe that all is well.
• If a private school did this to its students' parents, would it not constitute fraud under the law? But because public schools use tax funds, it is not fraud?
• For more than 50 years, education spending per student skyrocketed, without improvement in the ACT scores, leaving the majority of students unprepared, increasing poverty. Later we are using poverty as the reason for low school performance, poverty that we created through poor education.
• In addition, the state department of education does not provide sufficient legal protection to schools and teachers to eliminate student behaviors, that disturbs entire classrooms repeatedly, limiting the teachers' ability to educate our students. There need to be law changes and a stronger message to the public that our schools are for children who behave properly, and have the legal right to dismiss an ill-behaving student for extended periods by law. It is negligent of the state to both not manage school districts to far better results and to allow behaviors by old laws that prevent teachers from doing a better job. The reality is that we cannot guarantee a good education for every child, and we do not achieve such promise by forcing children to go to school.

Education organizations are very weak in management knowhow and experience. The following quote from someone who was outstanding in management, needs to be considered constantly.

“People do what you inspect,
not what you expect!”

Louis V. Gerstner Jr., Chairman, IBM

When an organization's results are bad, like in most of our public school districts:

1. Money is being spent on the wrong things and on unqualified people without proper objectives and planning. EXAMPLE: central management is bloated. It must be reduced to less than 2% of the total employees of the organization. It is not just 25% higher than normal. It is 500-700% of normal. But nationally 3 out of 4 high school graduates are not ready to survive with a job. Poor job, very high cost, the highest in the world per student. It shows statistically 4th highest in the world because we do not show relatively large expenses for schools in education expenditures like capital expenses, mortgage expenses. In the school district we use as an example, that is an expense representing mortgage obligations that exceed $500 million. Other countries include this in school expense reporting.

2. People who work in school districts do what THEY think is right, NOT what the organization needs to create graduating children, 80% or more of whom are prepared to learn a job and keep learning to be employed. EXAMPLE: Objectives set are not applicable to education and are unmeasurable AND too low. Operating plans do not exist so that they can measure where they are monthly and where they should be, in order to make timely changes to deliver annual improvement. Nothing improves, it just keeps getting worse without an appropriate objective (needed are an ACT or SAT score objective that is 10% higher than the one achieved the year before annually, and GPA monthly).

OUR POLITICAL LEADERS AND LEGISLATORS AS WELL AS TEACHERS' UNIONS WERE NOT INTERESTED ENOUGH IN OUR CHILDREN'S EDUCATION TO FIND OUT HOW TO IMPROVE FOR MORE THAN A CENTURY.
THESE ARE THE AREAS WE MUST CORRECT

WHY DO OUR CHILDREN HAVE TO LEARN HOW TO LEARN? Doesn't that come naturally? It does, but there are several faster ways. We go to school to learn so that we can have a job that we enjoy, a job that will provide us with a good life. Learning as much as our children have to learn to succeed can be hard or easy. That decision is in the hands of political leadership unfortunately. Our schools do not teach how to learn in the early grades, which is very strange. But our children could learn how to learn more easily using excellent tutorials that are available on the Internet. There are different methods of learning and there is an easier way to learn than what we have been doing. Some countries teach how to learn in grades 3-4. Anybody could learn it. That tells us that we could learn a lot more and much easier and faster. That means that there is a way for our children to learn more with less effort to get into a really good job that they could not reach otherwise. Read here about the various methods and USE COMBINATIONS OF METHODS THAT APPEAL TO YOU.

