American public high school education has become very poor for the past several decades in a competitive world producing mostly unemployable graduates. In 2016, 74% of those who graduated with a high school diploma were not ready to be trained for a job beyond minimum wage. From 2017 on, they will be increasingly replaced by robotic automation.

US PUBLIC EDUCATION - A SITUATION REPORT
Our Nation's Future Depends On
Our Children's Education




INTRODUCTION

Originally 2008, last updated January 22, 2020

The public noticed since 1995 that high school graduates who worked operating a cash register, could not make change or do any mental mathematics if the cash register lost power. This was the result of governors and state education managers deciding to allow the use of calculators, ignoring the necessity of mental mathematics developing fully, limiting the formation of "neuronal firing paths" (brain cell interconnections) in children's brains. In other words the use of calculators at an early age prevented some brain cell connections to be made, reducing the brain's ability to perform some brain functions in mathematics.

Today, 25 years later, according to employers and college professors, nationally more than 74% of high school graduates (Tennessee 83%) cannot read and write well enough, don't know enough basic math, read and write only block letters, cannot fill out job applications and have a bad attitude on the job, because of the overly optimistic opinion of their school performance by teachers and principals to “encourage” BOTH STUDENTS and parents. All this is a symptom of a huge negative impact on the brain development of a child at a time when the brain cell interconnections are being formed for life. These interconnections take place in very specific functional areas of the child's brain. A healthy new-born baby has 100 BILLION neurons or brain cells in a healthy baby. Recreational drugs present in the girl’s body 90 DAYS BEFORE SHE BECOMES PREGNANT and malnutrition DURING PREGNANCY will reduce the number of neurons a baby has at birth. The neurons are specific to do certain jobs The quickest forming of interconnections takes place between birth and 6 years of age. Then the rate of interconnections starts slowing down each year and starts decreasing faster during the 20s. “If you don’t use it you lose it” applies. One could say that brain cell INTERCONNECTION ACTIVITY is LEARNING, and one could think of the already formed neuronal interconnections as KNOWLEDGE itself.

Education management will tell you that “Children in poverty cannot perform well”. That is untrue. Success Academy Schools, a charter school chain in New York City produces much better results than public schools and most private schools do WITH POOR, BLACK, INNER CITY CHILDREN! Poor school performance is not the result of poverty. POVERTY IS THE RESULT OF POOR EDUCATION. It is not the result of parents not doing what they "should". The parents that do not, simply cannot. We will explain this later. It is not the result of bad teachers. It is the result of a declining teacher training programs everywhere in the US, but no other college program declined. That cannot be accidental. Talk to a doctor called a neurologist if you do not believe what we write about brain development impact. Was this all part of a state effort to make school report cards look good to everyone as our children's knowledge actually decreases? It certainly looks that way.

By dumbing down the state tests (with a method called "cut scores") to keep the number of graduates from declining. Why can't we fix the public school performance without dumbing down the children? That is what we should do. We are one of the highest spenders per student in the world. That means that more money is not the solution. That means that money is being spent in the wrong places in the school budgets and on unqualified “friends” that they promote from within or hire. That means that our standards are not increasing but decreasing and are based on our staying "qualified" to spend the high budgets. Success in the education of our children only comes if our standards are based on the top five countries in education. They are not. This is the biggest contributor to OUR teacher turnover being the highest in the world. And that points to poor, untrained management. Not more money. Most of our schools are not fun places to work or learn. They are boring to the students for six hours a day. I sat in on many classes in 16 school districts. We should not call them schools. "Failure Factories" would be a more appropriate name.

The quality of education depends 100% on the governor of each state in the USA. Looking at the states that use A.C.T. scores (59% of USA high school graduates), the average A.C.T. scores are very poor in those states. That means that governors are hiring the wrong people for their departments of education or preventing them from doing the right things. As the number of employees increase above 100 under a manager, the more management knowledge compared to “product” knowledge (e.g., teaching experience) is needed by the top manager. If the top manager works in a poorly performing industry such as education, the top manager such as a state or school district superintendent should come from the best performing country or industry to improve performance. Anyone who is excellent, will quit within two years a poorly performing organization OR WILL BECOME AS BAD AS THEY ARE. Maybe education board members should not hire a superintendent from the poorly performing education industry. Why don't they consider someone from an industry that is doing well, because excellent management-trained talent is available there, they happen to be the "customers" for the student, the product of the education system. They know better what is needed. They know better how to treat employees. They know better how to create happy work places. Such companies use management training, whereas education organizations do not on the needed level.

