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 late 1800s 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 21 TO 29 THAT CORRESPOND TO INCREASING ACT READINESS FROM A VERY POOR 58% 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 29 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 commissioner/superintendent of education. We have significant technological changes that the public schools do not follow. We allowed education to be controlled by politicians and to be controlled by locally elected school boards WHO UNDERSTOOD NEITHER THE NEW TECHNOLOGIES, NOR WHAT THE CHILDREN HAD TO LEARN TO BE COMPETITIVELY EDUCATED. We have 14,000 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 MANAGEMENT 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 depends 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. He makes 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, BUT not Physics, and Chemistry, that are 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 late 1800s. 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.

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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 Ph.D. 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 as a governor or superintendent? NOT WHAT THE PEOPLE FAR BELOW you believe they can achieve. When performance is very low like ours, and your people are not well trained and never had to change the way they worked, and you never had the experience to manage growth at a higher rate than 10% per year, it is a huge mistake to base the objective on their opinion. You should know exactly where the shortcomings are, if you don't know how to raise the raise the group's performance, you better hustle and learn, BECAUSE WE CANNOT AFFORD TO BE DESTROYED BY LOW PERFORMERS WHO HAVE NO IDEA ABOUT MANAGEMENT AND HOW TO IMPROVE THE JOBS BEING DONE. WE DO NOT NEED PEOPLE WHO SIT ON SUCH PROBLEMS FOR DECADES! BUT WE DO EXACTLY THAT. Let me give you just one example, out of many that I found. In 1997 and years prior the reading performance OF OUR HIGH SCHOOL GRADUATES IN TENNESSEE WAS BAD, AND WE SHOULD HAVE SOLVED IT BY 4TH GRADE!! AS USUAL WE DECIDED TO THROW MONEY AT IT AND DID NOT SOLVE IT. WE BLEW A FEW MILLION DOLLARS ON CONSULTANTS, NOT RECOGNIZING THAT MANY LAID OFF PEOPLE GO INTO CONSULTING AND THEY ARE NOT THE SHARPEST KNIFE IN THE DRAWER. WE HIRED THE CONSULTANT FULL TIME. WE DID NOT FIND OUT WHAT SCHOOL IN WHAT COUNTRY IS THE BEST IN READING, AND VISIT 2-3 OF THEM TO LEARN HOW TO TEACH READING, BECAUSE MOST SCHOOLS IN THE WORLD TEACH READING SUCCESSFULLY. THE TRIP WOULD HAVE COST $10K PER PERSON, AND ONE COULD DO IT. IT COSTS LESS THAN MILLIONS. YOU GAIN A PERSON WHO BECOMES YOUR EXPERT, THERE WERE EXCELLENT TEACHING AIDS ON THE INTERNET FOR READING, SO THE PROBLEM COULD BE SOLVED IN TWO YEARS AT MOST. I DID THAT. SO IT CAME TO LIGHT IN 2017, 20 YEARS LATER, WE STILL HAVE THE SAME READING PROBLEM. SO WE DID EXACTLY THE SAME THING, THE CONSULTANT SOLUTION. How could people be so astute in school district management, and why is it that the state department of education does not have the checks and balances in place to make sure that such a thing does not happen?! Our standards are way to low. We graduate children who are very poorly prepared. Why hurry? If we cannot graduate them with enough knowledge in twelve years that they should not be graduating from high school. The objective 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. UNFORTUNATELY, TOO MANY PEOPLE BELIEVE THAT GETTING VOTES MEANS THAT THEY ARE QUALIFIED FOR THE JOB. A VERY LONG TIME AGO, IN A MUCH SIMPLER WORLD IT WAS TRUE, BUT NOT TODAY.

Artificial Intelligence (AI) has already passed average human levels in the USA with 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, focusing on making human beings happier, healthier mentally, and 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 unique emerging 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 we 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 poverty growth. If people in education today do not want to improve much faster than they have been doing to allow our children's deterioration, 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 NEEDED
TO TURN EDUCATION AROUND

Education (the high school curriculum and graduation requirements) needs to track the technological improvements AND the average of the top three nations in education. Why? Because our industries will adopt the technological improvement 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 number 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 2024 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 READY FOR IT, BUT WE ARE NOT BECAUSE OUR EDUCATION AND STANDARDS WERE ALLOWED TO STAY LOW AND DETERIORATE. Any improvement by us will require us to achieve a much higher standard because the only jobs that may survive robotics UNTIL 2025 AT BEST will be those that will require an MS in Mathematics, 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, because our schools demonstrated that they do not want to improve.

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.

One cannot improve the way one works after 20 years of poor performance. There must be a measurable monthly GPA objective in every school and in the school district, which is also 10% higher than the prior year's annual GPA everywhere. When performance is not planned, not measured 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 80% minimum. 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. WE ARE AT A VERY DANGEROUS POINT IN OUR DEVELOPMENT. WITH A NATIONAL DEBT AT $30 TRILLION, AND HAVING A PUBLIC AS POORLY EDUCATED AS WE ARE IN 2021, WE NEED HIGHLY DISCIPLINED MANAGEMENT TO SURVIVE. Reduce school district central management staffing to UNDER 2% of total school district full-time employees who do a good job.

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

All principals and superintendents must have management training. All people who do a non-management job but are excellent do not NECESSARILY make good managers, YET THAT IS HOW WE PROMOTE. 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 PROGRAM 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 SCORE 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 score. 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 GPA than the 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. BY 2025 WE HAVE TO TRANSITION TO STEM ACT READINESS, BECAUSE THAT IS WHAT WILL INCREASE JOB SURVIVAL.

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 the 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 declined, and so did our national income from about 14% to 4%. We are one of the top spenders in the world per student, but we dropped to the bottom of the industrialized countries in performance. 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 14,000 school districts' elected school boards. There are several big problems here. One is 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 locally elected boards cannot have the right 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 80% 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 of staying in control. 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 doing. Do not trust the state test scores because most have been dumbed down. They say bad things about any other different school, even if they are much better at educating your child. We will tell you more here. Be single-minded about the school for your child. Care only about how well educated their students are by comparing ACT, SAT or NAEP (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.

It is not possible to turn around bad performance without ALL OF THE ABOVE STEPS. In 2016, we were the highest spenders per student in the world. We dropped to 40th in mathematics internationally that year, among 15-year-old high school children, and that is very bad news. We spent and kept spending the people's money for public education, our hard-earned tax dollars. But the poor job we did and do in public education will result in massive joblessness for our children and grandchildren for life. Whose job was it, and is it to deliver one of the highest results for the high spending in education? The money was enough, but where did it go? Certainly not for the right people in the right places in education districts. The remedy would be a forensic audit of medium to large school districts and changing people and projects that have not been productive.

Reference: Click here for ACT College and Career Readiness/benchmarks.

