Since 1850 to this day if the population asked why do the locally elected school boards make important decisions about school spending, standards, graduating requirements that are decided upon on the highest NATIONAL level in any other country, the answer was, "The best decision can only come from the local population's elected school boards to improve education." Look at the ACT results. This is NOT good enough performance. I attended many board meetings. There was zero time spent about how to improve education. ZERO TIME OVER YEARS!! But they had a lot of time for approving spending more money. THERE WAS ZERO TIME SPENT DISCUSSING WHY THE SCHOOL DISTRICT SPENDS SPENDS EIGHT-TO-TEN TIMES MORE MONEY ON CENTRAL MANAGEMENT THAN WHAT NORMAL IS. THERE IS ZERO TIME SPENT ON EXAMINING WHY EVERY SINGLE POSITION IS IMPORTANT OR NOT IN CENTRAL MANAGEMENT. THIS IS A HUGE PROBLEM BECAUSE IF YOU ARE TOO HIGH IN THE CENTRAL MANAGEMENT AREA, YOU ARE PAYING THE HIGHEST SALARIES, AND THE RESULTS ARE SO POOR THAT IT IS A QUESTION WHETHER OR NOT ANYONE IN THAT LARGE GROUP KNOWS WHAT THEY ARE DOING. THE NORMAL PERCENTAGE IN LARGE SCHOOL DISTRICT CENTRAL MANAGEMENT IS LESS THAN 2% OF THE TOTAL NUMBER OF FULL TIME EMPLOYEES. ONE GETS MUCH BETTER UNBIASED WORK FROM A NORMAL SIZED CENTRAL MANAGEMENT. WHY? BECAUSE THEY ARE SMART PEOPLE AND REALIZE THAT ONE COULD DO A BETTER JOB BY DELEGATING SOME OF IT TO WHERE THE ACTION IS, WHERE THE RESULTS COME FROM, THE SCHOOLS! THAT IS WHERE THE MONEY SHOULD BE SPENT ON EXPERT KNOWHOW. THE BEST REASON TO NOT OVERSPEND IN CENTRAL MANAGEMENT IS THE FACT THAT THE ACT RESULTS ARE NOT GOING ANYWHERE, AND THAT MEANS THAT THE MONEY SHOULD GO TO WHERE THE RESULTS GO WITH IMPROVED MANAGEMENT TO RAISE RESULTS INSTEAD OF LISTENING TO "IONTERESTING IDEAS" FROM PEOPLE WHO NEVER HAD GOOD RESULTS BUT CAN AMAZE YOU WITH B.S. IF YOU GET RID OF SOME PEOPLE LIKE THAT, YOUR RESULTS DO NOT GO DOWN. IF YOU LEARN HOW TO HIRE GOOD PEOPLE, IT WILL GO UP. BUT LOCALLY ELECTED SCHOOL BOARDS ARE NOT TRAINED AND EXPERIENCED TO DO THAT. Why can't we find superintendents who can do a good job? The good ones learned what management is all about, and they should not have a committee as the boss with the superintendent future depending on it. They will do better with a single boss who knows exactly how to achieve better results. The current school board system was useful during the agriculture years of the 1800s. But...elected boards from the local supply of talent does not have the right knowhow to raise school performance. I think that 20 years of experience shows that quite clearly. Such people can be manipulated much more easily by other groups who also do not have the knowhow, or have ill intent. And with such people having the authority to direct the more experienced guy, is not a formula for good school performance. With our public education heading south for such a long time, the local school boards are not improving but the opposite. This kind of management philosophy and structure that resides in the school board of more than 13,500 school districts in our nation, creates not the best, with progressive improvement for our schools, but the worst results, that graduates significant variation of school performance in our country -- and there are only 5% of all public schools that produce good results. The fact that such a disfunctional management structure still exists, is a clear indication that the public is being dumbed down with a less than needed public school competence, that will keep going down umnless it is revised. The problems with this situation are:

• Elections can be "arranged" for a specific person to win them under part of Psychological Warfare, a highly advanced science, based on Lenin's quote of "If you lie a thousand times to the public about the same subject, they will accept it as truth. Repeat slogans often like WE ARE THE BEST IN 'XYZ', and make sure that they never receive news about who really is the best in 'XYZ'." Both communism and the nazi party used this method.



• If you dumb down the public, by dumbing down their schools, you can convince them faster of anything, and the disinformation campaign will last longer. But it is aided by normal human behavior of covering your shortcomings instead of accepting it and learning.



• Drive important decisions to the lowest level of the population. Repeat often that it should be the people who make the best decisions.



• Paralize the management structure of their country and/or selectively any specific national function under government control, by appointing a board of the loyal population to make all important decisions. Again, it is basic human nature to be elected to what one believes is an important position, and most believe that if they got elected, they are qualified to make important decisions.

Whoever set up this system during the 1800s was brilliant, and an expert on human behavior to make use of it so brilliantly. I am citing only two such examples now, but it is very surprising that many other countries followed a much better education system, while we hypnotized ourselves repeating that "WE ARE THE BEST" after WWII, initiated by the same group that started in the 1800s! It was sold to the public as a way to save the self esteem of poorly performing children. We took the bait.

It is also a basic human trait to defend yourself to survive if the results are not good. We see this in education, but if the qualification requirements were low, we should not blame such people, but organize to raise the knowledge of such people. HELP THEM.

It is impossible to get out of a dilemma like education is by being defensive, and covering up if one is in top management, or becoming hostile if someone brings up the topic. When things do not work in a group, it is vital to put anger and self defense aside, and compare yourself openly against the best in the world that you claimed falsely before or believed someone who lierd to you, openly recognize who is better and why without covering anything, learn about management to create a real plan to improve, remove poor performers, and get the right people to help you to close the performance. Acknowledging frankly that you did not know how to do this is VERY important. Create a monthly plan to correct the problems, and tell the public truthfully on a monthly basis and successes and failures in working your plan. A PERSON WHOSE EGO ALLOWS HIM OR HER TO SHARE SUCH ACTION OPENLY, WILL CORRECT THE PROBLEM. OTHERS WHO CANNOT DO THIS, CANNOT AND WILL NOT.



HOW CAN INTELLIGENT PEOPLE MAKE SUCH POOR DECISIONS? ONLY IF THEY ARE UNDER CONTROL OF A DIFFERENT GROUP THAT HAS A DIFFERENT AGENDA THAN WHAT OUR FOUNDING FATHERS DID. This is the most damaging to our future success with our children's education.  Let me repeat, it is very important. Back in the 1800’s we had only the agriculture economy, driven by local clusters of farms around each town. The local families owned these farms, doing an excellent job, one generation after another. The local people were well qualified to advise the local school teacher. That is the time when all the needed knowledge to guide education using the local people made sense, and the schools did a good job. But the world changed faster and faster, a lot of industries were created, and we started selling our products not only locally, but eventually in other countries as well. The schools had to teach more subjects. Going from the horse and buggy to the moon created new sciences and more knowledge became a necessity, the population was increasing, and so did wars that demanded more advanced weapons. Animals to this day kill other animals to eat. But we, the people evolved struggling with each other, killing each other. We are still that way. Today, we can kill not just next door, but anywhere on this planet. The increase in sciences and technologies required improvement in teacher and student training, but both became worse instead, AT A TIME WHEN WE WILL EXPERIENCE ACCELERATING TECHNOLOGICAL CHANGES LIKE NEVER BEFORE. Schools became more complex as well, and some nations’ schools have changed for the better and adapted, but others, like us, did not. Many decisions about education could not be made by the population of the local villages, but we decided to keep the locally elected school boards for decision making, when such decision making in today’s much more complex world required better educated people on a national level.



There is a problem with the public voting when the public’s education declined, like ours did. The world around us became more complex and sophisticated. How well do you know the people you vote for? How many times did you hear from those running to fix education? Many times. Did they improve public education? They made it worse. Education in a changing world cannot stay the same. And we have a big problem as a result.



I am sorry, but how can anyone come up with something this foolish? IS THIS HOW IMPORTANT EDUCATION IS TO THE POLITICAL AND EDUCATION LEADERSHIP? Why?  Because it applies to all planning if any, all management of execution to non-existing measurable objectives, and totally lacking any management knowhow to change the way the organization works, without which the bad results to date cannot change.  Also because you simply cannot get a well enough educated school board MAJORITY by electing them, who are experienced enough to make equally good decisions today, that is competitive with the best nations in education.  Our children's highest success or dismal failure in school depends on how well our schools are educating them.  BUT more importantly, OUR COUNTRY's ECONOMY depends totally on our children's education of today.  Having elected school boards during the last 100 years is one of several reasons why our public education is dropping like a stone.  But we found ten other measures that ensure failure, performed by the state education departments with the blessing of the governor - everywhere. In addition, the elected local school boards duplicate functions where decision making SHOULD BE uniform for the nation, and it is duplicating staff in 13,500 school districts, with good people who are well-intensioned, who do not have the right education and experience for the decisions that they have to make.  This is almost like 13,500 blindfolded people getting into their cars, but have absolutely no idea about where to go, but they step on the accelerator anyway because they were paid to do it.  You do not need any more proof than the poor ACT records for decades, that are among the worst in the industrialized countries.  The state education departments and the governors and law makers are not brave enough to stand up to the education lobby and unions.  No laws were proposed that would require changes within the education organizations.  Why not?  The poor results are created within those organizations with the "help" of education lobbying organizations, who could vote out any politician whose proposal they do not like.  This is a classic,  bad management structure that can only go down, where the education organization is poorly performing, obviously because of poor, insufficiently educated self-serving decisions.  Such decisions must be made centrally as in every country, except in ours, with the best people we can find, with a central decision making group's responsibility to set  standards IN THE NATIONAL INTEREST who are totally independent of the education organizations! 