THE GOVERNORS ALL PROMISE TO FIX EDUCATION WHILE RUNNING FOR GOVERNOR. BUT AFTER THE ELECTION, THEY SPEND MORE MONEY BUT NO CHANGES ARE MADE WITHIN THE EDUCATION DISTRICT TO RAISE OUR CHILDREN'S A.C.T. RESULTS. THE A.C.T. IS THE NATIONAL TEST THAT SHOWS HOW MUCH THE CHILDREN HAVE LEARNED FROM GRADE ONE TO TWELVE. STATE TESTS ARE NOT RELIABLE BECAUSE STATE EDUCATION DEPARTMENTS CHANGE THE SCORING SYSTEM TO SHOW HIGHER GRADES WITH LESS KNOWLEDGE. We wrote to the previous governor of Tennessee (2011-2018) seven times; not one reply from anyone. Look at the A.C.T. performance in the chart during his years. We wrote to the current governor in 2019 four times, identifying problems and suggesting solutions for them. Again, not a single response.

  • NO ONE IMPROVED THE DETERIORATING TEACHER TRAINING PROGRAMS AT OUR COLLEGES AND UNIVERSITIES AND THAT IS A MAJOR CONTRIBUTOR TO OUR PUBLIC EDUCATION PROBLEM. Teaching is known among college students as the easiest degree to obtain. So, they switch to teaching if they cannot or do not want to work hard enough. In the US teaching programs, they teach the teaching college student a little about 5-6 subjects. in the US schools it is not uncommon to switch a teacher to a class with a subject that the teacher knows nothing about. Who loses? The student. Among the high performing nations in education, they hire a teacher candidate from the top 30% (some countries from the top 10%) of the master's program for the one subject that they will teach from 4th grade on up. They never turn a class over to a teacher who is not fully trained for that subject.


  • No one reduced the massive paperwork that eliminates teacher preparation time for classes.


  • We are literally choking teacher performance in many ways. Lack of money is always a superficial reason. They have 6-8 TIMES MORE people in central management than what is normal. When you do not have real measurable objectives, the place with the highest salaries gets stuffed with friends. If you fired them all, there would be no change in the low performance. All that extra money should be invested in making the teachers more effective. They create the results! But when the superiors and colleagues treat you like the lowest factory worker because there is no real well-trained management presence, how can teachers be happy?


  • 8% of American teachers leave their schools for another school every year. An additional 8% leaves the profession every year. A total of 16% leaves their jobs is the national USA average; extremely high. Employee turnover is very expensive. Declining performance, decision to leave, time to find a new teacher and training the teacher to be productive (most new teachers are inexperienced just out of college) costs a school system more than one year's salary with overhead expenses. The skill level is in decline because the new teachers are inexperienced college grads who leave teaching within 7 years to be replaced by inexperienced teachers, BECAUSE SUPERINTENDENTS IN EDUCATION ARE UNTRAINED IN MANAGEMENT. This is part of the real big problem, which is lack of real management training, part of which is the need for measurable objectives and operating plans to make sure that your results are on target every month, instead of not having them and you get surprised by bad results at year end.


  • The teachers' unions are of no help in the above areas to teachers, and that damages our children's education.


  • Teaching is a very important and unique job. For someone to be a good teacher they require several unique personality traits and a high I.Q., yet we do not test to qualify potential teachers before acceptance into teaching programs.


  • Schools are to achieve a 90% graduation rate with a 21 A.C.T. score that is too low. Such a score represents only a 20-25% readiness. Schools need to achieve a 90% A.C.T. readiness rate! That means an average 27 A.C.T. score. Quite a few countries are performing above that level.


  • The 90% graduation drive puts enormous pressure on teachers and management during the last month of the school year to pass as many children as possible. There have been lawsuits about advancing children prematurely and pressuring teachers to pass children, but there are many who need their jobs and will not report such actions.