WHEN SHOULD WE START EDUCATING CHILDREN? The answers are with those countries whose education systems are doing far better than ours, between 2-3 years using educational games. Why? A medical doctor with pediatric neurology as a specialty will tell you that learning begins at birth at the highest rate during anyone's life. "Learning"=highest rate of SUBJECT OR SKILL SPECIFIC neuronal (brain cell) interconnections forming in the brain. That is how learning starts. Intelligence, however, is defined earlier by the physical development of the amygdala in the brain of the child. Public education must take advantage of the highest learning period, after the child starts communicating (from age 3 to 6). THIS IS VITALLY IMPORTANT IN VIEW OF THE FACT THAT FOR DECADES NOW PUBLIC SCHOOLS HAVE BEEN DOING AND ARE DOING A VERY POOR JOB IN TEACHING OUR CHILDREN HOW TO READ, WRITE, COMMUNICATE AND BASIC MATHEMATICS. TEACHER EDUCATION HAS BECOME POOR IN THE LAST 50 YEARS AS THE EDUCATION RESULTS INDICATE THROUGH HIGH SCHOOL, AND THAT NECESSITATES A MUCH BETTER FOUNDATION. THIS IS HAPPENING RIGHT AT A TIME WHERE AN EXCELLENT FOUNDATION NEEDS TO BE DONE FOR FURTHER LEARNING BECAUSE ROBOTICS AND NANOTECHNOLOGY BY 2022 WILL CHANGE THE JOBS REQUIREMENTS AGAIN. We have people in government and legislation who claim that it is a waste of money and it has been unsuccessful in the past. But they forget that we are one of the highest spenders per student in the world but in educating our children we dropped to the bottom of the industrialized countries by the time they graduate from high school. We have done a poor job with education in general at high school level and below creating a poor foundation for the learning that is necessary for life. But with spending the people's money, we are the best in the world. We just do not spend it on the right people in the right functions. We are one of the worst countries in K-12 education. One should never decide anything on the basis of the poor performers. Especially those who spend too much money on bloated central management in the school districts that are 4-6 times normal in size. Boards and superintendents create new management positions in Central Management and promote "friends" into it. Why? Because with not having ACT or SAT objectives, individual performance becomes impossible, and friends and relatives can be given high jobs when they are surrounded by other incompetence. The performance problem would show rapidly within a management by objectives (MOB) based system using the ACT or SAT for annual objective, backed up by a monthly objective with GPA-based numbers to identify any poor performance early to fix it to save the year. Without it the results do not improve, but such positions are not eliminated. As a result the reader will find below that we deliver poorly educated students in our public schools but we tell the public that we provide "Excellence for all children" or other similar untrue slogans. No governor and legislator created a program and law for school districts in a "truth in advertising" fashion to tell the public the unvarnished truth only. The damage is so great on our children and families, that any counter by public education-related organizations who base their argument or evidence from a poorly performing nation, like the USA, need to be considered in view of their poor performance making them questionable in judgement. Central Management organizations in education districts need to be lean and filled with high levels of expertise in order to constantly improve results, instead of with unsuitable people who are relatives or friends. The poor results themselves point to having too many employees who have no idea what to do. The millions of dollars gained by removing poor performers does not hurt organizational performance, and will do a much better job in the schools themselves who are to deliver the better results. THIS IS NOT HAPPENING, AND WITHOUT IT, THERE CAN BE NO IMPROVEMENT. Not a single governor took action that raised the ACT and SAT scores since 1970. We must change urgently. More specifics as they happen later.

THE FIRST THING WE MUST DO IS TO REMOVE A MAJOR OBSTACLE TO LEARNING: THE GREAT MAJORITY OF HIGH SCHOOL GRADUATES ARE POOR READERS, DO NOT WRITE WELL ENOUGH OR SPEAK WELL WITH GOOD GRAMMAR, AND DO NOT KNOW BASIC MATH ACCORDING TO EMPLOYERS. ALL SCHOOLS TEACH THESE SUBJECTS OR TOPICS IN THE FIRST 3-4 GRADES. VERY FEW DO IT SUCCESSFULLY, AND SOME SCHOOL DISTRICTS AND EVEN STATES CANNOT SOLVE THESE PROBLEMS ALONE FOR MORE THAN TWO DECADES NOW. THEY GRADUATE 85% OF THE CHILDREN FROM HIGH SCHOOL, BUT MORE THAN 80% OF THOSE WHO GRADUATED WITH A DIPLOMA, (e.g., Tennessee, Kentucky and some others) ARE UNPREPARED FOR LEARNING MORE IN THE JOB MARKET. BUT THE SCHOOL DISTRICTS TELL THE PUBLIC THAT THEY PROVIDE "EXCELLENCE FOR ALL CHILDREN". Look at the results! As an example, our schools in Knox County, Tennessee, have not done a good job to date in grades 1-4 teaching our children how to read and how to do basic math. This problem existed as far back as 20 years ago. HOW CAN A STATE EDUCATION DEPARTMENT ALLOW THIS PROBLEM TO CONTINUE UNRESOLVED FOR 3 YEARS, LET ALONE FOR MORE THAN 20 YEARS! More than 80% of students (and more than 95% of African American students) who entered high school here, graduated from high school not ACT Ready, meaning that they are unprepared to learn ANY JOB beyond minimum wage employment. We need much better academic results. No one can learn without reading and that is one reason for most of our children graduating high school unprepared to learn jobs. Are the teachers and school district management so bad that they could not overcome such a basic requirement in reading and basic math? It appears that way. We would like to offer right here a website listing ten most effective on-line tools for academic classes at any level. Let us show you further down in this website what we found after several years of investigating what is happening in education in every state, and the top three countries in education in the world. There are several practices in US states that are actually hindering possible good results from emerging in the school districts. And legislative education committees are not presenting any laws that would increase the best indicator of education progress, the ACT and SAT scores. Very puzzling. Some legislators expressed concern about being replaced at election time by education lobbies.