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76-84% OF CHILDREN WE GRADUATE TODAY (94-97% OF BLACK CHILDREN!!) ARE SO POORLY PREPARED THAT THEY WILL BE UNEMPLOYABLE! Anyone can keep denying this fact, but our education results are unacceptable for any demographic group. We have been paying the highest rate in the world per student for this unacceptable poor performance. I love my country and will do my best to prevent its destruction, or would be the happiest if some responsible people could show me that I am wrong. Our education is a major civil disorder creator. Are we creating it purposefully to "reduce the population?" In two years time, the public will discover that they paid for education the highest amounts in taxes in the world for decades and their children cannot get a job after 2024. Our "black/white" history has been going on for more than hundred and fifty years, unresolved, and education having the smell of being fraudulent (expense per child from our taxes is the highest in the world, but the results dropped to the bottom of the industrialized countries, purposefully dumbing down the population), what we are doing has to be the all-time dumbest strategy that would be the worst problem-solving solution, but here it is! Please, someone, explain this to me in detail and in writing if I am incorrect. some will have to pay, but if we do not admit first, it will be discovered soon, and the reaction will be violent. I hope that I am.

As a result of our public education, we fell from the top to the bottom of the industrialized countries in important subjects, especially in mathematics. We were told how well our public schools are doing by our education management everywhere -- and now we find that what they told us was not true. THERE HAS NOT BEEN A SINGLE PERSON IN PUBLIC EDUCATION LEADERSHIP WHO STOOD UP TO FIX IT IN MORE THAN 20 YEARS OR LONGER. NOT ONE! Our parents are told by the schools that we are doing fine as students when we are not. If that is untrue, many children may be unemployed for life because we are already two years behind, according to discussions with college professors. Did any governor care enough to do some things that raised the poor ACT scores? NOT ONE. WE HAD THOUSANDS OF GOVERNORS SINCE 1970, BUT THEY ALL PROMISED WHILE RUNNING FOR OFFICE TO FIX EDUCATION AND TO RAISE THE ACT SCORES AND TO MAKE OUR CHILDREN EMPLOYABLE. NOT ONE OF THEM STOOD UP SEEING THE QUICK INCREASE IN EDUCATION EXPENSES. STAFF GROWTH AS THE RESULTS WERE DROPPING AND SAID THAT WE ARE NOT GOING TO KEEP INCREASING THE SPENDING UNTIL WE FIND OUT WHY WE ARE NOT IMPROVING. AFTER WE SEE THE APPROPRIATE IMPROVEMENT, WE WILL DISCUSS WHAT EXPENSES WE CAN CUT AND WHAT EXPENSES COULD GO TO IMPROVE THE EDUCATION RESULTS. NONE OF THEM TOOK STEPS TO CORRECT THIS SITUATION.

In 1997 I noticed that we are graduating children from high school who cannot read well and cannot do even basic math. This negligence IN EDUCATION MANAGEMENT handicaps students through high school and for life to this day 23-24 years later. Instead of visiting a few schools anywhere in the world at some minimum expense compared to what the indirect cost of this problem will be without quick resolution, education districts hired consultants without looking at a good school that did the job very well, which is the best and also the least expensive solution to solve such problems. Few consultants are good. They are generally people who lost their jobs, and they do consulting until they find a good job again. The spending went into millions, but the problem went unsolved for more than twenty years now. But we are starting again with the money-wasting consultant approach. After rediscovering the problem again, we did the same thing. The problem went unsolved. Teaching reading is not a complex problem. The most effective and least expensive solution is to visit a couple of schools that have the best results both in reading and in all subjects, in the USA or anywhere in the world. It is important to visit and see the best in any field. Find out exactly how they do it. In parallel, find and read a few good articles about how they teach reading and math in countries with an excellent education system, like Singapore, and Finland. They are much better in education than we are. Then you know what you have to do and how. I found an excellent school network called Success Academy Schools in New York. They take poor inner-city black children, for less money than what traditional public schools get, AND THEY GET HIGHER GRADES THAN MOST PRIVATE SCHOOLS IN NEW YORK. I walked into a lunch room there, picked out a lively table of 8th graders, and just said hi, telling them how hard their job is that they have to read 50 books every year. This tiny girl jumped up, told me that I was wrong and described what the teacher did to engage everyone's imagination and the fact that 3 days later they could "see" what was happening in their mind in the story, and it was better than TV. That was a fantastic and very specific introduction to teaching reading. When I left, the little girl yelled after me that she is on the 87th book this year!! And I learned the trick to teaching reading from an excellent witness. They all loved reading and talked about what university they will go to and graduate what year. They referred to each other by name and what year they will graduate from their university. By that time, we had a bunch of very enthusiastic children around us. It was a fantastic experience! One always learns best by observing the best people in the best performing group in the best nation, and then doing it yourself. Much better than any other method, and it may cost the school only $3-4K. Hiring a consultant will cost the school $100K-1,000K. It will not work, because to successfully hire anyone, you have to know how to do the job well and what has to be done. How do you determine otherwise how good the consultant is? We become the best in something by brain-learning, but to become really excellent we actually have to jump in and do the job to train the brain, the motor nerves or any other part of the brain to become really excellent about the task. Unfortunately, in most schools, they know a lot less than what is required for excellent performance. When the 20-year ACT record is as bad as it is on our chart, you generally do not have the right people on top for high performance. High performing people do not stay in a poorly performing organization. We will further explain a much more serious problem: the use of calculators created in children in mental mathematics is very important for autonomous mental mathematics that is vitally important in decision-making and analytical thinking in adulthood. We managed to paralyze it by using calculators. It is not too much for a voice response, but in tasks that require fast, automatic calculations like decision-making, which all human beings need.

The following information is to explain some things for the ACT chart and graph below. The ACT measures what our children learned from grade one to twelve. As an annual national test, the ACT is the test of choice for about half of our states, covering about 55% of all graduating students. It appears that most state tests are not good indicators of performance because the state departments of education alter them to show higher grades for less subject knowledge, by dropping the passing points to get a result that graduates more than 80% of graduating children. They call the method Cut Scores in state education departments. We wrote to some governors as much as three times, and we did not get a reply from anyone.

Why is it important to know how the best countries in public education achieve their excellent results?