The A.C.T. scores are stuck in a bad performance area, where 75-85% of students are not prepared well enough for any job, and the state of Tennessee gives them a diploma! The qualification the state sets for a diploma is a low 21 A.C.T. score. There is no improvement. But one hears lots of excuses, false positive statements to the public and the truth about public schools remains elusive. Our education dropped to the bottom of the industrialized nations. Clearly parents have to learn how to separate truth from fiction. WE THE PEOPLE MUST STAND UP TO GET A MUCH BETTER EDUCATION SYSTEM FOR OUR MONEY. WE HAVE BEEN PAYING ONE OF THE HIGHEST RATES FOR PUBLIC EDUCATION IN THE WORLD, AND OUR EDUCATION RESULTS HAVE BEEN THE WORST IN THE INDUSTRIALIZED WORLD FOR FOUR YEARS. WE DESERVE BETTER FOR OUR COUNTRY'S SURVIVAL. AND WE DESERVE FAR BETTER FOR OUR CHILDREN SINCE WE WERE AND ARE PAYING FOR IT, WHILE PUBLIC EDUCATION LIED ABOUT HOW THEY ARE DOING, AND IT WAS EASY FOR THEM TO MISLEAD THE POOR AND UNEDUCATED ESPECIALLY, WHILE THE PUBLIC EDUCATION SYSTEMATICALLY INCREASED OUR POVERTY TO THE SECOND HIGHEST IN THE WORLD BY POORLY EDUCATING OUR CHILDREN FOR DECADES. WE ARE ONLY ASKING FOR FAIRNESS FOR OUR CHILDREN TO ENSURE A BRIGHT FUTURE FOR THEM, OUR STATES AND OUR COUNTRY.

ONE OF THE MOST IMPORTANT THINGS WE NEED TO UNDERSTAND IS WHAT A CHILD WILL NEED TO KNOW BY HIS/HER HIGH SCHOOL GRADUATION IN ORDER TO MAKE A REASONABLE LIVING. We have several important new technologies coming and that ALWAYS raises employer requirements in employee education. We are already behind with high school graduates, requiring two years of remedial training. Teacher morale is bad, but the schools produce a multiple choice guided survey that shows morale is good. Such a morale survey is invalid. The real survey for such issues has to be confidential by an outside firm, and must be open ended instead of structured, multiple choice. Our teacher turnover is 16%, the highest in the world, that raises our education expenses very high. Since many employers met with governors during the last 15 years complaining about our poor education, and governors did not respond to correct the problem, work intensified to create superior teacher robots with artificial intelligence in a handful of years at most. The latest version of this robnot was tested to teach grades 1-4 to totally uneducated children, and all of them passed higher than 90% in 180 days. A.C.T. Readiness is only a start. It simply means that a student scored minimum 22, 23, and 18 in algebra, biology, English composition/reading. These minimum scores indicate that the student is only 25% ready in the subject. It is equal to what a huge F used to be. It is not enough. It is not good performance. It means that the student has a 50-75% chance to pass THE SAME Subjects on the lowest freshman level in college. That is all that A.C.T. readiness is. It is not enough knowledge to be prepared for the future. The schools tell the parent that A.C.T. calls this "College and Career Readiness (to have a 50-75% chance ONLY to pass ONLY those four specific freshman courses ONLY). But we hand out high school diplomas to not only A.C.T. Ready children but to FOUR TIMES AS MANY CHILDREN WHO ARE NOT EVEN A.C.T. READY! We see that if anyone only sees the words "ACT College and Career Readiness", and do not read the A.C.T. explanation for it, then they will have the wrong idea about what A.C.T. Readiness is. We had to call A.C.T. to verify all this. A.C.T. is in a tough spot. They get paid for their services BY THE SCHOOLS. BUT the great majority of schools do a very poor job. The schools have a lot of money, and the legal expenses of the schools are not shown in the schools' budget or expenses. For example, the Knox County, Tennessee school district annual spending is over HALF BILLION DOLLARS. That's more than $500,000,000, and it does not include the legal expenses, or the mortgage expenses. The mortgage liability is another half billion dollars, and the mortgage interest could be close to $25,000,000 additional expense. And what do we get for that? 85-90% of the students graduate. Of those who graduated, 17% are ACT Ready, which is the same as the old F-level performance. 83% of those F students getting a diploma are not even ACT Ready. THAT IS NOT WHAT WE NEED FOR A GOOD FUTURE IN OUR COUNTRY.