ANOTHER VERY IMPORTANT REQUIREMENT FOR STUDENT-LEARNING IN ANY SCHOOL IS TO HAVE WELL-TRAINED TEACHERS FOR THE SUBJECT THAT THEY TEACH. Their personality matched to teaching, knowledge of the subject he/she is teaching must be as high as the international competitors', interest in the subject he/she is teaching and the knowledge and ability to make the learning experience exciting and very interesting to students are all very important. To present a subject in an excellent manner the subject knowledge has to be at master's level or above. That is what the top performers hire for teaching above fourth grade. Successful teaching requires many skills on a high level: presentation skills, understanding human behavior well, compassion, must be an excellent motivator, a friend and an advisor, but very firm when needed. The teacher must have the right personality to achieve that and also must love the subject that he/she teaches. Our teachers' personal qualification for teaching and teacher training at colleges and universities must improve. Current teacher training programs at our colleges and universities are very weak. Top performing countries in education hire teachers who have a master's degree in the single subject that they will teach, come from the top 10% of the master's programs, and are an excellent fit psychologically to the teaching profession. US teachers generally come from the bottom 30% of BA or BS programs in general education. Top performing countries in education also maintain a continuing education program for teachers until retirement, teaching is not the highest paid job in the top countries in education, but they are happy in their profession, and have a very low turnover in schools. In such countries, teachers are very highly respected in society. US teachers are significantly below the teachers of highly performing countries, most do not have the qualifications to do as good a job, and that is not the teachers' fault. Click here for more information.

What knowledge public schools teach you is needed, but it is far from enough. What values public schools teach you, needs a lot of work. Every person has a special calling, a special area of activity and work where they will be happy. YOU WILL DO THE BEST WORK IN YOUR LIFE IF YOU ARE IN A JOB THAT YOU LOVE; A JOB THAT MAKES YOU HAPPY. You can find out what that activity or job is with two tests correlated, the the Smart Interest Inventory and the Myers-Briggs Intelligence Inventory but such tests have to be taken after age 18. Or one can find out also, like Steve Jobs did. One cannot become more successful than he did. Steve Jobs, founder and president of Apple was a fantastic person who could see what the future needs. How did he accomplish that? Steve was adopted by a car mechanic and his wife. He had excellent grades in elementary and high school, but he inundated his teachers with questions. He dropped out of college, went to India for a year with a friend to learn some Buddhist practices from monks, like meditation, to be able to learn things very fast, to relax at will, to comprehend very clearly what is happening, to become very creative, and to concentrate on doing anything well. Both Hinduism and Buddhism are very old religions, 3,000-5,000 years old with knowledge flourishing there past and present, knowledge about how to control your mind and body to be more effective and do things better and faster. He recommended to his friends the following:

Among African American students, not 80% but 97% of those who graduated with a diploma, are not ready, unprepared after graduation. This is revolting and inexcusable for all demographic groups in the USA. In view of slavery in USA history, and with USA racial interaction becoming worse between 2008 and 2016 it has become a very dangerous situation that must not be ignored. Bad attitudes toward those who are different can produce hate. Hate can result in anger driven destruction and death. Destruction and death creates long-term feelings of revenge that creates perpetual hostility. Increasing knowledge is the only thing that can break this vicious cycle. Look at human history. It is full of wars, hate and conflict. Decreasing education quality that we are well into experiencing, serves those who want to make money out of more conflict and wars. It does not create peaceful, friendly coexistence.

Just imagine that you are an extra terrestrial who is observing this beautiful planet called earth. You are about 200 million years ahead of people on earth, and your beings have lived together in peace for hundreds of millions of years. Would you want to get involved with humanity as we behave with too much hate against each other and having to spend huge money to maintain a military to kill each other?

Back to African American students, Success Academy Schools started in 2006 in Harlem, NYC. Today in 2019 they have 46 schools, and all of them are scoring above 90% WITH POOR, INNER CITY AFRICAN AMERICAN children, passing even most private schools. Let me repeat, we have only two schools with inner city African American children, we spend per student more than two times as much as in the other schools we have, we graduate them, and 94-97% of their graduates, who get a diploma, are not not prepared to learn any job! POVERTY is being blamed for the outrageously poor results. We spend about $25,000 per child per year in the two lowest performing schools. We have a private high school school, the annual tuition is $20,000, They average 30 on the ACT test, which is above COLLEGE COMPLETION READINESS, EVEN IN ENGINEERING OR SCIENCE. WE CANNOT LEARN ANYTHING FROM THESE SCHOOLS TO QUADRUPLE OUR READINESS. WHY? POVERTY??? How could that happen?! Let me tell you how. Since 1970 education spending skyrocketed, but education results dropped like a stone, while many countries passed us. All governors noticed it, stood up, kept standing for ten minutes without saying anything. Then they sat down. And changed jobs. Many probably went into stand up comedy. That did not work either. And became real politicians. Or in reverse.

Other countries IMPROVED EVERYTHING IN EDUCATION TO HAVE BETTER RESULTS. They "cleaned our clock." We dropped to 40th place in mathematics internationally by 2016. Did that make the public smarter? Or did we become dumber? We were dumbed down by our public schools AND WE DID NOT EVEN NOTICE IT. Our earning power decreased for those less educated. That is why our poverty level is so unusually high. Our education system and those running it had a lot to do with it, all the way to the top. Such things do not happen accidentally. They have not been doing a good job so that most students become normal wage earners. They increased poverty instead with the bad results. We can at minimum say that our education system contributed to poverty very significantly by degrading the education system itself. Not only such a thing does not happen accidentally, but it has to be directed to do so.