The education organizations MUST be implementing with excellent performance what a nationally centralized INDEPENDENT management group directs in objectives, monthly operating plans within each and every school.   If many other countries figured this out by WWII, WHY COULDN'T WE?!  This alone is a 25-30% probability indicator that US education is being adversely influenced by a group that is external to presidential authority.

We are spending a fortune on duplication of people in every state AND EVERY SCHOOL DISTRICT BOOSTING THE SIZE OF CENTRAL MANAGEMENT IN ALL OF THEM, without knowing exactly what they are to do and how to do it.  This just makes every school district worse.  There are standards for the size of central management organizations, and if they grow beyond it bad things happen with performance.  Good ole boys clubs form, to protect their own highly paid position and they hire more people around them to protect themselves and not because it is needed for performance increase. The superintendents do not have a performance increase objective attached to the headcount increase with a clear understanding that the positions will be eliminated if the performance commitments do not materialize in either year one or two. Why so strict? In a badly performing organization, there can be several management people who want the job of the superintendent. Their past achievement has not been good, and they can "snow" a superintendent who is not management trained well, and such a superintendent will find the suggestions of this person "very interesting" and may implement suggestions from such a person, but the superintendent will fail. Mr. "snowjob" takes his job, because in a poorly trained operation no one is trained to see through such a person. When you have such a person who delivered bad results, removing him or her is very important, because such a person will pave his own way and place explosives in the path of the superintendent. Badly performing organizations are a happy hunting ground for people like that. You may want to keep in mind that animals kill so that they can eat. A lot of human beings hate others for things like different color, accent, origin, religion or any other difference, and we human beings kill at the drop of a hat. Just look at all the killings and the massive killings in wars. And some even start wars for personal gain. Some day we may grow out of such behavior. Since technological advancement includes weapons that could destroy us all, and since we do not seem to be improving spiritually, how long can we avoid self destruction.

Operating with silly unmeasurable objectives backed by a very low performance target like ACT 21, creates a multitude of problems that also drop performance.  We do not seem to have the management experience to know how to create good results in our schools.  Worst of all, most people in the education communities' management think that they know enough because they were hired. No person in any school district wants to visit school systems that perform better, and they do not want to learn anything to create better results  BECAUSE THEY THINK THAT SUCH VISITS WOULD INDICATE THAT THEY DON'T KNOW ENOUGH TO DO THEIR JOBS WELL.  This is "The ostrich with head in sand" method. Teacher morale is bad and justified.  The structured satisfaction surveys that the states use are not a good indicator of morale, because the outcome is limited to fixed questions and answers. Such tests can steer the result to a conclusion like "we need more money."  When morale is bad or unknown, one needs an open ended test where the employee steers the test with guaranteed anonimity.  In a poorly performing environment no one will put an effgort into things like valid morale measurement, instead of a technique that encourages only "nice answers". Such highly secure on line tests are available.  Who is responsible for the bad results?  The state education organization without exception, their boss, most superintendents, but we are not including principals and teachers, who are trying hard without much help from above.

• I could be wrong. If I am, I would like to know where.


• The people involved fear some danger to themselves. That can be solved, but they chose not to do it.


• No action to solve this problem is NOT a friendly act in our country. Think about how important education is for ANY COUNTRY AND ANY CHILD. Is this the act of enemies within? Or is it just lack of knowhow - to say it as nicely as possible.

• A high I.Q. and high energy,


• Teachers come from the top 10-30% of university graduates, who have a Master's degree in the subject they will teach after the 4th - grade. Teachers are never transferred to teaching a different subject. US teachers come from the bottom 30% in performance.


• A personality matching to the teaching profession is very important: the candidate needs to be very open, friendly, but firm,


• The teacher loves the subject he/she teaches so that he is aware of technical developments and the job possibilities within it.


• He/she teaches with infectious enthusiasm because the teacher loves the subject they teach.


• Keeps learning on his/her own about new teaching methods, AND IMPROVES HIS/HER RESULTS EVERY SINGLE YEAR.


• He/she wants to be the best at whatever he/she does,


• Very interested in knowing first-hand how his job is done in countries that are very successful in education. All because of his/her drive to become better.


• Uses on his/her own the new, better teaching tools available on the Internet to improve his/her results.

ACT SCORES AND "ACT READINESS"
WHAT ARE THEY?

The ACT chart covering a twenty-year period shows very clearly that almost all of our children do not know well enough the high school subjects. The curriculum must cover the the subjects that the graduates will need to get a job. The graduation knowledge level needs to be 95-100% because our curriculum is far behind the best countries in education.



On the ACT chart, the black numbers are the ACT scores. The red percentages below the black ACT scores are the ACT Readiness percentages/year in a group of graduates. The third group, red percentages again, represents 80% OF GRADUATES who were NOT EVEN ACT READY, BUT WE GRADUATED THEM. Their numbers are shocking. Why do we graduate such children from high school with a diploma? Such an action creates enormous failures but it creates a good impression of the schools for a short time and was never accepted before this grade manipulation to look better, while doing a job that will leave our children jobless for life and our country in the gutter. Not too long ago, a high school graduate had to pass above the 60% knowledge level all courses in high school. That meant all high school subjects passed with test results above 60% good answers. So we did a few tricks. The grades remained high enough, and the children did not have THE KNOWLEDGE OF THE SUBJECT as high as in the past. Such students know a lot less. So what? He got a diploma and everybody is happy. So he will not be able to get a job. Big deal!! About 80% of his graduating class was not even ACT Ready. What is ACT College and Career Readiness?!



Your number of correct answers in four ACT tests converts to a score that ranges from 1 to 36 for each of the four tests in English, Math, Reading and Science — and your ACT composite score is the average of those. These four subjects are a close indicator of achievement based on ACT’s correlation of scores vs. college performance after high school. We are converting for our presentation here to a percentage of high school general knowledge and subject-knowledge after graduation. Each ACT score point is equal to 2.78% knowledge of the high school subjects. As an example, an average consolidated ACT 21 score represents 58% subject knowledge level upon high school graduation for a single student or group of students (class, school, city, state). Knowledge levels below 80% upon graduation were not considered good enough for adequate education for income as far back as 1970. With robotic automation increasingly replacing more and more sophisticated jobs since about 2000, we would estimate that today, if someone wants a college education in science or engineering, the education that will survive robotics the longest, a STEM ACT Readiness with an average 29 ACT score (that is only 80% knowledge of subjects, but it also covers Physics, Chemistry and Calculus THAT ARE PART OF THE CURRICULUM IN THE HIGH PERFORMING NATIONS IN EDUCATION) would be necessary for high school graduates in 2020, increasing slightly annually. The minimum ACT score for STEM ACT is 26 (44% knowledge of subjects). We are very far behind unfortunately, but the top ten nations in education are between the STEM ACT equivalent score of 29 and 34 TODAY. Our national average was at average ACT 20.7 in 2019 TENNESSEE, and THAT IS ONLY A 20% KNOWLEDGE OF HIGH SCHOOL KNOWLEDGE! NOT GOOD. THE TENNESSEE GOAL WAS AN ACT GOAL OF ONLY 21 SINCE 1995. Many of the good US universities already require between 29 and 34 ACT average for admission to study anything. Because our public education is behind, if one talks to professors, they will tell you that today’s high school graduates need two years of remedial education to start any freshman program today. The students who want to be in a field that will survive robotics for ten years, would need to pass STEM ACT Readiness at 29 average ACT score.



ACT Readiness is different. ACT announced in 2006 that college entry readiness and job readiness became identical. Job readiness was lower before 2006. Unfortunately, ACT Readiness is not communicated clearly to parents, implying readiness to get a college degree. It is important especially for parents and school children in poverty to understand this. Our poverty rate is increasing. Guess why? Because we are graduating poorly educated children. The international high performers are way ahead of us. Many of them get to their good results independently of what the parent can do to help, because in poverty, most parents are not educated well enough to understand how the child is doing, and their life is terrible. The explanation they are given is that "God did not make all children college material. But your little Johnny is smart, could learn a trade job, and make enough money!" Unfortunately that is a lie that the poor parent accepts. I spoke to African immigrant parents and other minorities in the high performing countries and saw how well they were doing. MUCH BETTER THAN WE DO. You know how much our state education superintendents do to find out how well we are doing? They visit a class in three schools in their city, with early announcements to the school about the visit and put on a good show. They don't go to the best countries at a total cost of about $5000, to find out what high performance is about and how they do it, but they spend BILLIONS of dollars annually. As a country we spend about 1.5 trillion dollars annually on public education. I met many school boards since 2010. I found only one person, a lady school board chair, who had enough interest to read a book about Alberta, Canada's education system. Even that is not enough, but this one person in Knoxville, TN had enough interest to do this much. EVIDENCE of good intent goes very far. She is a mayor now.