Most of our public schools performed poorly for several decades. If the public schools cannot provide the right level of readiness for our children, then provide the exact prorated expense per student to another school of the parents' or guardian's choice, be it another public school or charter or private school. Public schools are monopolies. In other words, they do not have significant competition and for that reason they do not have to improve. The law and legislators protect public education to continue to do a poor job that will make most, if not all, of our children unable to qualify for a job. Such inferior education at one of the highest prices in the world for each our children, will paralyze our nation's workforces in our industries. When we damage the work force, they are not able to provide products or services globally as they did before, and income drops. That makes them less competitive. That in turn reduces the nation's tax income as well, destroying the nation's government programs. And that can turn our nation into a third world country. It is very important for everyone to understand that our nation's future existence depends on the education of our children today, who are educated well enough to raise the quality of our workforces.

The school results depend on how good and well educated the teachers are. If someone wants to become a teacher, the potential teacher cannot ensure that he is the right type of person for teaching. Such qualification is done before the student enters any teaching program in the high performing countries, or when the student becomes 18 years of age, whichever is later. We start pushing children in public schools about deciding what they want to become as soon as they start high schools. The brain of a child is not going to be well developed

Teaching is a vitally important job. The excellent teachers have some unique characteristics. Matching a potential teacher to the teaching profession through tests that existed for many years but not used for potential teachers, would be of great help to determine a candidate's fit to teaching (e.g., Strong Interest Inventory and Myers-Briggs Intelligence Inventory correlated). We have too many children who could not do well enough in college or did not want to work hard enough in their originally selected major. They switch to teaching, because it is well known among college students as the easiest major. Those are not the best choices for teaching. High performing countries in education, test teacher candidates' suitability for the teaching profession. Beyond 4th grade, in such countries, a successful teacher requires:

  • A good teacher has a high I.Q. and high energy,


  • Teachers are selected from the top 10-30% of university graduates, who have a Master's degree in the subject they will teach after the 4th - grade. 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,


  • 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,


  • Keeps learning on his/her own about new teaching methods, AND IMPROVES HIS?HER RESULTS EV ERY 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 tools available on the Internet for teaching his/her subject to improve his/her results purposefully.
We all assumed that the state standards are high enough. They are very low. For more than 15 years, the state goal was at an average A.C.T. score of only 21 that equates only to 15-25% of a graduate WITH A DIPLOMA BEING PREPARED. MORE THAN 30 COUNTRIES GRADUATE CHILDREN WHO ARE ALL PREPARED TO A MUCH HIGHER STANDARD THAN THE A.C.T. 21 GOAL THAT TENNESSEE HAD TO THIS DAY. AN A.C.T. 21 AVERAGE MEANS THAT APPROXIMATELY 75-85% OF ALL CHILDREN WHO GRADUATED ARE NOT READY/PREPARED WELL ENOUGH TO BE EMPLOYABLE. READ WHAT "A.C.T. READINESS" MEANS. OTHER COUNTRIES' GOALS ARE IN A 26-31 AVERAGE A.C.T. SCORE EQUIVALENT RANGE, AND THEY GRADUATE MORE THAN 95% WHO MEET THOSE GOALS.

OUR STANDARDS ARE TOO LOW AND NOT COMPETITIVE. WE SET STANDARDS BASED ON THE FACT THAT WE GRADUATE CHILDREN WITH SUCH A POOR MINIMUM EDUCATION LEVEL THAT IT GUARANTEES HOMELESSNESS FOR MOST OF THEM. IT WOULD BE LESS COSTLY IF WE CANNOT EDUCATE THEM PROPERLY, TO KEEP THEM IN HIGH SCHOOL 1-4 YEARS LONGER UNTIL THEY TEST ABOVE 90% A.C.T. READY.
  • Unfortunately, we found after years of investigating that all the above areas have to be satisfied to create a good teacher, for which the teacher trainee cannot be responsible. To make things worse, the working conditions for many teachers are also not good enough, making a teacher's job unpleasant, because they are not treated well.



     THIS IS NOT MAGIC! LOOK AT MORE THAN A DOZEN YEARS OF A.C.T. SCORES FOR TENNESSEE AS AN EXAMPLE. THE STATE TEST HAS BEEN DUMBED DOWN. OUR RESULTS ARE VERY POOR. THE A.C.T. HAS NEVER BEEN DUMBED DOWN. THAT IS WHY IN SOME STATES THE DEPARTMENT OF EDUCATION MAKES IT MORE AND MORE DIFFICULT TO FIND THEIR A.C.T. SCORES! Click here for more information about teacher preparation.