The OECD PISA test is the most respected international test whose results cover the 79 countries' educational performance plus the best four Chinese cities/provinces but not the average best result of China. The best countries in education are among them. I would suggest a few things for consideration for adaptation to our culture. Japanese, Chinese, Hong Kong, and another 3-4 large Chinese communities with excellent results, Taiwan, and Korea all produce outstanding results. A major influence that drivers those results is a parental pressure like no one else has, that results in a slightly higher suicide rate than what is common. I preferred to focus on the others for this reason. About 50 years ago, I traveled on business to about 90 countries annually for about 40 years. 50 years ago, I saw American products valued the most in every country because they were indeed the best. We were operating our industries in an international market then, both in the USA and in other countries, and even more so today. Our public education declined more since then, but we poured more and more money into it per student, and we became the highest spender in the world per student. Other nations improved their public education better than we did and passed us. Today, when you go to most stores, you see that most products are made in other countries. We lost entire markets to them (e.g., all heavy machinery, all electronics, and others). Look at any product. We became the highest spender nation per student, which dropped our children's education and, therefore, our country's future to the bottom of the industrialized nations. Why? Because our education system and schools do not think that our schools compete with other nations' schools. THIS IS A HUGE MISTAKE. The high school graduates become employed by the workforce directly or through university education of various employers. IT IS THE EMPLOYERS' COMPANIES WHO KNOW BEST WHAT LEVEL OF EDUCATION THEY NEED TODAY AND IN THE FUTURE FOR THEIR WORKFORCES. US Education Management never seems to pay attention to this important fact or to things like how the brain's neuronal network operates, where unique capabilities develop at a specific age "window" and in a specific sequence, between birth and about 20 years of age. Learning is possible later, but it is much more difficult unless you kept up learning. Such is the impact of using calculators in school instead of learning math very well. The brain is used for fairly complex mathematics and pattern recognition when critical thinking and decision making. And this is only one example of what kind of decisions have been made in our public schools. It is the workforce of companies and entire industries that create the products and services. If our workforce was educated well, if we kept our schools one of the best than other nations, we would be doing much better. If they knew what the best international education systems are planning and achieving so that our education system would be among the top three in the world, we would be doing much better financially as a nation. That also means a good tax income for our state and federal government. Today our national income is struggling around 3-4%, when it should be at 13-15%. To pay off our huge national debt, which will be $30 TRILLION by the end of 2020, we would need an additional 4% raising the needed national income to 17-19%. Many would say that this is impossible. People who are used to poor performance for decades always believe that they are doing their best. They don't know that the results always mirror how everyone does their job, and they all work very hard. What they don't know without extensive management training, which does not appear to exist in education for some reason, that they are working hard with 19th Century shovels instead of 21st Century machines that can accomplish a hundred times more with one worker with an easier job. Doing a job in an excellent, smart manner and creating excellent results is easier than doing a job that turns out bad.

Our country's future depends on how well our children are educated today. 15-25% somewhat prepared, like today, is far from enough. Why is it that those good men and women who are our political leaders, our public school management, and our lawmakers of both parties did nothing to increase the ACT and SAT scores to be among the best five countries in education when our spending per student is the highest of all nations? SOME OF THEM TOLD ME THAT THERE IS A THREAT FROM THE "EDUCATION PEOPLE" TO VOTE US OUT IF WE PROPOSE ANYTHING THAT THEY DO NOT LIKE. THEY ARE NOT FROM "SICILIA", THEY JUST WATCHED

Human behavior, pride, making students feel good about themselves when they are not doing well and such are not always helpful. Being truthful and understanding is better. Even after three years of bad performance, if the boss does not say anything, everyone in that badly performing organization believes that the poor school results may not be bad but average-to-good. It is a normal human characteristic to show your performance in a good light only. But it can happen with lies, or truth or both. Low performing organizations will stretch the truth to LOOK BETTER to their customers, UNLESS THE LAW REQUIRES THE SPECIFIC TRUTH IN SPECIFIC AREAS THAT DEFINE THE TRUTH ABOUT HOW GOOD THEY ARE COMPARED TO THE BEST % IN THE WORLD IN THE SAME PRODUCT OR SERVICE AREA. WE NEED SUCH LAWS, AND PUBLIC REPORTS THAT ARE NOTHING BUT THE TRUTH IN EDUCATION. Imagine the attitudes after 20 years of poor performance. "ACT Readiness" indicates only:

An average of 50-70% minimum subject knowledge (ACT scores 18-23) of only four subjects (like 50-70% good answers in a test) called "ACT readiness," is not a sufficient minimum standard ANY MORE. That means that the ACT Ready child has a 50% or 75% CHANCE ONLY TO PASS THE SAME FOUR SUBJECTS ONLY ON THE FIRST YEAR, FRESHMAN LEVEL IN COLLEGE. That is nothing compared to the level of knowledge we need for employment that can survive robotics for ten years. The level of readiness coming out of high school is not good enough. ACT Readiness cannot be ACT's doing because the state education departments are doing many things to create higher grades for less knowledge. The education system does not want to raise ACT Readiness because 75-80% of those children they graduate are not even ACT Ready. Consider also that ACT's income depends on our school system, and our public schools fight against any change to improve ACT scores. The education system in every state acts against any change or improvement. All the new technology areas are accelerating faster. The graduating requirement from high school needs to be ABOVE WHAT WE HAD A FEW YEARS AGO, WHICH WAS 60% achievement minimum in all high school subjects. We need central control of all standards in every state to increase our chances of recovery. WE NEED TO BE ABOVE 70-80% KNOWLEDGE LEVEL IN ALL HIGH SCHOOL SUBJECTS. OTHERWISE, IT WILL BE IMPOSSIBLE FOR OUR INDUSTRIES TO SURVIVE. The nations we compete with have ACT 29-34 equivalent average results when graduating. Our high schools give a diploma to more than 80% of graduates in Tennessee, who are not even "ACT Ready" and that is below 60% knowledge level of four high school subjects only.

About 84% of the children we graduate from high school in Tennessee are not even "ACT Ready." Not too long ago, we graduated students ONLY if they had a higher than 60% subject knowledge IN ALL HIGH SCHOOL SUBJECTS. That was called a D or better grade-performance in all subjects. Many employers and colleges did not accept graduates with such low performance like a D. The current level of performance for being "ACT Ready" is much worse than that. We wrote to governors about this huge problem in states like Tennessee 3-6 times, and no one replied. Too many people from the political leadership and education organization tell the public "tall stories." TOO MANY OF THEM ARE CONMAN who just make money from the poor performance of schools and they take the donors for a ride. No response from a governor three times is not good news. A person who is doing well responds proudly with facts. A strong leader who knows what is happening in his/her organization is honest, truthful, has a good plan to solve the problems, and welcomes suggestions because they may learn something significant and useful. An election is a contest of self-promotion. Just think about how well you knew the candidates before you voted for them. Their message captured you. Our governors promise to fix public education certainly captured me. But his lack of action, and not even answering letters certainly educated me, and such experiences should educate everyone. What good are they doing "beside basking in the lights, as the government is playing their favorite songs?" The education problems are not important for them. THEY ARE VERY BUSY DOING OTHER MORE IMPORTANT THINGS THAN OUR FAILING EDUCATION.