ACT’s Benchmark at the end of high school for “ACT Readiness” qualification is based on meeting only 4 of these individual subject scores: Math: Algebra score: 22 (61% knowledge), Science: Biology score: 23 (64% knowledge), Reading/Soc. Science: score: 22 (61% knowledge) and English Composition score:18 (50% knowledge). Only those who pass all four subject benchmark tests are "ACT Ready". According to ACT, the ACT Ready students have only a 50%-75% chance to pass only four first-year college-level courses in the same freshman-level subject-name ONLY, as the ACT benchmarks' subjects are. That is all that "ACT readiness" is. The four specific high school subjects only, at or above the four specified ACT scores qualifies the student as ACT ready, because he passed the four subjects at an average 21 ACT score or above. AT the passing score on all four subjects, the student has a 50% chance to pass four courses in the identical benchmark subjects on the freshman level only. If his benchmark scores rise to the 80% level, then his chances go to 75% that he will get a passing grade only in the same four freshman courses. But most universities require a 26-34 ACT average to enter. That means that ACT Readiness is not the qualification you want, because it is too low in 2020, even for taking basket weaving in college. It is not an indicator by ACT for any other course or program or college entrance to complete entry into any job by 2023, except for domestic help. Also, ACT Readiness will be raised because it is already too low for employers beyond 2020, and it is the STEM ACT definition that has already been identifying the graduation knowledge level that will be necessary to be immune to robotics in the near future for hopefully ten years. From now on even STEM ACT will be enough to keep a job.



Of all children we graduate from high school, more than 80% are not even ACT Ready in Tennessee and a number of other states. A few years ago, our schools graduated ONLY THOSE STUDENTS who passed above 60% good answers ("D" average or higher) on EVERY SINGLE HIGH SCHOOL SUBJECT. Today, MORE THAN 80% of today's high school graduates with a diploma would have been failures, because they can be anywhere BELOW 59-61% knowledge ON ONLY FOUR SUBJECTS called "ACT Readiness" who would definitely not graduate under the old system we had. WE GRADUATE ABOUT 3.6 MILLION STUDENTS ANNUALLY in the US. 80% OF 3.6 MILLION IS ABOUT THREE MILLION CHILDREN WHO ARE NOT EVEN ACT READY. This was a very foolish creation by the department of state education in every state because more than 80 % of graduates do not have the knowledge to be employable - AND IT IS INCREASING! ACT readiness is at such a low level of product knowledge that by 2023-2024 they will be replaced by robots as well. What we will need coming out of high school today are graduates who are "STEM ACT ready" with an average 29 or higher average consolidated ACT score (80% ACT Ready). STEM ACT is not only for engineering and science jobs. It should be our standard for all high schools now because it will be required for all jobs after 2024. Robots will take over the jobs that require less than STEM ACT Readiness who graduate from high school. Why do we graduate them and give them a high school diploma to imply that they are ready to become self-supporting when they are not?! It is a form of lying to the parents especially in low income areas. "Your child has done so well that he is congratulated in a public ceremony and given a diploma!" A piece of paper called a diploma, but the child did not learn enough to get a job. We respectfully requested that our governor ask someone to explain why he is allowing our education system to perform this poorly. No one ever replied. Someone higher up should be asking that question, but they don't.



We need to make enough money as a nation, with national income at 12-14%, instead of struggling at 3-4% as we have been. In order for that to happen, our industries have to be more innovative than those in other countries. More innovative means that they are designing products and services that help people to do things easier and better, with the latest in technology innovatively with larger profit margins. They are using "management by objectives" and "zero-based budgeting" to be aware precisely every month how the needed expenses produce the right quality in products, people and services. A database system software can show automatically to the minute how all key indicators are progressing in our normal operations agains an operating plan we made before the start of our fiscal year. But with the right management people, we can change the way we operate to find good solutions to problems popping up when "Mr. Murphy of Murphy's Law fame pops up from a street corner along the way". Nothing is perfect, problems can pop up because of it, and it can be enormous fun to solve them fast. Having well trained management beyond an MBA is of great value, from planning the spending and the needed work objectives everywhere, is absolutely vital for any organization from 100 employees and up. People who worked in small organizations or partnerships may be excellent in their jobs, but they may not recognize the need for focusing people on what needs to be achieved, to what standard, and go out of business or fail as a result. We will focus on public education with this website, because we are not doing well as you will see. OUR CHILDREN'S AND COUNTRY'S FUTURE DEPENDS TOTALLY ON HOW WELL, OR POORLY, OUR PUBLIC SCHOOLS EDUCATE OUR CHILDREN, COMPARED TO THE TOP THREE COUNTRIES IN EDUCATION. IF EDUCATION BECOMES THE INTERNAL ENEMY OF A NATION BECAUSE THEY ARE DOING A POOR JOB OVER DECADES OR OVER EVEN A CENTURY, AND THEY DO IT SLOWLY, SO THAT THE PUBLIC BECOMES UNAWARE. SIMULTANEOUSLY THEY ALSO FLOOD THE PUBLIC WITH "GOOD NEWS" THAT ARE NOT TRUE ABOUT EDUCATION, THEN THAT NATION CAN BE DESTROYED EASILY. Lenin of Communism fame is very famous for something he said frequently: "If you lie to the public a thousand times, they will believe it as truth!" We are too close to that moment. Read below what I found out during an investigation of US education and the best countries in education in the world at my own expense, with my own eyes and observations. We have some big problems to solve. WE THINK THAT THIS FORM OF DESTRUCTION CAN BE MORE HARMFUL THAN THE ATTACK OF AN EXTERNAL ENEMY, IT NEEDS TO BE TREATED ACCORDINGLY.

• Our schools' responsibility is to deliver well-trained graduates to satisfy the needs of employers. How well are our schools doing? NOT WELL. Are all the children they graduate employable? CLOSE TO 80% ARE NOT EMPLOYABLE, AND MORE THAN 90% OF BLACK STUDENTS ARE NOT EMPLOYABLE. I FOUND A FEW SCHOOLS WITH POOR INNER CITY BLACK CHILDREN WHO ARE PERFORMING BETTER THAN THE AVERAGE PRIVATE SCHOOL. IT CAN BE DONE! IT IS VITALLY IMPORTANT THAT WE DO AN EXCELLENT JOB FOR CHILDREN OF ALL COLORS, AND TO PUT BEHIND US THE OLD "BLACK&WHITE" PROBLEM ONCE AND FOR ALL.
• In 2023-2024 Major scientific developments will create hundreds of new sciences, millions of new discoveries that will automate more areas within our industries than computers did alone. Artificial Intelligence in cognitive robotics will eliminate most jobs that are four-year college degree based, but many new jobs will be created in many new science and engineering fields requiring life-long learning as a result of nanotechnology and space sciences. The future of employment will be suddenly in areas of advanced mathematics, economics, many new sciences and engineering on a master's degree level moving toward PhD degrees. The truth is that learning on the high school level became very difficult because our teacher training and selection became weaker resulting in too many boring classrooms. Not the teachers' fault. With teaching becoming much easier with cognitive AI robotics, learning itself will become easier to open the gates to the majority of students in graduate schools, with very interesting life time learning. But to take advantage of this our current high schools must improve in teaching our children.
• It is the employers whose opinion is the most important in defining their potential employees' education level and graduation standards. Employers must determine the standards of public education, not the education departments. It is the same with the K-12 curriculum nationally to ensure our schools' BECOMING THE BEST IN THE WORLD TO SATISFY OUR EMPLOYERS FUTURE NEEDS IN TRAINED EMPLOYEES.
• The US or state or school district education system should not have a decision-making role in graduation requirements for high school students, in the listed courses or curriculum in this area for conflict of interest reasons but should implement a national standard only to employers' satisfaction.

Too many of us in this world dislike or do not trust anyone different in some way. Anyone with a different opinion than we have, about things like religions, politics, different skin colors, nationality, does not mean that we cannot be friends accomplishing great things together. Many of us also believe that we are always right when we all know so little compared to what we will learn in a couple of decades - if we have an interest in our world. We often dislike others just for being "different," even without knowing what that difference is. Such differences can create conflicts, small or large,, and even wars if the conflict is between people on the highest level. In education district school boards, we often see people who believe that simply being on the board means that their opinion must always be true, just because they were elected. We live in a world where nothing is perfect, but beauty, goodness, ugliness, and evil behavior exist everywhere, and none of us are perfect. We do not have enough of us yet to see both the good and not so good in each other, and hopefully, we learn to become more helpful with each other. The important word is to learn to love each other in a general sense and HELP and make each other and our world a better place. The most helpful thing we could do to achieve this in everything we do, especially in public education. But if this is the problem, put aside what you cannot change AT THE MOMENT, and keep going forward.