Perhaps education became a very difficult or impossible thing to manage in the US. So, I found a school chain with 46 schools in New York City by 2019 (Success Academy Schools) that started in 2006 in Harlem. They take only poor, inner city, mostly black children. Within three years they were 5th or BETTER in the New York State math and reading tests, and today their schools score 94% or higher in all schools, in all subjects, PASSING EVEN PRIVATE SCHOOLS, and all children firmly believe what year they will be graduating from a university! I was wondering why, and I visited them. I saw a fantastic school system that any of our schools could learn a lot from. But no one wants to visit from our schools although we are failing to educate 97% of African American children, BUT WE GIVE THEM A DIPLOMA. You know, some people can be fooled with a diploma, saying that it is proof that your child is ready for the world. But the truth will come out with a vengeance when the mothers and fathers discover that their children are unable to learn even a simple job. The news from employers is already spreading. That will happen by 2020, two years away. And our schools use POVERTY as the reason for poor performance?! WHAT IS HAPPENING TO US FOR THIS TO HAVE HAPPENED? By not getting educated well, we become poor. And by getting educated well, we leave poverty behind.

Our teachers cannot teach the children how to read, write properly and they don't even know basic math. We hear the same thing from college professors and employers. This is a serious handicap in learning. WHY is it that smart people could not solve the reading problem in more than 22 years or longer? It is because they are NOT SMART...OR THEY HAVE NOT BEEN BETTER EDUCATED. The teachers were not taught properly enough about teaching methodologies and the subject that they would teach. We do not use any effective testing of potential teachers to find out how suitable they are psychologically to be a good teacher. OR THE TEACHERS WHEN THEY WERE TRAINED IN COLLEGE NEVER LEARNED HOW TO TEACH A GOOD TECHNIQUE TO TEACH CHILDREN AND HOW TO TEACH READING... OR BOARDS AND SUPERINTENDENTS EXPECT TEACHERS TO DO IT, BUT DO NOT MAKE SURE PERSONALY THAT IT IS DONE. Now THAT sounds like willful ignorance of an obligation that schools must have by the very nature of their work for which one of the highest tax dollars are paid by the public in the world. Any other answer is impossible. Do we have laws to ensure mandating penalties in case of such violation THAT DUMBS DOWN CHILDREN? Why don't we investigate such events? Our children's education has been declining since 1970. More than 80% of our children who enter high school and graduate with a diploma, are not prepared to learn a job that would survive robotics.

Among African American students, it is 97% of the children who are not ready. 97%!! WE THINK THAT THIS IS OUTRAGEOUS! ESPECIALY WHEN THE PRINCIPAL WITH THE WORST RESULTS IS PROMOTED TO HEAD ALL OF 89 SCHOOLS! Let me tell you that with such poor education we are facing an increasing emergency, and the education districts are taking it easy and cannot figure out how to teach our children to read well enough to survive? What do we have to do to wake up all people in public education management? We think that it is time to hold education management people in public education responsible for the poor performance as all of us are responsible in any business organization.

Imagine the education of any person from birth to end of life. We learn every hour of every day when awake through actions, observations, doing things, making things, thinking about things and figuring things out. We learn not just in schools where learning is directed, and not very well "directed" in public education. In the US, poverty is unusually high.

US public schools are perhaps the biggest money-wasting machines per dollar. WE ARE ONE OF THE BIGGEST SPENDERS PER STUDENT IN THE WORLD, AND WE DROPPED TO 40TH IN THE WORLD IN MATHEMATICS. WHEN WE SPEND MORE THAN OTHERS PER CHILD, BUT OUR PERFORMANCE IS AT THE BOTTOM OF THE INDUSTRIALIZED COUNTRIES, THEN THE MONEY IS GOING TO THE WRONG PEOPLE AND/OR TO THE WRONG PLACES! Most public schools appear to be wasteful, poorly managed organizations with their boring classrooms, and too many teachers who went into teaching because they found their originally selected majors too difficult. AND the quality of teacher training dropped at the universities, but other major studies did not drop. Teachers do not want to be measured on what their classes achieve in GPA. If one wants growth, one must focus the entire team's supervisors/managers on one most important objective. The governors and education committees in legislators just agree with the teachers' unions, because the teachers' union is powerful enough to replace them.

School districts are managed by an elected school board who have no idea about anything related to education as a voting majority. As a result, they just cost money and accomplish nothing to raise academic performance. Public schools solve a problem by throwing more money at it. What they do does not work. Just look at the ACT scores. They are bad. Money-solutions to problems RARELY work. We need to remember every minute that the public schools are competing for "education-time" against TV, Movies, Drugs, Entertainment, Sex and the "Friends" in the street, who are a lot more interesting and fun according to the children than the boring public school classrooms. Our public education system does not even recognize that. That has to change. CHILDREN ARE VERY CURIOUS. All these non-academic things compete with the public schools for the child's time to learn. Our political leadership does not even recognize this fact. It needs to be obvious by now that we cannot afford to negotiate with education management, teachers and their unions who have created such enormous damage if we want to save our children. We do not have the luxury to discuss a mutually agreeable solution. We have to tell the public exactly what we have, if the other side is not willing to do the right thing. Or we have to set good standards for the charter itself and objectives and operating plans, have charter schools operate as a competitor to old style public schools and provide start up funding for thousands of charter schools as competitors through an independent state channel, and as traditional public schools lose students, transfer the total per student funding WITH OVERHEAD to charter school funding. The best example I found for a charter school chain is Success Academy Schools in NYC, started with one school in Harlem in 2006, has 46 schools now, takes in only poor black and Hispanic inner city students, 19,000 families are on their waiting list, and they score above 90% per school. The owner, Dr. Eva Moskovits put their curriculum, and teaching methodologies on the Internet for anyone who wants it free, for elementary and middle schools, with high schools later. New York State is the 5th best state in education in the USA significantly above Tennessee.