The ACT results are solid evidence of how much a child learned between grades one and twelve. So what? Your child's ability to make a living depends on it. And the future of the entire country depends on it. And they all believe that they are doing a good job. Welcome to our public schools. Honesty with the students and parents so that their expectations for employment are realistic would be most helpful. But they are telling parents that "God did not make all children for college work. But your little Johnny is smart, he can learn a trade, and do well!" is an unadulterated lie because all such jobs will go to robotics within five years, by 2024. I attended 29 classes in 15 different school districts in Science and math. The new state superintendents always attend three classes, preannounced in the newspapers. The most common complaint we heard from high school students during the past 15 years was that the classes are boring. After finding a few interesting things about our education programs, I visited the best three public education countries to learn how they are getting better results. They were averaging an ACT equivalent score between 29-34. Half of the final graduation grade is a test that they take on all four years of ALL high school courses.

“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 score.

It is useful to look at the 20-year average annual ACT results of Knox County, TN, the state of Tennessee and the USA high school graduates above without any explanations first. You will notice that 20-years of ACT results are flat and not improving. Others' opinions can influence all organizations. I would suggest finding out about the published results first. Just look at the results above. Focus on finding out how well our high schools are doing, looking at their ACT results for 20 years. If they are doing a bad job, like a less than 22 average ACT score, they are graduating with only a 25% knowledge of the high school subjects. THE MEASURABLE RESULT (e.g., AVERAGE ACT SCORE HOPEFULLY above 26) OF ANY MANAGEMENT CHANGE, DEPENDS TOTALLY ON THE ACTUAL MEASURABLE PRIOR FIVE-YEARS' RESULTS OF THE NEW EMPLOYEE(S) PUT IN CHARGE. For the past twenty years, the ACT results were poor. Who can really think that a headhunter will find a good superintendent candidate when we have poorly performing schools almost everywhere. 74-86% of public high school graduates are that low, and we graduate them with a diploma. If the schools are doing an excellent job, like a 29-34 average ACT score, the same as what the top nations are achieving who passed us, their opinion would be valuable. Your child's and the country's future is at stake. That makes primary and secondary public education a very important thing to ensure a normal future for the entire country.

The high schools have the most important job in any country. After graduation, our children become a national workforce in every industry, in every company, and government jobs. It is the workforce that creates and makes the products and services in all industries. Some high school graduates go on to get university training and be at the high end of the workforce. The quality and price of the products and services depend on how well educated the workforce is AND HOW WELL THEY KNOW WHAT THEIR COMPETITORS ARE DOING. IT IS TRUE IN EVERYTHING THAT IF ONE DOES NOT KNOW ONE'S COMPETITION 100%, THE COMPETITION WILL BEAT YOU WITH ABSOLUTE CERTAINTY. THIS IS NOT A GAME. KNOWING A FEW THINGS ABOUT THEM, SECOND HAND IS NOT ENOUGH. AMERICAN EDUCATION AND POLITICAL MANAGEMENT KNOW NOTHING, ZERO, ABOUT THE HIGH PERFORMING COUNTRIES IN EDUCATION. The best products will be the most popular in features and also in price. And that depends on the high school education of the workforce in the country that creates the products. Government jobs do not make or create money. THEY USE THE PUBLIC'S TAXES. Public education is one of them. Public education depends on the taxes that private companies and individuals pay. That's called national and state income. The national income is normally 12-14%. But we have been struggling with only 3-4% as national income. It is not enough, and it depends mostly on the education of our national workforce. And then the government has to borrow money called the national debt, on which we have to pay a very high national interest to the landers. If you read this, you will hopefully understand that the quality of high school education can raise or lower national income, which depends mostly on our high schools. Our high schools are not doing well enough, and that creates a huge problem. That can destroy a country from the inside.

The high schools' job is to create a "product," called the high school graduate, who is employable in a job that pays enough to maintain a family of four. Think of the employer as the "customer" for the "student" It is essential to understand that what the high schools teach must be what the employers need, and our schools must teach it very well. NOTHING LESS, preferably more. The reality is dismal in public schools. Read about "ACT Readiness" below. 80% ACT Readiness or an average ACT score of 27 is the minimum for "well enough trained high school graduates today" for tomorrow's jobs until 2024 only. We have a huge technological impact coming in 2023. The employers' needs from high school graduates are increasing with changes in technology. The schools may argue with you about this, but obviously, for your child to be employed, his/her employer must be happy with your child's education/knowledge. By 2023 we will have three major new science groups, A.I.-driven cognitive robotics, space science, and nanotechnology, a change much bigger than what computers created. Every time new technologies arise, they will influence the way employers work and change their jobs. There will be a big change in jobs, emphasizing Mathematics beyond Calculus, Biology, Chemistry, and Physics is becoming the most important Science. Reading and good mental Math, English Composition, and Economics are also subjects that today's high school graduates need to master very well. Robotics and Artificial Intelligence (AI) will replace many jobs. That means that most of our schools are not doing a good job. The parents must supplement the children's education using a great supply of outstanding and inexpensive learning aids and tutorials on the Internet. We are providing a list of the best below. In the ACT performance chart, the Internet's teaching material is vital because teacher training became weak. The important thing is that the "customer" for the "products" that high schools graduate are the EMPLOYERS. OUR SCHOOLS MUST SATISFY THE NEEDS OF THESE EMPLOYERS, WHO HAVE BEEN COMPLAINING ABOUT OUR POOR HIGH SCHOOL EDUCATION TO GOVERNORS FOR THE PAST TWENTY YEARS, WITHOUT ANY HELP BY THOSE GOVERNORS TO RAISE THE ACT SCORES. ANY MONEY SPENDING THAT DOES NOT RAISE THE ACT SCORES IS WORTHLESS IN IMPROVING OUR POOR RESULTS. EVERYTHING IS GETTING MORE COMPLEX AROUND the US PRACTICALLY EVERY MONTH. THE WORKERS NEED MORE KNOWLEDGE, BUT OUR CHILDREN'S EDUCATION, THE ACT SCORES SHOW, IS NOT GOING UP. THAT IS NOT GOOD NEWS.