Several countries who were colonial powers used slavery a few hundred years ago. Only WE ended up this long with an ugly black/white problem even today. It is still very much alive. Is it helpful? No. Is it a major problem creator? Absolutely. What is the best problem-solving tool for it? It is the EDUCATION OF THE POPULATION TO SATISFY THE NEEDS OF EMPLOYERS. The high school education and its prerequisite schooling have the biggest impact. By the end of high school, a good basic education focused on the subjects with the best odds to survive robotics are: advanced Mathematics, excellent Communications, and Reading, and the new Sciences with changing Physics on top.



Age 3-6 is the period with the quickest learning (speed of neuronal interconnections in the brain), making preschool vitally important. Between ages 3 and 20, there is a specific order of months or years during which the neuronal interconnections get interconnected to learn specific groups of subjects. If we do not learn a subject like mathematics so that we can learn to calculate mentally within the elementary school years, then that area in the brain remains poorly prepared for life, as learning ability slows down more as we get older after age 6-8. A baby is born with 100 billion brain cells or neurons. As we learn to see, hear, speak, muscle coordination during 12-18 years of schooling, the speed of neuronal interconnections begins slowing at an increasing rate. The interconnections slow faster if the child does not learn enough, and learning becomes more difficult. So those children who go to boring classes will have a greater problem in learning as they get older at an increasing rate. That is why in the high performing countries, accept into teaching high IQ Master's degree graduates in the subject that they will teach, who love their subject and talk to students with an infectious enthusiasm that the children will enjoy. The teacher whose profile and education is different, whose teaching the children find boring, may end up hating that subject, which could be very important for the children in the era of robotics. Our children may end up disabled in the area for mental math because of calculator use at a K-12 age. That will make them poor critical thinkers and decision-makers. By the end of high school, our high school students need to complete Mathematics through Calculus, Physics (space science is bringing major changes there), Nanotechnology/Material Science, Chemistry, Artificial Intelligence with Cognitive Robotics, and Economics, and their prerequisites. Yet what we plan to teach in the curriculum is too little and does not prepare them well. Music and Art are also important for right brain hemisphere development that is also key in decision making.



We are beginning to be concerned about why the departments of education have made decisions to teach less, skip teaching some subjects, drop the pass/fail points from 60% to as low as 30% in one or more subjects to show higher grades and graduation rates. Sounds like an effort of the puppet master in the old puppet theaters. IT IS TIME TO LET THEM GO. NEVER COMPROMISE WHAT IS VITALLY IMPORTANT FOR YOUR COUNTRY'S FUTURE.

• In most states: Weak teacher selection, teacher training and certification, mostly boring classes result in students disliking the subject and jobs that require it. Low teacher morale, high turnover, 8% leaving the profession, 8% leaving the school district. Multiple-choice satisfaction surveys are poor problem identifiers and can guide the teacher away from the real causes of the problem to look better to the public ("misleading defense").
• Curriculum weak in Science and Math compared to the international curricula of nations who are passing us. What other countries do is not important - some say. NOT SO. WE WILL EXPLAIN IT SHORTLY.
• Schools with black students receive twice as much funding per student as the other schools. BUT 96% of black school graduates are not ACT Ready. 80% of other school graduates are also not ACT Ready. Obviously, the money is going to the wrong places and the wrong people. Obviously the management is weak at all levels and cannot figure out what to do and teachers are not trained well. OBVIOUSLY THROWING MONEY AT A PROBLEM IS NOT THE SOLUTION, BUT THAT IS WHAT WE DO. HOW MANY DECADES DO YOU NEED TO SOLVE IT? Better and more education is the solution. Why are we degrading our education? Well, it dumbs down the public. That makes selling the public ANYTHING easier. Only an enemy would do that. This would be only one of many things such enemy would do. And such an enemy would not want to be visible.

We have to stop thinking in terms of elementary education, high school, and college. Think of them for the future in terms of a continuous learning process for life. It will increase faster and faster throughout life from now on because jobs will become highly specialized, in narrower, more advanced fields. Learning will become much more comfortable and more fun toward areas where our natural talents lie.



Public education has not changed and improved much for us in many decades. They are defensive and not progressing with the changing technologies. They are hurting our industries and our national industries and income. Children will do much better in about 4-8 years because public education, unions, and politicians did not want to embrace change so far, but they will by then. If they wanted to improve, we would not be in the poor performance area in education today. When we do not want to learn and change to become better because of self-serving fears, we ALWAYS pay the price for it later. ONE CAN LEARN A LOT, QUITE EASILY, BY USING SEARCH ENGINES OR EXCELLENT TUTORIALS THAT ARE AVAILABLE ON ANY SUBJECT FROM THE INTERNET. Unfortunately, our public schools do not teach our children enough about our subjects for employability. Again, BORING CLASSES TURN OFF STUDENTS. IF YOU HAVE DOUBTS, SIT IN ON SOME MATH AND SCIENCE CLASSES UNANNOUNCED IF POSSIBLE. THEN GO TO A COUNTRY THAT EDUCATES ALL CHILDREN WELL, LIKE FINLAND, AND SIT IN ON THE CLASSES. Such poor preparation could take us back through a very bloody road to the stone age. The cure is to ensure excellent education for children of all colors, competitive with the top countries in education. Why have we not done that?! THAT IS THE MOST IMPORTANT QUESTION. If you have time, ask governors and higher-level politicians, including past presidents.



Our future success or failure depends on how well our products and services compete with the world's three best nations in any product area. You see, we deal internationally now and for a century now. We have hundreds of industries. Agriculture is one of them. I can demonstrate to you that our K-12 education has never kept up with changing technology, product changes, and market changes where we sell our products. I found two final 8th grade tests. Most of today's high school graduates could not pass the English or Mathematics portion in states like Tennessee and others.



I contacted several governors more than once about the poor education results we have and did not receive a single reply from anyone. I understand that taking steps in that direction is far riskier for a governor than for me. Our public education is not performing well. I have never seen so many organizational, management and performance problems.



There are only about 5% of the high schools in the USA that are graduating well-trained students compatible with the international high performing countries. Some of them graduate all students who entered these high schools BEST COUNTRIES . We need 75-80% graduating on such a high level for our economy's benefit to pay off the national debt slowly. Professors we contacted believed that our high school graduates in 2018 required two more years of remedial training to start attending the first year of a college program. The K-12 education-related unions do not want to change anything to raise the ACT scores. Our average nationally ic close to ACT 21, with 80% ACT Readiness. We should be at MINIMUM AVERAGE ACT 27 in 2020, with 75-80% of graduates being ACT Ready, instead of 20-25%. ACT Readiness is a low qualification representing 61% average subject knowledge on four subjects only. It is nowhere near what the high performing countries achieve. We need at this stage to be at an average ACT, above 29. The top ten countries in education are graduating high schools the ACT 29-34 knowledge equivalent area. IF OTHER COUNTRIES CAN OUTPERFORM US SO MUCH BETTER - AS THEY DO, THEN WE CAN SAFELY CONCLUDE THAT THE GREAT MAJORITY OF OUR K-12 SCHOOLS ARE DESTROYING OUR FUTURE. WHY? BECAUSE OUR FUTURE DEPENDS TOTALLY ON HOW WELL WE EDUCATE OUR CHILDREN COMPARED TO THE BEST THREE COUNTRIES IN EDUCATION. This kind of



GOOD TEACHERS ARE THE MOST IMPORTANT PEOPLE IN ANY SCHOOL DISTRICT. We have too many people who would agree - they would say, but you can count on one hand the people who are willing to DO SOMETHING ABOUT IT. That includes their unions. If I am 90% correct, and I believe that I am close to 100% accurate, then we, as a nation, have a huge problem with public education destroying our country. Most schools do not deserve the "school" name, because they are FAILURE FACTORIES and do THAT very well. They speak about how we Americans do not respect teachers like other countries' population does. It is not because of the good people who decided to be teachers. Our teacher training programs and teacher certification, along with the curricula, are much weaker than those of many other countries. The teachers are trying with what they have; they are frustrated; their morale is low. Their superintendents never had management training; their subject knowledge is too low. We need to ensure that potential teachers meet the following:

• Teaching in other countries that are great in education requires both a BS and MS in the subject that they will teach.
• They love their subject and keep up with every new development in it.
• They are the right personality for teaching and
• Come from the top 10% of their Master's programs, and
• They create fabulous results with children in the ACT 29-34 average equivalent range.
• Our teachers are nowhere near that. And that is the people's fault who approved the teacher training curriculum and the rigor of certification. The teaching profession is not one that anyone could do well. It requires a very specific psychological profile to do well. Two tests correlated that do this well for any profession are the Strong Interest Inventory and the Myers-Briggs Intelligence Inventory.
• The teachers are treated worse than a factory worker. Management training is absent in education organizations and that is the big problem creating it.
• What have the teachers' unions done about that in the interest of teachers? What have the governors done about that? WHAT DID ANY OF THEM DO TO RAISE THE ACT SCORES TO AN 80% ACT READINESS LEVEL? ABSOLUTELY NOTHING.
• Well, the unions did more. THEY COMPLAIN AND DEFEND THE TEACHERS INSTEAD OF CORRECTING THE PROBLEMS. AS IF THE TEACHERS' TRAINING AND CERTIFICATION WERE EXCELLENT IN EVERY WAY. THAT MEANS THAT THE TEACHERS UNION DOES NOT WANT BETTER TEACHER TRAINING AND BETTER CERTIFICATION.