Income is generally based on the level of education. Our education declined since 1970 as many other nations passed us, although we have been one of the highest spenders per student in the world every single year. How can something be expensive and produce bad results? By not having a clue about how to do a better job and not having enough interest in doing a better job every year. Poor education is what contributed the most to poverty. We are about to become the country with the highest percentage of poverty, that was created by our poor public education. Not the other way around. Success with education is only possible with teachers who were top 25% performers at the university, who continued learning because they were interested in the subject, who get excited in the class room when they teach their subject, who are so enthusiastic about their job, that their students get excited and want to become experts in a field that they love, and have the full authority to administer zero tolerance for discipline issues to guard all children's right to a much better education than what they receive from the majority of public schools. A school is not a baby sitting service.

Why have schools? If schools have mostly poorly prepared teachers who don't know the subject they teach and 80% of the students they graduate are not prepared well enough to learn a job, then why are they allowed to waste the peoples money? If you cannot even teach children how to read, AND YOU COULD NOT FIX THAT SCHOOL IN FIVE YEARS, CLOSE THAT SCHOOL!! STOP WASTING THE PEOPLE'S MONEY!! USE THE MONEY ONLY TO CREATE SCHOOLS THAT CAN PERFORM IN THE WORLD MARKET. Schools exist for educating our children not poorly, but well. Schools do not exist to be a baby sitting service that need to deal with unruly, drug-using, trouble-making children and do not remove them. We do not have schools for superintendents who are incompetent, and overload central management TENFOLD wasting tens of millions of the people's money. We need to educate our children to be successful. We need the schools' certification/diploma to be worth a lot and not a document that guarantees that the child to be unemployable, like we do today. OUR RESULTS ARE ON THE BOTTOM OF THE INDUSTRIALIZED COUNTRIES. IT WILL NOT BE ROCKET SCIENCE. WHAT WE HAVE NOW IS A FORMULA FOR TOTAL DESTRUCTION OF EMPLOYERS, JOBS, EVEN THE NATION, BECAUSE LACK OF A COMPETITIVE WORK FORCE CAN DESTROY COMPANIES, INDUSTRIES, TAXES PAID, AND NATIONAL INCOME. That makes education as an entity an excellent control mechanism to control people OR ENTIRE NATIONS. It can make them or break them. This could result in good or bad outcomes. It can do many things for the entity (?) that controls it. For example it can be used to dumb down the population so that they can be influenced - who will then vote very easily for the candidate that was sold to the public by the media to help the controlling entity with anything, most often enormous amounts of money made for the controlling entity. Or they could make sure that education produces employees who can match the best in knowledge in the top ten countries. In which situation are we? Not the good one. WE MUST CHANGE THAT!

The major contributor to increasing poverty is declining knowledge delivered by a huge money-spending machine called Education System that does a terrible job. Who else will educate those children to survive in a tougher world? Not the schools we have in Tennessee and other states with very few exceptions. I fear the day when the population finds out that their money was taken, they were told that their children are doing well, and they cannot get a job because they cannot communicate well in English, cannot read and do basic math and had no help by the education system that ruined their future.

• US Education is supported AND ENFORCED by law, BUT ITS QUALITY IS NOT ENSURED IN ANY STATE OR THE FEDERAL GOVERNMENT BY LAW. WHY DIDN'T WE SOLVE THIS BIG PROBLEM IN MORE THAN FIVE DECADES?!


• It is mandatory to run it by teachers with weakening university education, and certified by each state. WHY DON'T WE CERTIFY A COMMON QUALITY LEVEL BY THE FEDERAL GOVERNMENT? THE OLD SYSTEM IS NOT WORKING WELL ENOUGH.


• Managers who have no idea about how TO MANAGE TO GOOD RESULTS are hired by elected school boards, whose majority also has no idea how to educate our children better, AND DOES NOT EVEN DISCUSS AT BOARD MEETINGS THE BAD EDUCATION THEY ARE PROVIDING WITH A DESIRE TO IMPROVE IT. But they are experts at driving our schools into the ground in almost all public schools, spending the most money per student in the world, but 80% who "graduate" are not prepared to do any job after they earn a diploma.


• THE SCHOOLS GET PAID REGARDLESS OF THE RESULTS THEY CREATE. THEY DO A VERY BAD JOB, AND THEY GET PAID THE SAME.