This is our biggest problem. The signs are all around us. The old American courage is gone. The ACT results have been too low for 20 years or more. Neither party did anything to fix it. The ACT scores remained low. Our founding fathers' great ideas are trampled. Money is king. Too many of us worldwide hate and even kill each other for ridiculous reasons like different opinions, appearances, languages, or religious beliefs. We have been struggling with a historical black/white problem for more than 100 years. A good education would be critical to fix it. Why is our children's education not important enough for the governors from either party to raise the ACT scores for 20 years or more?! UNBELIEVABLE! Have we all become slaves to something evil? People with extreme wealth and the best education in small numbers can control anything. Not necessarily bad. The key to our survival is "our public schools must be among the best three worldwide in education." Read here how poor we are. And we human beings could have fixed all of this on a large scale, with the right leadership in every state. Poverty in the US is growing at a high rate instead of decreasing. The education system blames poverty for the bad education results. Not true. Bad education creates graduates for low paying jobs only. Bad education creates poverty. US public schools became the most expensive per student in the world. Most of our public schools' education became the worst in the industrialized world. We should not have slogans like "Excellent education for any child!" How about "POVERTY FOR EVERY CHILD!" It is a lot closer to the truth. The American public education system has been declining for a very long time, dumbing down the high school graduates, and "misinforming" parents and the public. The international PISA test shows us too far behind. An article in one of the major American education publications claims that we are number 1 in the OECD PISA tests worldwide. A huge lie, and without any government agency taking any action whatsoever to apologize for delivering poorly educated children who will be jobless. They could be fixing it instead. But they don't. WHY? Politicians propose something because "the American people want it, deserve it or need it." NO THEY DON'T! Their "representatives" convinced the public with promises that are not kept to give them money for advertising to fight and deliver the promises made. This kind of behavior is not so common. EXCEPT FOR PUBLIC EDUCATION. From governors on down, they delivered NOTHING that raised the ACT scores. Our public education is in bad shape, perhaps with only 5% exception. How come we do not hear any support from politicians for actions that increase the ACT scores? Is it the parents who want their children unemployed in the future?? "SPEAKING FOR THE AMERICAN PEOPLE" must be it! Or is it the governors? Why is it that governors do not make changes in our public education that raise the ACT scores?. Why do you allow education publications to publish not just small lies but major ones, like America is number one in the OECD PISA international tests in mathematics, when we were 25th at best in the past, closer to 40th most of the time? ACT Readiness benchmarks pass you at a 23 ACT score at best, which represents only 22-24% good answers on a test, in 4 high school subjects only, which is very low performance. Why do you allow 74-84% of children who do not even meet ACT Readiness to graduate from high school? And for black students, you graduate 94-97% who do not meet the low ACT Readiness!! Our education system should make sure that 90% or higher ACT Readiness graduates. Not just 16-26%. They cannot even hang on to jobs for a month that way. A decade or so ago, we used to graduate only those students from high school who passed all four years of high school courses above 60% good answers in every single high school subject. In the last few years, 74-84% of high school graduates do not even meet the four subject benchmark test that passes only 25% of subject knowledge called ACT Readiness. Do our political leaders and governors want our children unemployed? And you allow people with such low performance to be employed or to be decision-makers on our education. We are doing what Edmund Burke warned us about in 1776. Such low performance has been dumbing down our children in public schools

“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 and SAT scores! OUR HARD_EARNED TAXES PAID THE HIGHEST RATES PER STUDENT IN THE WORLD, BUT DROPPED OUR CHILDREN'S EDUCATION TO THE BOTTOM OF THE INDUSTRIALIZED COUNTRIES. It would be reasonable if governors could explain why they did this, and what their plan is to restore our MINIMUM high school ACT readiness to 80% of the graduating classes.Those scores show reliably every year what our children learnt by grade twelve.

In business, there is a natural control to help keep the organization healthy. If you do a bad job, like the great majority of our public schools, your customers disappear within a few months, and you are history. No one will use you, and public education would be gone, and someone better would take the bad schools' place. Why do we treat poorly performing public schools preferentially? Their money is guaranteed by law, regardless of the results. AND! The law says that your child must go to one of them, EVEN IF THE SCHOOL IS DOING A POOR JOB ACCORDING TO THE STATE. THE PROBLEM IS THAT THE STATE'S DEFINITION OF IT APPEARS THAT PUBLIC SCHOOLS DO NOT HAVE ANY CHECKS AND BALANCES BETWEEN THEMSELVES AND THEIR CUSTOMERS, THE EMPLOYERS. ALSO, THERE IS NOT ENOUGH OVERSIGHT OF SPENDING, AND THEY WASTE A LOT OF MONEY. THAT IS WHY WE PAY THEM THE HIGHEST AMOUNTS PER STUDENT, BUT THEY ARE DELIVERING THE WORST EDUCATION. PUBLIC EDUCATION SHOULD NEVER EVALUATE THEMSELVES. IT IS THE EMPLOYERS WHO SHOULD JUDGE HOW WELL THE HIGH SCHOOLS ARE PERFORMING BASED ON A NATIONAL STANDARD THAT IS COMPETITIVE WITH THE TOP 3 COUNTRIES IN HIGH SCHOOL EDUCATION.

Unfortunately, the laws require attendance of PUBLIC EDUCATION by students, without the parent being able to use the actual amount of money spent on a child's education, which is $11,000 from taxes. The education laws also guarantee the schools at least the same amount of money for the new school year from the people's taxes that the school district received the previous year, REGARDLESS OF PERFORMANCE. THESE ARE THE CONDITIONS THAT PRODUCE BAD SCHOOLS AND THE WORST OF MONOPOLIES TO EDUCATE THE PUBLIC. THERE IS NO RISK TO THEM IF THEY DO A BAD JOB. AND THAT IS HOW MORE AND MORE OF OUR SCHOOLS BECAME "FAILURE FACTORIES." But by being so bad in providing education, they are graduating the great majority of our children (75-80%) so poorly educated that they will be jobless, in poverty.

The future (2030) education curriculum comparable to high school today, will need to rise to Master's level UNIVERSITY work (2018) equivalent knowledge by age 18, in 2030. We need a much stronger foundation in basics in both elementary and high schools. E.g., mathematics beyond Calculus, 5-8 different groups of sciences, communications, and economics with psychological analysis included so that the future workers can be re-educated for much narrower, much more advanced knowledge that can be optimized for the natural talent of individual children. The future will bring many highly specialized jobs that will have a short duration with fast technology changes. That will require constant learning for life. This will include inorganic supplemental brain implants by 2030 to raise the human brain capacity and power much higher. Such "high school" education can be accomplished only with AI-driven cognitive robotics that will educate people with a fantastic "Education-in-the-Pocket" product, with knowledge updates literally in seconds. I see the possibility of yet unknown sciences and knowledge popping up as a need from one day to the next, with a short job duration because new developments will overtake the old job that fast. Falling behind in education today is becoming a very dangerous thing in the USA for the 2020-2030 period, although I believe it will greatly benefit humanity. We understand in a very limited way only by formally and informally what we get educated on in the broadest sense. But the knowledge that humanity is to learn as yet is infinitely huge. Yet we act and pass opinions as if we knew everything today, when we know virtually nothing yet.