Many nations went through a poor teaching period between WWI and WWII. Many corrected it. A few of our schools did as well. A few, because our philosophy is that "locally elected school boards know the best what schools should teach and how." Do you know how old this idea is?! It was this way since 1850, in a purely agricultural economy, where the local farmers knew very well what the children had to learn to do an excellent job on the farms. It was perfect for the period up to the early 1900s. THE EDUCATION COMMUNITY FIGHTS FOR THE SAME LOCALLY ELECTED SCHOOL BOARD IDEA WHEN IT IS OBVIOUS THAT THE LOCALLY ELECTED BOARD DOES NOT HAVE THE EXPERTISE TO HELP MAKE OUR SCHOOLS COMPETITIVE IN TODAY'S WORLD. THIS FACT BY ITSELF SHOWS THAT TODAY'S POLITICAL AND EDUCATION LEADERSHIP DOES NOT CARE ABOUT THE COUNTRY AND WHAT PEOPLE WANT. ACTIONS AND LACK THEREOF IN SOME AREAS MAKE THIS VERY CLEAR. They don't even realize that we went from the horse and buggy to the moon, went from local agriculture to international sales in more than a thousand different industries, with huge technological changes during the last 120 years. Today's school board requires much more knowledge, especially as a majority, to make changes to solve the problems we have in public education. Many things delegated to locally elected school boards need to be made nationally on the highest level. Examples are the school curriculum, teacher training curriculum, teacher certification, high school graduation requirements, hiring superintendents, managing superintendents. Also, continuing education for teachers since we are advancing faster in many technologies, better teaching tools, and how to make every class an exciting experience for the children instead of boring. Sit in on school board meetings and see how much time board members spend on improving our children's poor education. Do they make any good changes that increase the ACT scores? The locally elected school board members do not know some vital solutions that they are trying to make and do not have time for learning.



Our success depends on how good our workforces are in every industry compared to the top three countries. AND THAT DEPENDS ON HOW WELL EDUCATED OUR HIGH SCHOOL GRADUATES ARE. I am afraid that we are doing very poorly. The ACT scores in the chart we have here show how much our children are learning from grade one to twelve in our public schools, and how poor the results were since the year 2000 and most likely longer. Look at the ACT chart below, showing no improvement for 20 years. In a world where technologies are advancing, we have been falling behind other countries. Such is the price one pays for bad leadership.

Good results always depend on how decision-makers think, and how good a job their employees are doing. With the public education results we have, we must change the way we think and do things.
Good results always depend on how well we do our jobs each day as workers, to meet a specific, measurable objective to be achieved each month IN EACH INDIVIDUAL SCHOOL. Unfortunately we seriously regressed in public education for too long.

It is vital to have the right monthly GPA objectives (measured year to date) in every single school. The GPA year to date monthly objective is 10% higher each month than it was in the corresponding month prior year, with a monthly operating plan for any teacher or manager in every single school. YOUR RESULTS IN THE SCHOOLS ARE BAD BECAUSE THEY REQUIRE AN OBJECTIVE BUT NOT A CORRECT ONE THAT FOCUSES THE PEOPLE ON WHAT MUST BE DONE. YOU WILL NOT IMPROVE ENOUGH WITHOUT IT GUARANTEED! IF IT IS DONE CORRECTLY. By not having the right measurable objectives, that is a key indicator of academic success or failure; IMPROVEMENT IS NOT POSSIBLE EVEN WITH MAJOR CHANGES. Please look at the ACT performance chart FOR THE PAST TWENTY YEARS. IT IS A VERY POOR RECORD. WITH THE TECHNOLOGICAL ADVANCES COMING IN 2023-2024 in AI-ASSISTED COGNITIVE ROBOTICS, NANOTECHNOLOGY, AND SPACE SCIENCE, MOST OF OUR CHILDREN WILL BECOME UNEMPLOYABLE. THE FUTURE SUCCESS OR FAILURE OF OUR NATION DEPENDS ON HOW WELL WE EDUCATE OUR CHILDREN TODAY IN OUR PUBLIC SCHOOLS. THEY ARE DOING VERY POORLY.



There exists a terrible idea about what management is within education organizations. Generally, they promote the best worker into management. And he does not work out. Bad workers will not make a good manager. But without management training, the good worker also will not become a good manager of people. An MBA provides a very general introduction to management that is not very useful. Some universities offer a very busy two-week post-MBA Advanced Management Program. That is the best program to learn to solve management problems. It is a role-playing of management problems that one has to solve under pressure. Two professors from the graduate school of management and a clinical psychologist supervise 14 hours per day, six days per week. Management problems start developing in organizations if a manager has about 50 employees working for him. Management problems become more sophisticated as the number of employees increase. One major problem public schools have is a lack of such management training for principals and superintendents, contributing to poor results and teachers' high turnover. Proper Mathematics, Science, and Management training rarely exist in our education, which accounts for most of our problems today. I hope that we will make the governors and public education management people think so that they become much better problem solvers. Any organization with poor results can only improve if the organization recognizes its real problems openly to the public and plans well with proper objectives and operating plans. We have done none of that in public education while paying the most in the world per student. No one in the political leadership decided to solve the problem. The poor performance continued for decades. This inaction damaged us. We have been harming the majority of the public. It must be corrected. How can those who caused the damage claim innocence and claim today that they had nothing to do with it? How can they claim that as politicians, they acted in the interest of the people when they were party to damaging the country very seriously from within?



Focus everyone on what they have to accomplish every month. All people who supervise and lead others, especially teachers, must see their results together with their managers to see exactly how they could improve what they are doing. It needs to be an open team discussion about what could work better. That is how one can find the best idea when multiple solutions exist. Not wild, unproven ideas. So look for proven ideas that workHostile feelings and hurt egos have no place here. No one is perfect. But the senior person is more experienced. An objective is the measurable MONTHLY key indicator of success or failure under every manager, supervisor, principal, and, most importantly, every single teacher in every single school. For low performing schools like ours, the objective has to be 10% higher than the previous year's actual achievement during the same month. People do not respond to low objectives well. Especially if the objective is annual and not challenging. They just keep working the same way as before with the same results. However, people respond to the challenge of an objective that is a stretch and not easy. In a poorly performing area like education, one must have monthly measurable objectives, but the groups manager must check how his/her team members are doing at least weekly, and the performance reporting must be automated to limit any manual work and focus people and their time on preparation and work to achieve the objectives.



A comment on management terminology that needs to be clear. The word "objective" applies only to the current OR coming fiscal year, with a specific, measurable key indicator of success or failure, like a GPA or YEAR-TO-DATE GPA (Grade Point Average). You must have such a target to achieve monthly to focus all employees. A "goal" on the other hand, is a target that one would like to achieve during a longer period, like five years. Things can happen during those five years that could change the goal.



A grade point average or GPA is the best measure for an objective at all school levels. Some universities prefer that to an ACT or SAT score because it is very specific when they look at its details. It is also essential to have a national test (ACT or SAT) objective each year that is 10% higher than the immediately preceding year's score because cheating has happened with state tests to make the results look better for the public. Having a "90% graduation" objective with a low average ACT 21 minimum score has been creating pressures at the end of the school year to pass children who would otherwise fail. It is harmful instead of beneficial. Just look at the bad ACT results we have. THE CHILDREN ARE IN SCHOOL TO BE EMPLOYABLE WHEN THEY GRADUATE, AND ABOUT 80% TODAY ARE NOT EMPLOYABLE. For higher academic achievement, a graduation-only goal does not work. It only makes the schools look better, creating an enormous problem for the children and the nation later. Unfortunately, building up the graduation's and diploma's image in the public eye, instead of getting higher grades without dumbing down pass/fail points, is useless and harmful if the child cannot get a job. Why did the education system create it? Most are misleading the public, while the public schools do not teach most children enough so that our children become JOBLESS! Add to this a few 150-year-old management problems that worked well during the 1800s, but not after WWI. And we make the public's hard-earned tax dollars pay for it at the highest amount per student in the world. I think that for some reason, our political leaders have done nothing. They ARE smart people. If so, then they have a morbid fear of something, and we must find out what and remove it.