• There is a teacher certification system by any state that enforces exactly what we said, by people who are purposefully not educated completely to understand what needs to be done to increase test results. PERHAPS not purposefully. They need a job like anyone else to survive, and they believe that they are doing the right thing for the public. They are paid well, and are ensured every year that they are doing a good job. Would they tell anyone if they believed that they are doing a bad job? Of course not. But more than 80% of children who graduated cannot satisfy what employers need, and have a bad attitude about their entitlements to boot. THAT, I am afraid, goes back to teachers and parents. Schools do exist even for poor, inner city black kids, who turn them into winners. For example the Success Academy Schools in New York City do better than even private schools and do it with such poor children to boot. That, I believe, puts the blame on schools more than parents.


• The money has been increasing rapidly for education and the knowledge the schools delivered is less and less judging from ACT and SAT scores and has been decreasing for fifty years now compared to 39 other countries.


• But not a single governor, over 50 years since 1970 or about 500 of them in all states, stopped the spending increases, demanding a fix to and increasing of education results such that the ACT or SAT tests would show an increase, confirming the knowledge-increase in children. But that's not enough. If we think of education as all things that educate our children, then consider the effect of TV, Movies, Drugs, Entertainment and sex occupying a huge part of the day for children or adults, some of these delivering the wrong values, the wrong ambitions to children, and again, the classes are boring, most teachers are boring, the school is an unfriendly place in most cases for those children who are not doing well. Try it. We did sit in on 16 classes in science and mathematics. Political leadership does nothing about it in any of the states. There is not enough time left in the day for these poor children.

DO YOU THINK THAT ALL THIS IS ACCIDENTAL OR NOT TRUE? YES? INVESTIGATE IT THEN! BECAUSE IF IT IS TRUE, WE ARE GETTING DESTROYED SLOWLY BUT PURPOSEFULLY BY SOME UNIDENTIFIED GROUP. IF WE ARE INCORRECT, PROVE THAT WHAT WE FOUND BELOW IS NOT TRUE. AND SHOW THAT WE HAVE BEEN EDUCATING OUR CHILDREN AS WELL AS COUNTRIES LIKE FINLAND, SINGAPORE, JAPAN, THE TOP TEN IN THE WORLD! PLEASE!

EDUCATION HAS TO BE FOR: purposefully coordinated courses in the curriculum nationwide, decided by the best brains in the country, to provide an excellent foundation in our children for their future growth. Mathematics, the sciences, English communications and reinstatement of music and art on a higher level than before are vital for a fast changing world. Art and music are vital to the development and connection of both brain hemispheres for good decision making. The decision making majority of elected boards of 13,500 different school districts, with guaranteed funding and the local population's opinion controlling each of 13,500 school districts does not and cannot provide the best quality graduating students. JUST LOOK AT THE LAST 50 YEARS' RESULTS! The last 50 years show a deteriorating public education, same with teacher education. We dropped to the bottom of the industrialized countries by 2016, and we are not solving even the elementary problem of high school graduates having reading problems today. We wasted millions on consultants. We noticed that this problem has not changed since 1995. We cannot have successful education with reading problems, basic math problems, and many serious additional education issues we cover below that create more difficult lives today for the new generation. Teacher training also deteriorated during the last 50 years. We cannot remain as a good baby sitting service, without zero tolerance for discipline problems. Unfortunately this is where we are today with the exception of very few schools. Our schools cannot be all things to all people. Strategically this is the greatest vulnerability for the USA. High school graduates create the workforce for all industries, creating and servicing their products. They compete with international suppliers whose high schools deliver much better educated graduates. We are not acting on this problem such, that the ACT and SAT test results show improvement. And that is the proof of the poor quality of our children's public education.

THE PERFORMANCE OF AN EDUCATION DISTRICT CANNOT EXCEED THE QUALITY AND TRAINING OF THE TEACHERS IN THAT EDUCATION DISTRICT. That automatically means that a few students may get to learn the subject as well as the teacher knows it, but the great majority will not. So the average knowledge of a subject by a class of students will always be significantly below the teachers knowledge of the subject. We found many sources that indicate that teacher knowledge of subjects, especially in science and math has declined, and very significantly declined compared to the teachers of several dozen nations. It is a fact that with such a trend the population's knowledge has declined over fifty years, but the spending per student increased aggressively. This is confirmed in a CATO INSTITUDE study that we are referencing further down. Education is managed in all areas by each of 13,500 school districts independently, by an elected board who are not well informed about the competitiveness of education, without the management and financial knowhow that would be required and without a uniform, internationally competitive curriculum, with standards and coverage of each subject specified, and verified.

Each of the 13,500 school districts solicit opinions and ideas from the local people for what they should accomplish during the coming school year, instead of from the best experts on the subjects and understanding of what competing international school systems are accomplishing. Such decisions produce bad results if each school district is doing its own thing, and creates significant duplication in manpower at high expense. We have kept arguing very foolishly that the best planning will come from the local public. Even after 50 years of failing results, we still keep doing the same thing. As the public is getting dumbed down, very obviously the education system also get's dumbed down. Dumbing down the immediately following generation makes our education system self-destructive, because with such a method it can only go down. That is why we have poor results.