I have some very good news for tomorrow's students. Today's education is like a "one size fits all suit". Very few teachers are the type of personality and educated well enough in the subject they teach because the university curriculum was not strong enough in education, who have the knowledge and personality to create very enjoyable classes to motivate all students. They are not the problem, teacher candidate matching to the teaching profession we don't do, although very good tests have been available for many decades. If students feel that the classes are boring, they lose interest in the subject. In the highest performing school systems internationally, for teaching above 4th grade, they test the top 10% of the Master's program psychologically in the needed subject for which a teacher is needed. That gives the school a high IQ candidate who knows the subject better than the American teachers and psychologically a better match for teaching than the American teacher who was not screened and happens to come from the lowest one-third of university performance. Teaching will undergo a huge technological change. Buddhism is more like a guide for a peaceful life than a religion. They may have multiple "gods" for various earthly values (that we call saints), but they would qualify more as spiritual leaders for specific human needs. Many of their monk's two-thousand-year-old teachings apply to the successful correction of neurological and other problems, for which Western medicine does not have good solutions. They and a few other cultures also believe that all human beings have specific and very high talents that would make them in such a job very happy and successful. Steve Jobs of Apple Computer was a good example. One may also see such unusually high natural talent in sports, in talent shows for young children, in music and in Art, but they could be such talents in any vocation. Such talent shows as a naturally high degree of interest in a specific activity that parents should support to have the child become as good as he/she wants in addition to normal school. Unfortunately, the current form of educating groups of children could only support a national curriculum and teacher training and certification standards. BUT Teaching will go automatic with AI and cognitive robotics by 2025-2027. It will be able to recognize such unique talents and psychological interests in the background of an AI component and find out how and what educational option could be more effective for any individual student to maximize his.her interest. And it will be able to do it anywhere without today's education methods, by 18 years of age with a complete university education. AND THE CHILD WILL LOVE IT. Until that new system delivers graduates, the current education system is so dangerously low. The education management system is so poor that the idea of destroying our country from within is a real possibility.

PLEASE LOOK AT THE ACT PERFORMANCE CHART COVERING 20 YEARS. HOW WELL DID WE DO? WHAT GRADE WOULD YOU GIVE OUR ACT SCORE PERFORMANCE? DID IT GO UP IN 20 YEARS as technological changes materialized? Twenty years of bad ACT performance in our public schools will not provide the school employees, the state department of education, or the governors with any credibility for promising a better performance change. They all promised a fix, and changed nothing that would raise the ACT scores. Standards get established from the top of the organization on down. If the education results are bad, who is in charge of education? It is the state's governor. Therefore, the governors, the legislators are also without any credibility because they wasted AT LEAST 20 years and created as a result, great damage BY NOT INITIATING ANY ACTION TO RAISE THE ACT SCORES in our children's education, on whom the future of our country depends. We will be paying a very high price in lives for this huge mistake, not having remedied for 20 years or longer. The public was hurt badly, and they were not even told the truth. INSTEAD OF EVERYTHING DECIDED BY AN ELECTED BOARD IN EACH OF 50 STATES, EVEN IF THEY ARE VERY SMART AND EXPERIENCED PEOPLE, THEY CANNOT PROVIDE A GOOD, UNIFORM NATIONAL DECISION. THE FUTURE DEPENDS ON HOW WELL WE EDUCATE OUR CHILDREN TODAY. THE 20-YEAR ACT CHART CLEARLY SHOWS WHAT THE ORGANIZATION CREATED FOR EDUCATION AROUND late 1800s, IS STILL THE SAME IN ALL KEY MANAGEMENT AREAS. WE DID NOT CHANGE IN VERY IMPORTANT AREAS TO THIS DAY. IT IS CLEAR THAT AT LEAST DURING THE LAST 20 YEARS, LIKELY LONGER, WE DID VERY POORLY. WE HAVE HUNG ON TO TOO MANY OLD AND INEFFECTIVE WAYS OF MAKING DECISIONS, WITH DIFFERENT LEVELS OF TALENT. THAT WORKED WELL ENOUGH DURING THE 1800s. But the world became much more complicated during the 1900s, requiring much more experienced talent than what we could find in all states. Look at the ACT chart. For 20 years, we are in a bad performance area and not going up. With such results, no one can claim that we have done a good job. We must centralize education-related standards as other countries did about 70 years ago. That is why they passed us. You cannot expect other than poor results if you continue with locally elected board guidance. If one elects such guidance, do you think that the best people will jump up and run for such an election? If you elect such people to guide education to one of the world's best in all 50 states? We delegated virtually all decisions to individual school districts' elected local boards. THERE ARE 14,000 OF THEM IN THE USA. That is insane. The education system is almost the same as what we had in late 1800s for the village school for the surrounding farms. They worked well then. We went from the horse and buggy to the moon since then. That is a huge technological change. But our state education departments still insist that it is the locally elected board that knows the best what our children's school should achieve. The jobs are very different today. And we think that things like teacher training and certification standards, objectives and operating plans of individual schools are good enough for our children to be employed? They are far from good enough. Such standards need to be the same nationally since WWII, and the standards need to be competitive with the best countries in education.

The biggest mistake the education community can make is to be defensive. Unfortunately, they keep doing it. Our children were poorly educated for decades by our public school system. Only total public honesty without any fibbing, and a total restructuring and a lot of school employee training of our system can save our children. The objective must be to raise average ACT performance from 21 to 27 minimum. Our competitor nations are already producing graduates in the ACT 29-34 equivalent range. We all must work together to solve this problem. We certainly cannot do that with the currently used authority WITH THE RESULTS OF THE PAST 20 YEARS, from the governors on down, to set objectives for teacher training, goals and objectives, curriculum, and operating standards. They must be controlled by an independent, highly-educated retired CEO of major corporations who are to employ future HIGH SCHOOL graduates. As part of solving this problem, we cannot afford hateful behavior between black and white folks. WE MUST CHANGE THAT NOW. Everyone must forget and forgive. No conflict is one-sided. Both sides are contributing to the conflict. If you all do not listen, our country will break apart with no winners. The only thing that can save us is the willingness on all sides to get educated as much as possible so that we all become smarter to understand this self-destructive problem. Everyone has a good side and a bad side. See the good in others. We don't do enough of that. You see, none of us are peaches and cream. Education is the only thing that can save us. And we have a huge job to do to recover. Those who created the last two decades of poor performance cannot change the way they work, and how could we trust TO IMPROVE those who made bad decisions, created bad results for 20 years, to create all of a sudden good results. WE HAVE A NATIONAL EMERGENCY BECAUSE OF PUBLIC EDUCATION'S AND POLITICIAN'S POOR PAST PERFORMANCE. How can we trust such people to get us into the top ten countries in K-12 education in the world?