In addition to the objectives as described, for every individual identified for objectives, there must be an "operating plan" that lists the objectives, and the tools/material/training they need to achieve their objectives, so that both the resources and the results can be verified.



We need to buy an open-ended multiuser database system that can be very useful nationally to keep everyone informed about the public schools' progress for which they are responsible. With high enough security, automatic tests that are secured, with the ability to add other management functions to it later. This would cost much less, than 10% of the amount of money we waste with overstaffing 13,500 school districts' central management and loading teachers with paperwork.



In correcting problems of this magnitude, one has to act firmly and quickly. We are a bit late to this party. There will be big job losses and civil disorder problems, but not as big as we will have if we keep ignoring it further. Our governors and state departments of education ignore three important things. The technological developments fuel our industries if they have well-trained workforces. That means that our K-12 curricula must advance closely behind the technologies, with management training for all principals and superintendents, and state education leadership. Teachers need much better subject knowledge and continuing education about new developments in their subjects above the 4th grade. Use the objectives and operating plans in every school as described above.



It is vitally important to keep educating teachers to educate our children better to improve our workforces. Excellent K-12 education is essential for any industry's workforce to create products and services that are internationally competitive. We don't do that, and it is a big mistake. An organization that produced bad results at the highest cost IN THE WORLD to the American public for 20 years should not make any decisions in a new education system's management structure and standards. They are the worst source to set standards in teacher education and high school graduation standards to produce internationally competitive results. They are to satisfy employers' needs. Many employers met with governors about the poorly trained workers by our public high schools. The education organizations must deliver the employers' needs with the public schools, with much better prepared high school graduates than what they produced. Employers need new technologies to become more competitive internationally. And they need high school graduates like those educated in the top three nations in public education. Unfortunately, our public education claims to be the best globally, and they are far from it. The employees within school districts cannot and should not be blamed. The blame is squarely on the shoulders of governors and departments of education in every state, because THEY SET THE STANDARDS FOR THE STATE, and they created the bad morale within every school district that resulted in a very high teacher turnover in the USA.



Our objectives to improve public education need to be based on the following trends.

• Within one year of any new technology or science introduction, high schools' curriculum needs to include increasing information about the new technology or Science. The Kurzweil chart shows the increase in calculations that a $1000 computer will do, and this man's forecasts are accurate. Please look at this chart and remember what it tells us. We are getting very close to the $1000 PC that can do as many calculations as the human brain does per second. In 20-25 more years, the $1000 computer or PC will do as many computations per second as what all human brains could do or about 8,500,000,000 human brains combined, and the computer will be much smaller than the nail on your small finger. Think about what that means when robots use that much computer power, with artificial intelligence that will be about a million times faster than human intelligence. Read and learn about it first, then think about what good or bad things could such technology do. It does not mean that humanity will be destroyed because we already know how to use that high computational speed to multiply the brain's power during the 2030s. But it will require a well developed and educated and healthy brain. It would not work with an undereducated, recreational drug infected brain. That could take a child who studied hard and did not get involved with drugs out of poverty very easily and could bring us into a world of happiness. The problem is the coming ten years, during which the existing public education could eliminate the possibility because they are reducing our knowledge they are dumbing the population down. It is quite easy to show that with what we found.
  
  
  
  
  
  Dr. Ray Kurzweil is the best technology futurist, with a record of 87% of his predictions being correct and on time. Education leadership should read his books. It would be exciting and beneficial to explain such technology trends in high school classes. More importantly, when we do not incorporate new technology changes in the curriculum or don't know how to make our education a positive experience for most of our children, our education failed us. Example: requiring only Algebra 2 and Biology for high school graduation when we need Calculus and Chemistry plus Physics about 50 years ago, is the same kind of damaging move as lowering pass/fail points in the state test to produce higher grades. We are making a science out of "how to teach less and look better to the public as we dumb down our children so that they cannot get a job."


There is a very urgent need to accomplish these steps as soon as possible.














• The US education department needs to be aware of any changes in the curricula, teaching methodology, teacher training programs, K-12 graduation standards of the three best nations in education, especially in Science and Mathematics, and adopt such new information or standards in our education system TO KEEP OUR COUNTRY COMPETITIVE TO SURVIVE.

The other traditional side of education has to do with the knowledge of subjects specified in the state curriculum to make better decisions in a changing world and to be employable. But that cannot help if the curriculum and quality of education is not competitive with the best three countries in education. The majority of public high school graduates in most of our states cannot read well enough, cannot do basic math, read and write only block letters, and cannot fill out job applications. The poorly performing public education is costing us the most per student in the world. Instead of improving year by year, we teach our children less and less. We do things that stunt brain development in critical areas and use methods that worked in 1850 but not after the industrial developments that started accelerating after WWI. Our political leadership, lawmakers, and our weak education management do nothing to improve, and the top leadership is certainly smart enough to do it correctly but has not done that for many decades. WHO IS HOLDING A GUN TO THEIR HEAD TO DO NOTHING TO IMPROVE PUBLIC EDUCATION, MEANING INCREASING THE AVERAGE ACT SCORES FROM BELOW 20 TO 29 THAT CORRESPOND TO INCREASING ACT READINESS FROM A VERY POOR 25% TO 80% SUBJECT KNOWLEDGE, BASED UPON ONLY FOUR SUBJECTS TO BE "ACT READY" OF A GRADUATING CLASS TO 80% ACT READINESS? We will show how low "ACT Readiness" is. It requires only four specific subjects' knowledge out of four years of subjects. We used to require 60% minimum knowledge of all high school subjects ten years ago to graduate. Consider also that in a state like Tennessee, more than 80% of those who graduate from high school with a diploma are not even ACT Ready. Our political leadership is not thinking that we should improve our children's knowledge to be employable to average ACT score 27 to achieve 80% ACT Readiness because the education management feels that such a goal is impossible. When we have low expectation objectives that are unmeasurable, yearly instead of monthly, and are not a key indicator of success or failure, it will not improve. That is what we had in place for decades, and it is a major contributor to operating education without any guidance to achieve good results.



Why do our high school graduates' results need to be competitive and be at the same level as the top 3 countries in education? "WELL, THAT'S IMPOSSIBLE!" - SAY SOME PEOPLE IN PUBLIC EDUCATION. THEY ARE WRONG. WE USED TO BE THERE ABOUT 50 YEARS AGO. WE MUST BE THERE NOW MORE THAN EVER. THERE ARE GOOD REASONS WHY WE ARE DOING SO POORLY. ALL ORGANIZATIONS WE STILL USE AND DO SOME IMPORTANT THINGS EXACTLY THE WAY WE DID IN THE LATE 1800s. Teacher training declined.



Every time a new governor is elected, he/she hires a new state superintendent, We had huge technological changes since then. But not a corresponding change in our schools. We allowed education to be controlled by politicians and to be controlled by locally elected school boards. We have 13,500 elected school boards in the nation, all doing their own thing. These are huge mistakes that can only produce failure. We will deal with this in more detail below. The national and state management structure does not work, and the current structure will not work.



Our high school graduates will be employed by a company's workforce. Almost all companies' products and services are sold not only domestically but internationally. When we go shopping at home, we will see that many products are made in other countries. Both the quality and profit margin of products depend mostly on the workforce's high school education level for job training or additional college training. If our high school education is worse than those high schools whose products we see in our stores, most likely their high schools did a better job of educating their high school graduates. Such a situation results in fewer sales, lower profit margins, fewer taxes paid, which results in less national income. Normally that income would be 13-14% to pay for all federal programs. We have been struggling at 3-4%. When that happens, governments have to borrow money, which becomes the national debt, which will be about $30 Trillion for us by the end of 2020. The interest portion of the national debt will be close to $9 Trillion by end of 2020. THAT'S WHAT HAPPENS WHEN YOUR PUBLIC EDUCATION DOES A POOR JOB.



So, where is the problem? The ACT scores show very poor results and very poor readiness for college or employment. The ACT shows what our children learned from grade one to twelve. This is the teachers' fault. Right? That is not true. A high school graduate decided that he wants to be a teacher, with a fair assumption that the standards for the degree in teaching are at the right level for at least the first five years of teaching, and that the same is true, along with the knowledge of the subject that he will teach. It is a fair assumption by the high school graduate that all of these things are true. But they are not true. Both the elementary and high school has done a poor job. As a high school graduate, the student has reading and basic math problems, only one subject in Science, Biology, Physics, and Chemistry being more important. The classes were boring, so the student ended up hating the subjects. None of us could learn in a boring class. But we could certainly learn to hate the subject. The trouble is that cognitive AI robotics will start replacing jobs in 2024 that are not based on sciences that are changing under the influence of Space Science, Advanced Mathematics, English, all at the Master's level - if the new high school graduates want to survive. The good news is that the new robotics will be much better than teachers anywhere by about 2029, and the children from then on will be much better educated. But the time before then will become a big problem because we are graduating about three million children per year who are so poorly trained by high schools that they will be jobless. Thirty million of the existing workforce will also become unemployable because they were not educated well enough to be trainable for the new jobs. For a solution, the management structure needs change, management training is necessary for principals and above, the standards for teacher training needs change, so does certification, and performance needs to be measured by a national test plus GPA, and education laws need updating along with continuing education for teachers in the subject they teach.