Superintendents who don't know what to do, get $150,000-400,000 PER YEAR and elected boards also get paid, whose voting majority has no idea about where their school district stands in performance relative the top ten percent of countries in education. The leading education systems in the world also know that teaching is a complex profession that requires specific skills and a specific personality in making everything interesting for the students so that they want to learn more about the subject. It requires a Master's degree in the subject they teach, and the teacher candidate has to be very intelligent, not lower than being in the top ten percent of his/her Master's program. A teacher candidate needs to have genuine interest in the well being of the students, caring about the future of all students, but he/she must be excellent at handling discipline issues well. Unfortunately, our teacher training programs at universities are very weak, with few exceptions. Sadly, an Education Major at universities is a favorite choice of those who cannot handle the workload for their originally selected major or are unwilling to work hard for their originally selected major. For this reason we are not getting the best students into teaching. We are not correcting the performance issues and we just keep dropping lower and lower each year. And that supports the first statement in this paragraph. The high performance of other countries compared to us on education, is a clear indicator of the fact that they are producing better educated children because their teachers have a master's degree in the subject that they teach, and their teachers come from the top ten percent of the master's programs. Our teachers come from the bottom 30% of their General Education programs, with very few exceptions, without enough education about the specific subject that they teach.

Teachers' knowledge created by their personal interests and the training received at a university is the limit in what students may be able to learn. It appears from the enclosed references that the teacher training programs became very weak in the USA. By being one of the easiest courses of study, when a chosen major for college students becomes too hard, they switch to teaching. A Teaching Major has become a course of study that attracts mostly low performing students in every state. This in turn contributes to producing worse students than our international competitors. We are using old books in the high school classrooms that are very expensive. We are also one of the highest spenders per student in the world, delivering the worst results in the industrialized countries. The Internet has been full of far superior educational materials for more than a decade, like the presentations of the best teachers and professors in the USA about any subject, and fantastic tutorials also about any subject, all at a very low price or free. But teachers are not interested in that either. These tools along with robotics could replace them. I saw assistant teacher robots in Japanese classrooms during the past three years, the children really liked them. We are still struggling with poorly trained teachers, very expensive education, superintendents who know only how to decrease performance as if we were participating in a Race To The Bottom. We have no objectives in our schools so that our children's education improves. We do not seem to have smart people in education management who could modernize K-12 education with much better results at a lower expense. USA Public education fell to 40th place in the world in mathematics of 15 year olds in 2016 (OECD PISA Test). This was a devastating drop.

We live in a world where we need to understand that competition is very important and competition decides what and who survives, and what and who fails. Two concept are important to consider here. One is that our schools produce a product, called the student. All schools in the world produce a product called the student. The student-product is completed when he/she graduates from high school. Who are the customers for such products? Those who would accept them for further learning, but the most important customers for them are the employers who pay them for the knowledge that the customers need. Some schools in the world produce excellent student-products who know what most potential employer-customers need, and there are those schools that mostly produce student-products who do not know enough of what the customer-employers need. That is the exact situation that we have in the USA. That is why our high school graduates dropped to 40th place in the world.

Our employers in companies and industries compete with their products and services against similar products and services everywhere in the world. We see many products in the USA that were designed and made by foreign companies. There was a time about 40 years ago and before, when you saw people buying mostly USA products everywhere, in almost every country. I travelled every year to more than 65 countries then, and personally saw this everywhere. The quality and competitive pricing of products depend on the work force of a company in all industries, and they design, make, and test all products and produce all services in every country. The quality of the work force depends on the quality of high school graduates everywhere. THE DECLINING QUALITY OF AMERICAN HIGH SCHOOL GRADUATES WERE THE CAUSE OF US LOSING ENTIRE INDUSTRIES TO FOREIGN COMPETITORS, WEAKENING OUR NATION. IT IS FOR THIS REASON THAT WE MUST CORRECT OUR WEAK PRIMARY AND SECONDARY SCHOOLS URGENTLY. NEITHER REPUBLICAN NOR DEMOCRATE LEADERSHIP DID SO TO DATE.

• Control of education is delegated to 13,500 school district elected boards who do not understand what needs to be done to be effective. They do not understand where we should be vs. where we are, do not know how to set the required objectives for growth, do not have a school district operating plan to achieve the objective if one existed. There is too much variation in decisions from school district to school district. That makes it impossible for education to succeed. In fact, such a structure results in progressive failure year after year, and the dumbing down of the population. BRILLIANT method to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation and dumbing down the public about 40% over 50 years, but dumbing down the future generations at twice that rate. Unfortunately, this will destroy the USA unless we change our schools.



• State Education Departments do not provide appropriate guide lines for the objectives, operating plans, management guidelines, thereby actively contributing to failure. They dumb down the state test by lowering the failure points in tests to pass and graduate children with less knowledge who otherwise would be failures. They also misinform the public about how the children are doing using the dumbed down state test results. "BRILLIANT" contributing factor to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation.