The governor hires the state superintendent of education on whom the education results depend in the state. One wonders if they know how to do their job. The results have been bad for decades. Nothing changes. Do they think that such a person has to come from the education industry, which happens to be a total failure in public education? Yes. You will not find excellent management people in any organization that performs badly, like public education in the USA, except for a few states like Massachusetts and Connecticut. Good performers do not join bad organizations. If they do, they will leave it quickly. When public education hires new management employees at any level, they need a person who has been a successful management talent with large organizations and has turned around such large organizations already. There is no such person in education. We have been producing bad education results for decades, because no one in political leadership had any idea about solving the management problems. Many had fathers who created very successful family businesses, but the son's did not have the same drive, energy and know-how. In the last few years, our public education has declined in results even faster than before. How could that happen? Those who do a bad job always describe their job as much better than reality. Too many people assume in education that if they are hired, they know their jobs very well - that is why they are hired. They don't want to learn, but their boss and bosses' boss does not know either what to do. They could visit an outstanding school to find out what they should do, but "if anyone finds out" doing that is a sign of weakness. As a result, enormous mistakes are made in this paralyzed management environment. Anyone who does not like what they do is prejudiced. Combined with "Lenin's law" of "If you lie to people a thousand times, they believe it as true," this is especially bad for the inner-cities' poor people, because the public school system is not honest with them in simple language, and they give them false hope.

When the people in poverty discover that their child cannot get a job, we will have major problems in our streets. We are very close to that now. This is what we should be very concerned about. AND THIS IS WHY WE MUST USE AN ACT SCORE FOR ANNUAL HIGH SCHOOL AND SCHOOL DISTRICT ACT PERFORMANCE AS THE OBJECTIVE BECAUSE THE ACT GIVES AN ACCURATE INDICATION OF WHAT OUR CHILDREN LEARNED FROM GRADE ONE TO TWELVE. A 90% GRADUATION RATE MEANS NOTHING UNLESS GRADUATION AND THE DIPLOMA REQUIRES 26 ACT AVERAGE OF EVERYONE WHO IS TO GRADUATE. ONE CANNOT IMPROVE WITHOUT KNOWING EXACTLY WITH A MEASURABLE KEY INDICATOR OF PERFORMANCE, WHERE ONE STANDS AT THE START AND WHERE ONE WANTS TO BE MONTHLY AND ANNUALLY. IF YOU DON'T WANT THAT, THEN YOU WILL NOT ACHIEVE ANYTHING.

Please remember the following. We found many low-performing high schools and a few great ones also. See them here. The high schools that are on a level where they should be (80% ACT Readiness/subjects knowledge = average ACT 27), produce less than 5% of our graduates. 5% of graduates is much less than what our economy needs to be competitive. We need more like 80%. We met three high school graduates who could not figure out the answer to "50 minus 23". There should not be even a single such 4th-grade student, let alone a high school graduate. Many brain functions use the area of the brain that does basic math. We allowed students the use of calculators during classes and tests starting about 20 years ago. We no longer required memorizing multiplication tables, mental calculations, and even doing mathematics on paper during primary and secondary schooling. Unfortunately, the mathematics area of the brain did not develop fully as a result of such decisions. The brain automatically uses this area very fast for other brain functions such as critical thinking, decision-making or pattern recognition. The states did this by not consulting brain-specialized neurologists in education-related decisions about changing policies or practices. Not teaching Art and music, especially classics, impacts brain hemisphere neuronal interconnection development, impacting the same brain functions.

We have a major problem because our future as a nation depends on today's high school graduates. We went from the horse and buggy to the moon! Our public education has been regressing relative the technological increases in all industries, and it did not keep up with all the new technological developments that employers needed. To make it worse, we are graduating from high school children who could not read and write well enough, read and write block letters only, could not fill out job applications, and could not learn simple things. 76-84% of those children who are graduated with a diploma do not even meet ACT Readiness, a very weak qualification level because ACT Readiness is based on meeting only four benchmark subjects at less than 60% knowledge level of those four benchmark courses. THAT IS A VERY LOW STANDARD. We have two 8th grade final tests below as examples, that are more than 120 years old. Many high school graduates could not pass them today. Having attended many high school science and math classes, they were boring. NO PERSON, YOUNG OR OLDER, WILL LEARN ANYTHING IN A CLASS THAT IS BORING. Difficult to believe unless we sit-in at a few school board meetings and look at the past 20 years of ACT performance. Go to a school board meeting, please. Ask how they are doing and what needs improvement. Write down the answers. It will be "we are doing OK, but we need money." Then, write down how much time they spent on "how to improve our children's education." Ask at the meeting what actions they are planning, who is to do what by what date, to improve the ACT scores. Make notes on what they say. You will be asking very good questions after you read this website.

Teachers' unions and other education-related unions: you are party to the poor public education performance of our public schools. Our country's survival depends on the education of today's children. Are you doing things to dumb down our children? I hope not. Like it or not, you are a very influential part of public education, and public education is doing very poorly. I would think that it would be very important for you to ensure that our high school graduates are competitively educated if compared to the top three countries in education, but we are far below them. Why are you not helping us to become one of the best three countries in the world in education? Why are we giving diplomas to 80% of the graduating children who are not even act ready?

According to college professors in 2018, our high school performance was too low. It requires high school graduates to complete two years of remedial courses before they can start the first freshman courses of a college program. By 2024, our high schools will be not 2, but 4 years behind what our employers need. THAT is going to damage our economy very badly.

What makes school courses difficult for a child? This is extremely important. Bad experiences with something, repeated 3-4 times, conditions children or adults to expect additional similar experiences to be bad. The Buddhist philosophy of "What you think,...you become" becomes "What you believe,...you become" with conditioning. Boring classes create children who learn to dislike ANY SUBJECT, and without any solution to solve the problem, they learn to dislike that subject or subjects. I heard many times from children that school is boring. It is the teachers' job to make the classes VERY interesting and entertaining for the children. It requires a unique personality to be an excellent teacher. Some tests can determine that. The Strong Interest Inventory correlated with the Myers-Briggs Intelligence Inventory can do that. A child who finds school a boring, bad experience cannot do well. Selecting the right kind of profile for teacher training acceptance will make or break any school's performance. We will discuss this in more detail below.

We have another very serious problem. Only better education could solve it. I did not find this problem in other countries. Too many white and black people believe that the other is inferior. Our public education level is responsible for that. In Tennessee and many other states, 94-97% of the graduating black students are NOT EVEN ACT READY! IN TENNESSEE, 84% OF THOSE WHO GRADUATED HIGH SCHOOL ARE NOT EVEN "ACT READY," WHICH IS A VERY LOW PERFORMANCE INDICATOR. Moreover, we spend twice as much in schools PER STUDENT than in those with white students. SO I FOUND A SCHOOL CHAIN CALLED SUCCESS ACADEMY SCHOOLS, WHO TAKE ONLY POOR INNER CITY STUDENTS. GUESS WHAT KIND OF GRADE THOSE CHILDREN ACHIEVE? THEY SCORE ABOVE 90% AND ARE BETTER THAN MOST PRIVATE SCHOOLS. IF THEY CAN DO IT, SO COULD WE IF WE HAD LEADERSHIP WHO ACTED IN COUNTRY'S BEST INTEREST. The locally elected school boards believe in those states that money is the solution, and in most problem solving, including this one, money is not the solution. That just means that elected school board members have no idea how to solve performance problems, don't want to learn how to solve such problems, but they do want the extra $25,000 dollars every year to spend on themselves. Better education requires better teachers trained on the Master's level in the subject they teach. Teachers who come from the top 30% of their university training. Teachers who are a good psychological match for the profession, working under management trained in management, had excellent results. That is the most important solution to this problem in most of our states. A good education is the only remedy to fix both our education and our old black and white conflict problem. We found a charter school with 46 schools in New York City, that takes only poor minority children, the majority are poor black children. They are scoring higher than most private schools! A public education system that operates as poorly as ours can destroy the entire country.