There are a few important facts that also apply and are necessary for providing good-to-excellent education. No adult or child will listen, enjoy, and learn from a boring presentation where the presenter does not know the subject well enough and has to go to the textbook for an answer. I attended 29 classes in high school science and math 8-10 years ago. Then I went to the three best countries in public education to investigate their systems in detail; for about 40 years, I spent time several times annually in 10 countries initially that grew to 80 countries worldwide later. I am very familiar with cultural differences that could make or not make excellent ideas transferable to the US culture. I saw some smart children in every class in the US who could ask good questions. The people we need as teachers in the class are one whose personality is upbeat has a master's degree in the subject, loves the subject enough to keep up with new developments, and teaches with infectious enthusiasm to turn on all children their subject. We could test people for such qualities for a long time. That is what the high performing nations do in education. To achieve that, you could take two tests to find out the best fitting profession for you where you will be happy if you are 20 years old or older when taking these tests. It takes that long for the relevant areas to develop in the brain, but they do not change as you get older. We will always do the best job when we are happy in that job. The test names are the Strong Interest Inventory and the Myers-Briggs Intelligence Inventory. You can download both from the Internet for $100 total for both tests.



We operate in an "international economy." We trade internationally to satisfy customer needs internationally, NOT LIKE IN 1850. We advertise and develop products and services for all countries to be sold everywhere, including other countries. Around 1995 many of us noticed that our high school graduates could not figure out the amount of change for a customer if the electric power went off in the store. This is a grave matter because it involves some brain functions not operating well enough. At my own expense, I spent ten years investigating US education in every state from every angle and did the same in detail in the best three education countries. We were far behind in many areas as if we were using 150-year-old methodologies. In many important areas, from management structure to standards and subject knowledge, our public education is doing exactly that or less. I know, because I found TWO, more than 120-year-old 8th-grade final tests that most high school graduates today could not pass. To ensure that they were real, I found elementary school textbooks for English and Math from the same period, when we had only one dominant industry called agriculture. The world changed a lot since then, and we went from the horse and buggy TO THE MOON. That brought enormous technological changes everywhere, but not in education. The great majority of today's high school graduates could not pass those old tests. We will show them to you further down. IT APPEARS THAT IN BOTH ENGLISH AND MATHEMATICS; WE TAUGHT MORE TO 8TH GRADERS AT THE END OF THE 1800s THAN WHAT WE TAUGHT TO HIGH SCHOOL GRADUATES TODAY, MORE THAN 120 YEARS LATER. MANY OF US NOTICED AFTER 1995 THAT YOUNG CASH REGISTER OPERATORS COULD NOT MAKE CHANGE IF THE ELECTRICITY WENT OUT AT A STORE. LATE LAST YEAR, I HAD TO PAY A $23.00 BILL IN A STORE. THE ELECTRICITY WENT OUT, AND I PAID WITH A $50 BILL. THERE WASN'T A SINGLE CASH REGISTER OPERATOR OR SUPERVISOR, WHO COULD FIGURE OUT HOW MUCH CASH I SHOULD BE GETTING BACK. THEY WERE ALL HIGH SCHOOL GRADUATES, I VERIFIED. THERE SHOULD NOT BE A SINGLE SUCH POORLY EDUCATED HIGH SCHOOL GRADUATE ANYWHERE. < br>


Why would anyone or a nation do that? What does such a move do to the nation? It dumbs down the people who graduated from public school. That's about 80% of the population. But it is progressive. Every few years, you dumb down the public a little more, the public does not notice, but we are creative people! In about 50 years, the public's knowledge can be downgraded by 50%. This is a very important science related to military operations in psychological warfare, called disinformation theory. It goes back to V. I. Lenin's favorite saying: "If you lie to the public a thousand times, they accept it as truth!" We, of course, would not use it. Not even in the running for an office to be a member of congress at any level. Especially not in elections, not in political decisions, after all, we represent what the public, "The American people want...". This is a phrase that we all hear from politicians often. It rests easy because we would never do to "the American people" what public education is doing. Wait a minute...if our public education is doing that, they are doing it to American children on whom the country's future depends. Who is running public education I wonder. It is not managed the same way as other US government departments, with an annual budget approved, an annual operating plan approved with national quality control to compete with the world's best. Public education is an orphan; standards are not the same nationwide for anything. And each state fully delegated operational and spending decisions to the elected board of each school district. Anyone should understand that you cannot get good results that way. But you certainly get varying low performance when an elected body of the local population is in charge of things that they know nothing about.



The OECD PISA tests show how we are doing as a country compared to other countries. One country, China, shows only the top four school districts' results. Do not use China, Macao, Taiwan, Hong Kong, Korea, and Japan as an education system from which to learn. The parental pressure in these countries is enormous on the child seven days per week to study to be the best. Children normally do homework until midnight, and by 6 AM, they take the train/subway to school. The most effective teaching methodology and teacher selection methodology is in Finland. In our opinion, that method is transferable to the US. Their graduation rate is high, and the grades are also high, with a small difference between the highest and lowest grades. Their teaching methods are very friendly, without pressure, and with playing emphasized. In teacher selection, they emphasize the candidate being in the top ten percent of the Master's class in the subject that they would teach, psychological testing for the right personality for teaching. They will be an assistant teacher for 15 years, but all teachers are totally independent in planning the course's sequence, what books, teaching materials they want to use. There are no discipline problems. Their minorities are black African, gypsy, and Lapp tribes, but with good results by all. Education to a PhD in any field, and medical services are free, worker benefits are better than ours, but they are not a socialist economy. Poverty and extreme wealth (beyond $10 million) do not exist, and UN tests always show the population to be the happiest in the world. National level economic and business planning includes education and medicine on the same level as the major industries. That is the highest level of education in any country. But with the US, SOMETHING IS VERY WRONG, and NO ONE HAS THE COURAGE TO STAND UP AND FIX IT. So let me suggest a few questions to think about.

What do you want to achieve? It has to be a measurable key indicator of graduating student knowledge, both monthly and annually per school, as a goal five years away, and as an objective during the coming fiscal year. What level/percentage of ACT Readiness is to be achieved in graduating classes is a very important part of planning, because ACT Readiness is such a minimal requirement, that such graduates will not be employable with the new technological developments coming in 2023-2024.

What do you need in: people, their schooling and employment history, DECISION-MAKING AUTHORITY, equipment, money, and automation of testing and actual achievement vs. the objectives of every teacher, principal and other supervisors/management people AND WHY WE NEED SUCH RESOURCES to meet the OBJECTIVES AT ANY AND ALL LEVELS. These things must be known at all levels each month, so that you know what is not working as planned, to decide what must be done to meet the year's objective.

Adjust the system nationwide, but you must achieve ACT Readiness at 100% of those who graduate short term. The constant dropping of standards and requirements we saw during the last 20 years MUST BE ENDED NOW. THE PUBLIC MUST BE TOLD THE TRUTH and ALL OF THE TRUTH. The public's hard-earned money pays for our poor public education, and that HAS TO CHANGE NOW.

Artificial Intelligence (AI) has already passed average human levels in the USA with a high school education and will rapidly pass us in most fields within five years by 2025. AI-driven cognitive robotics (they can learn faster than a human being and can obtain answers from search engines like Google about anything in milliseconds for the right decision) will replace an additional 30 million from the existing workforce in just a few years as a result of the marginal high school education they were provided by our public schools. A major contributor was and still is our poor public education system, with less than 5% exception. We will show below that our public education did not keep pace with technological developments for about 100 years, which is degrading our workforce and national income. The effect will be twofold. We graduate 3.6 million students annually who would be destined to the workforce of our various industries. The great majority of them, 74-84% are unemployable. Second, the existing workforce, 30 million will also lose their job for the same reason. All these losses could have been greatly reduced if our public education maintained compatibility with the top three primary and secondary education countries. Is that all? Not yet. We have something that is far more dangerous. It is called the "black/white problem" that went unresolved for more than 100 years now. In fact it became worse during the last 12 years. We have been building a huge powder keg in this area by us doing a very bad job in public education. AND, WE HAVE DONE A SUPERB JOB TO CREATE A FUSE BY IGNORING OUR POOR PERFORMANCE IN EDUCATION, THE NUMBER OF PEOPLE THAT THIS INCOMPETENCE IS LIKELY TO PUT ON THE STREET AT A TIME WHEN OUR NATIONAL INCOME IS VERY LOW. STILL, OUR NATIONAL DEBT WILL BE EXTREMELY HIGH, AT $30 TRILLION BY THE END OF 2020. A RESOLUTION OF THIS PROBLEM WOULD REQUIRE URGENT ACTION UNDER CENTRAL AND NOT STATE CONTROL TO ENSURE RAPID IMPROVEMENT OF EDUCATION RESULTS AT MINIMUM 10% PER ANNUM. I AM DESCRIBING THE STEPS REQUIRED TO DO SO UNDER "ACTIONS" BELOW.