• US teachers are one of the most poorly trained in the world, and education management did not have management training that was good enough to teach them about how to elevate the students to improve year-to-year. Most teachers subject knowledge is weak and that is the maximum boundary that limits how much the children will learn maximum.



• School district central management organizations are generally 8-10 times normal size, "eating up many millions of dollars" that could be better used by principals to improve the poor results. BRILLIANT contributing factor to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation and dumbing down the public about 40% over 50 years, but dumbing down the future generations at twice that rate. Absolutely brilliant. Unfortunately, this rate is excessive by a factor of 3 and will destroy the USA.



• There is no interest in visiting higher performing schools and school systems, although we are far behind them. There is no interest in continuing education in the subjects teachers teach, in teaching methodologies, and in learning techniques, yet they all improve every year. BRILLIANT contributing factor to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation and dumbing down the public about 40% over 50 years, but dumbing down the future generations at twice that rate. Absolutely brilliant. Unfortunately, this rate is excessive by a factor of 3 and will destroy the USA.



• Student discipline issues are handled very weakly, which cuts significantly into the teachers' work. BRILLIANT contributing factor to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation and dumbing down the public about 40% over 50 years, but dumbing down the future generations at twice that rate. Absolutely brilliant. Unfortunately, this rate is excessive by a factor of 3 and will destroy the USA.



• Superior teaching tools, tutorials by the best people, and the subject presentations by the best teachers and professors are available on the Internet, but not used. BRILLIANT contributing factor to kill the education of 80-90% of the US public slowly so that the public does not notice it, with excellent application of public psychology manipulation and dumbing down the public about 40% over 50 years, but dumbing down the future generations at twice that rate. Absolutely brilliant. Unfortunately, this rate is excessive by a factor of 3 and will destroy the USA.



• A first class major $35+ billion business owner and two sons interviewed a superintendent candidate who presented himself well, but has only minor management experience for the job of managing a troubled school district with 86 schools and about 8,500 employees, a huge management task. This candidate was teaching three different subject for a total of one year in an elementary school, managed food service for some years, managed school security, managed accounting for the Boston school district but his resume stated that he was "Operations Manager" at the Boston school district, implying in his resume that he was responsible for the performance of the schools which was not the case. The job this candidate had in Boston was "eliminated" by the lady who was the Boston superintendent at the time. All such employees in Boston who managed multiple schools had the title of "Assistant Superintendent" His maximum management span was 100 employees. The job pattern he had is not an indicator of successful career direction or acceptable management training and experience for the opportunity with our school system. A candidate with his experience cannot do well jumping to a job managing 86 schools with 8,500 employees and he will fail and did fail. It is not possible that this highly experienced business family did not know in advance that this candidate lacked the experience necessary to succeed. Yet they sent a letter to the school board recommending this candidate to be well qualified for managing the large school district. The board hired the candidate with one of the top 10 highest salaries for about 13,500 superintendents in the USA. It is not possible that the business owner and sons believed that this candidate can succeed. It is high probability that they were "leveraged" or "convinced" to recommend such a candidate by some major group with substantial influence to convince even the president of a country to make decisions that will progressively destroy the quality of education.



• This has been going on for many decades. A purposeful deterioration of our education since 1970, although we were the biggest spender per student in the world, and dropped to 40th place as a country by 2016, was cleverly covered by an education PR program nationwide that has been feeding the people a false story saying the "We are doing well, but there is room to grow". During the last 50 years we dumbed the public down significantly, by weakening the state tests, the curriculum, lack of guidance for elected school boards, mismanaging education by handing decision making to the inexperienced elected school boards, at the highest expense per student in the world to the public whose money has been paying for it all. And all this has been done by the state education departments.

The above points in total represent brilliant strategy to destroy the USA economy and the country from within by weakening the public schools, thereby weakening the workforce, and that is weakening the products and services of all industries against foreign products, as well as population reduction by dumbing down the new generations more and more, that will reduce their income followed by joblessness. Nanotechnology will be instrumental in this entire area, and it started already with high altitude distribution of boron/aluminum products to reduce "global warming" but the effect on people's health is problematic. Injection of an oblong microchip has started in our military on a large scale. It can serve as a locator to find individuals, it shows vitals of individuals, and it can be directed selectively to change the vitals of the person, whereever they are located.

Those objectives fit only one group that we shall leave nameless. The current result is approximately 85% graduating of those who entered high schools, and only 20-26% of those who get a diploma are minimally prepared after graduation for job training or further learning. The above findings are common in all states. There is more supporting data for the same conclusion, but the above are sufficient.

Please look at the picture above, then look at the sequence of pictures following it. It should mean something to you.

ACTIONS TO IMPROVE PUBLIC EDUCATION

Mathematics in art: Vasarely geometric design.

There will not be improvement in our opinion unless a school district does what we are describing here. If anyone in politics or education objects, just look at what was achieved during the last two decades. An organization cannot produce better results unless they do very specific things differently than in the past. It must also be recognized that employees who are to be measured for education achievement cannot have the authority to elect not to be measured. There cannot be improvement without measurement of achievement, and with the poor results for decades to date without measuring achievement, we cannot have any improvement.