The poor education for black folks and other minorities will be the fuse that WILL BLOW US APART. We warned about this problem as very urgent in 2010. Education would be the only remedy to solve it, but very interestingly, both our politicians and education management would prefer to do nothing about these two huge problems. We need to fix our non-existent teacher selection program, our poor teacher training programs, the lack of management training in education, and why no governor has done anything to raise the ACT scores. PUBLIC SCHOOLS MUST DELIVER MUCH BETTER EDUCATION IF WE WANT OUR COUNTRY TO SURVIVE. Look at the ACT results. The great majority of public schools are destroying our country.

Please look at the graph below. One can verify the numbers on the Internet or by contacting ACT. For the time being, look how high the percentage of high school graduates are who are NOT READY TO BE EMPLOYED OR TO BE TRAINED FOR A JOB each year (those who are not "ACT Ready"). The great majority of today's graduates will be jobless very soon. We will cover this decision also in detail.

Our future as a nation depends on the education of our children TODAY.
Unfortunately, most public elementary and high schools' performance is poor.

INTRODUCTION

The Big Picture

The “Logic In Using Cut Scores
To Fix Failing Grades”

CUT SCORES - WHAT ARE THEY?

The TCAP cut scores

The New TNReady Cut Scores
or
"Let's cut the PASS/FAIL point as before plus let's confuse them with funny names instead of A, B, C, D, F"

ACT scores and "ACT Readiness"
What are they? What do they show?
Let us explain first what "ACT Readiness" means.

Regretfully, our first conclusion has to be that our public education's performance has been very poor for twenty years, AND most likely longer.

1. Public education's biggest mistake is focusing on two "objectives" that do not work. ACT 21 average and 90% graduation rate are the goals.

2. Teacher personality matching to the teaching profession, teacher training at US universities is at least a 100 year old method, and management training for principals, superintendents and it is likely that it also does not exist within state education departments or among governors.

3. Our situation is immensely complicated by the "black vs. white", and "rich vs. poor" problems that we did not resolve in more than 100 years.

4. Our public education is based on old practices, most of which cannot work anymore. Why does public education fight any change to improve?

LET US SHOW YOU SOME OBJECTIVES OUR PUBLIC EDUCATION HAS IN TENNESSEE TO IMPROVE EDUCATION.

5. It is important to separate the setting of standards from the group that is to perform the work to satisfy those standards. This is a conflict of interest that we have within education that needs separation.

GOVERNORS, IS IT NOT TIME TO LET SUCH PRACTICES GO? NEVER COMPROMISE WHAT IS VITALLY IMPORTANT FOR YOUR COUNTRY'S FUTURE.

IMPORTANT ACTIONS IN MANAGEMENT
THAT ARE MISSING OR USED IMPROPERLY IN EDUCATION
SO THAT NOTHING IMPROVES

OUTSTANDING LEARNING TOOLS FOR BOTH TEACHERS AND STUDENTS

FOR BOTH TEACHERS AND STUDENTS

IS THERE A SPECIAL TALENT WITHIN EACH OF US?

URGENT ACTIONS NEEDED
TO TURN EDUCATION AROUND

Why is it important to know how the best countries in public education achieve their excellent results?

URGENT ACTIONS NEEDED IN OUR SCHOOLS

Our future as a nation depends on the education of our children TODAY.Unfortunately, most public elementary and high schools' performance is poor.

INTRODUCTION

The Big Picture

The “Logic In Using Cut ScoresTo Fix Failing Grades”

CUT SCORES - WHAT ARE THEY?

The TCAP cut scores

The New TNReady Cut Scoresor"Let's cut the PASS/FAIL point as before plus let's confuse them with funny names instead of A, B, C, D, F"

ACT scores and "ACT Readiness"What are they? What do they show?Let us explain first what "ACT Readiness" means.

Regretfully, our first conclusion has to be that our public education's performance has been very poor for twenty years, AND most likely longer.

1. Public education's biggest mistake is focusing on two "objectives" that do not work. ACT 21 average and 90% graduation rate are the goals.

2. Teacher personality matching to the teaching profession, teacher training at US universities is at least a 100 year old method, and management training for principals, superintendents and it is likely that it also does not exist within state education departments or among governors.

3. Our situation is immensely complicated by the "black vs. white", and "rich vs. poor" problems that we did not resolve in more than 100 years.

4. Our public education is based on old practices, most of which cannot work anymore. Why does public education fight any change to improve?

LET US SHOW YOU SOME OBJECTIVES OUR PUBLIC EDUCATION HAS IN TENNESSEE TO IMPROVE EDUCATION.

5. It is important to separate the setting of standards from the group that is to perform the work to satisfy those standards. This is a conflict of interest that we have within education that needs separation.

GOVERNORS, IS IT NOT TIME TO LET SUCH PRACTICES GO? NEVER COMPROMISE WHAT IS VITALLY IMPORTANT FOR YOUR COUNTRY'S FUTURE.

IMPORTANT ACTIONS IN MANAGEMENTTHAT ARE MISSING OR USED IMPROPERLY IN EDUCATION SO THAT NOTHING IMPROVES

OUTSTANDING LEARNING TOOLS FOR BOTH TEACHERS AND STUDENTS

FOR BOTH TEACHERS AND STUDENTS

IS THERE A SPECIAL TALENT WITHIN EACH OF US?

URGENT ACTIONS NEEDEDTO TURN EDUCATION AROUND

Why is it important to know how the best countries in public education achieve their excellent results?

URGENT ACTIONS NEEDED IN OUR SCHOOLS

Our future as a nation depends on the education of our children TODAY.
Unfortunately, most public elementary and high schools' performance is poor.

The “Logic In Using Cut Scores
To Fix Failing Grades”

The New TNReady Cut Scores
or
"Let's cut the PASS/FAIL point as before plus let's confuse them with funny names instead of A, B, C, D, F"

ACT scores and "ACT Readiness"
What are they? What do they show?
Let us explain first what "ACT Readiness" means.

IMPORTANT ACTIONS IN MANAGEMENT
THAT ARE MISSING OR USED IMPROPERLY IN EDUCATION
SO THAT NOTHING IMPROVES

URGENT ACTIONS NEEDED
TO TURN EDUCATION AROUND