Having said all that, we are making enormous advances in biological computing as well, and in 5-8 years it will be possible to use brain implants to increase IQ, thinking and learning. We should also remember that we can do far better even today if we enjoy the teacher who is very interesting and his explanations are fascinating, and his/her behavior shows that he really cares about helping the children to enjoy his subject. The future from 2030 on will solve the education problem. I have already seen teacher robots and others in Japan, being tested in the real work environment. Buddhist monks had significant achievements in neurology, with focus on making human beings happier, healthier mentally, as well as correcting physical brain abnormalities that were created by early childhood trauma. According to them, we all have within us some unique capabilities that show up during the teen years, and they are likely to lead to work that we will enjoy the most. That is the vocational area where we will be the best. Steve Jobs went to India, spent one year with such monks, and it had an enormous impact on him professionally. I met him a few times and as a friend he was very nice and brilliant, and could see things in life that the average person could not. The Indian experience speeded up his mental performance enormously, and that made him difficult to have as a boss, because in meetings he could see immediate solutions to problems and he wanted to see the problems solved immediately. So the mechanism is within us to be doing something that we are going to become very good at. But the education we get is a "one formula fits all", and it cannot be optimized to the unique individual talents. The basic math, science level does need to be developed in school, and we are not doing it well. But developing them much faster along with the emerging unique talent will be possible within 8 years with AI driven cognitive robotics that will be here by 2023-2024, with their teaching robot by 2028 that will educate much better faster than any human being could do, matched psychologically to the individual student. It will be affordable by any family and will be the right tool to reverse the growth of poverty. If people in education today do not want to improve much faster than they have been doing to allow the deterioration for our children, they will not have a chance for improvement for future jobs, of which there will be many. Big changes are coming between now and 30 years of now, much bigger than what we can imagine for the better, unless we destroy ourselves.

“The only thing necessary for the triumph of evil
IS FOR GOOD MEN TO DO NOTHING!"
Edmund Burke, Irish/American statesman, 1776

Those good men, our political leaders and law makers of BOTH parties, did NOTHING that raised the ACT scores!

URGENT ACTIONS WE NEED TO TURN EDUCATION AROUND

Education (the high school curriculum and graduation requirements) needs to track the technological improvements, because our industries will adopt them quickly because technological improvements are released for them to reduce expenses. We went from the horse and buggy to the moon! That carried many technological improvements, that mandated the incorporation of pre-calculus mathematics and a year of Calculus, plus Chemistry and Physics. To this day we have not added them to the curriculum. In a numer of states like Tennessee, we are graduating children who cannot read or do basic mathematics well. Our goal of 80% ACT READINESS IS TOO WEAK WILL SUFFICE ONLY UNTIL 2021 AT MOST. THE TECHNOLOGICAL ACCELERATION THAT WE WILL SEE FROM 2020 WILL BE MUCH HIGHER THAN ANYTHING WE HAVE EXPERIENCED BEFORE. A GROUP OF NATIONS ARE ALREADY FOR IT, BUT WE ARE NOT BECAUSE OUR EDUCATION AND STANDARDS WERE ALLOWED TO DETERIORATE. Any improvement by us will require us to achieve a much higher standard because the only jobs that may survive robotics in only 10 years will be those that will require a PhD in a science, engineering or economics. To achieve that will not be more difficult for students, but teacher development will require frequent upgrading in education methodology and subject knowledge to a much higher level by 2024. IF WE CANNOT ACHIEVE THAT, THE COMING TECHNOLOGIES WILL BE ABLE TO PRODUCE SUPERIOR EDUCATION ROBOTS BY 2025-2028 TO REPLACE OUR PUBLIC SCHOOLS. WE SHOULD not be spending money on other than an excellent education, the needed technology for networking and the presentation of best teachers and professors in the nation to be used in all classrooms, for maintenance of improving ACT scores 10% per year MINIMUM. But it must be part of a written fiscal plan per school



There must be a measurable monthly GPA objective in every class of every school and in the school district, that is 10% higher than the prior years annual GPA everywhere. When performance is not planned and not visible, you get no improvement. When performance is 25% below normal expectation, you can bring it up only with Management by Objectives. What should be our readiness for our graduates to be employable? At or above 90%. The education community cannot be acceptable when they did not produce but only 17% readiness in Tennessee and 26% nationally. Such children will not be employable within a couple of years. We have to be internationally competitive in order to raise our national income high enough to pay off the national debt and improve sufficiently the workforce of all our industries to make our products and services competitive. THIS IS EXTREMELY IMPORTANT, AND PEOPLE WHO PRODUCED POOR RESULTS IN THE PAST NEED TO BE REPLACED. Reduce school district central management staffing to 2% of total school district full-time employees who do a good job.



Teach all principals how to do zero-based monthly budget and GPA-based monthly performance planning to achieve a 10% annual increase in the annual average ACT scores.



It is extremely important that all principals and superintendents must have management training. All people who do a non-management job but are excellent, do not make good managers. We have too many of those. And those who managed 50 people with outstanding results, may not do well with 500 people under them. The management job gets more sophisticated as the number of employees under the manager grow. This applies to experience with Military management as well.



American teacher training at universities declined as well during the past 20 years. Our teacher colleges must select mathematics and science teachers from the top 10% of the Master's graduates from both BA/BS and Master's level programs in the single subject they will teach, with close attention to the ideal qualification/personality match for teaching all children above 4th grade. We cannot improve teacher results without doing this. And we cannot improve teacher pay without far better results.



We must keep only employees who deliver FAR BETTER RESULTS THAN IN THE PAST. Use of zero based budget planning is very important for performance planning FOR ALL MANAGEMENT AND SUPERVISORY PEOPLE. Start with all high schools first against an ACT score objective that is 10% above the prior year's average ACT achieved.



Justify all jobs based on how they contribute to a high school's operation to increase the ACT score at least 10% over the prior year's average ACT core. If that cannot happen, why keep them or hire them?



Any school district must communicate TO THE PUBLIC, ESPECIALLY TO PARENTS, only the truth and nothing but the truth about education achievement. Currently this is totally ignored.

Provide a $100,000 financial incentive for each of the top ten high school principals in the state who exceeded 10% ACT growth, and recognition plaques to teachers and all principals who exceed a 10% higher G.P.A., than prior year's GPA, or more than 3.5 GPA, whichever is lower. Do not dismiss the power of incentives. In Dubai plus two other countries, a single $1,000,000 annual incentive to the best teacher brought fantastic results for 2018 and 2019.

Graduate only those who are ACT Ready, keep those IN HIGH SCHOOL who are not, for up to two more years.

Keep a voting-public record of all elected school district board members on all votes that would reduce spending or (or except for those that) increase education results. Locally elected school district boards of education do not and cannot contribute to improving our education system. Their voting majority does not have enough know how. Appointed boards can be very helpful (e.g. in a form of US Public schools is one called a "charter school").

K-12 Education MUST BE INTERNATIONALLY COMPETITIVE because high school graduates feed the workforce of all American companies from design to manufacturing. The quality and price of our products depend on the training of the workforce. We have to compete internationally with our products, and as our high school education declined compared to other countries, our profit margins decline, and so does our national income. We are one of the top spenders in the world per student, but we dropped to the bottom of the industrialized countries. We decide K-12 curriculum and depth of subjects within it, teacher qualification criteria, teacher training curriculum competitiveness require very well qualified people on the national level. We delegated everything under education to the states, who delegated almost all decision-making to the more than 13,500 school districts' elected school boards. There are several big problems here. One is an enormous duplication of staff and all of them not the best in the country. Most of them would not understand what we are talking about here. A very flat large organization that depends on elected local boards cannot have the right level of management know how to be successful with the existing prerequisites and experience. And the explanation in its favor that the best advice for how education needs to be improving comes only from the local population probably worked 150 years ago, but today it can only fail. Just look at the record we have documented here. What is most dangerous for the nation is the fact that no correction has taken place in the last 100 years in everything relating to education: management structure and methodology, standards in every job, performance and spending management, employee competence and level of performance internationally in a competitive world.



Public schools dominate about 90% of the K-12 education in every country. That makes them a "monopoly". A monopoly can control the country to ensure that no other type of school system can enter the country. A monopoly does not have to do an excellent job to stay in control. In fact, they can be doing a poor job in most schools as education is in the USA. They promote themselves to the public as a school that is much better than they really are. Understand ACT or SAT scores so that you can understand how well they are REALLY doing. Do not trust the state test scores because most have been dumbed down. They say bad things about any other school that makes a profit, even if they are much better in educating your child. We will tell you more here. Be very single minded about the school for your child. Care only about how well educated their students are by comparing ACT, SAT or N.A.E.P. (primary school test) scores. Or find out which is the best high school is with ACT scores, and ask the principal about which primary school is best.