    The state department of education's, school districts' and high schools' objective needs to be an A.C.T. score based on what their A.C.T. score was in the prior year, plus 10% minimum. The school districts had a "90% graduation" objective with an A.C.T. 21 goal that is very low (A.C.T. Readiness of the student at 23% only) that creates pressure on the principals and teachers during the last month of the school year to pass children with low performance at the last moment so that they graduate. I visited several different high performing countries in education to learn about their education system in detail. I also sat in on several high school science and mathematics classes in different states. There were quite a few brilliant children who asked good questions in class. The teachers had to go to the book to answer them 1-5 times per class. What I heard from the students the most was "Mr, I have to spend 6-7 hours in boring classes every day. Most of us hate being in school." The students are children. Get it? Teachers and classrooms must not be boring. Our schools and the state leadership must prepare their high school graduates for TOMORROW'S JOBS or HIGHER LEARNING and at least BE UP TO DATE WITH THE CURRICULUM-RELATED KNOWLEDGE by graduation time. As an objective that means a 27 average A.C.T. score to ensure that 70% of graduates are prepared A.C.T. Ready instead of the current 17% readiness in Tennessee.








    More than 60 years ago you had to get a C or higher grade to pass. That meant 70% correct answers on your tests to get a diploma. Then we changed to D being the passing grade. That meant at least 60% correct answers on tests to get a diploma. Then in the last fifteen years we started to devalue the high school diploma even more by reaching for A.C.T. 21 as a goal, that equals ONLY 23% of the graduating students being ready or prepared, and dumbed down the state test to get there. And now we don't even call the grading F for FAILING (means that the student had 60% or less correct answers average on all tests) and above passing D, C, B and A (means that the student had 60-69%, 70-79%, 80-89% and 90%-100% correct answers in the test). Pretty simple, we had it for many decades. No confusion.

    The state purchases new tests periodically from one of five companies that create them in accordance with the curriculum. They run the tests once in all state schools, but do not release the results. If the results look bad, and they always did so far, the state delays running the tests officially until they change the grades such that the results don't look so bad. That took two years the last time around 2015They dumb down the tests with a method called "Cut Scores". The last dumbing down took two years, and they changed the grade names "A" - "F" to the following. "BELOW". Below what?! "Below" means failing. "Failing" is too harsh. Self-esteem and all that. Failing was 60% or less good answers on a test. "BELOW" goes as low as 28% or less good answers. Let us say it again. If the pass/fail point is moved from 60% good answers to only 28% good answers, WE ARE GRADUATING MANY CHILDREN WE DID NOT GRADUATE BEFORE, BECAUSE THEY DID NOT KNOW ENOUGH. THE A.C.T. CHART SHOWS VERY POOR PERFORMANCE WHERE WE GRADUATE ABOUT 80% OF THE CHILDREN WHO ARE NOT READY AT ALL. GET READY FOR EVEN WORSE A.C.T. RESULTS WITH THE NEW SYSTEM WE ARE DESCRIBING. The state can change this new system for any course or all courses every year. The next grade, the schools call "APPROACHING". Or "sneaking up". Something like that. And the next grade after "APPROACHING" is called "ON TRACK"! Whose track are we on? If I was a parent today, I would worry about my little Johnny and what track he is on. Both APPROACHING and ON TRACK are made up of very large percentage blocks. And finally "MASTERED"! ABSOLUTELY BRILLIANT! THANK GOD WE HAVE SUCH BRILLIANT PEOPLE IN THE EDUCATION DEPARTMENT! I was worried that with A, B, C, D grades my child will be homeless. THANK YOU GOD FOR THE BRILLIANT PEOPLE WHO CHANGED IT TO "APPROACHING" and "ON TRACK" that leads to "MASTERED"!!!! Now my child has a chance to become a millionaire after he becomes governor. What all this means is that the school system wants to reduce the number of failures, without them having to do a better job, and they graduate a lot of children who would otherwise fail. THAT IS HOW THE SCHOOLS WANT TO IMPROVE?! WITHOUT THEM IMPROVING, THE RESULT IS GRADUATING CHILDREN WHO KNOW LESS AND WILL BE UNEMPLOYED MOST OF THEIR LIFE. WHILE THE STATE EDUCATION MANAGEMENT PEOPLE ARE AT IT, THEY CONFUSE THE PUBLIC WITH THE NEW SCORE NAMES AND BY CHANGING THE PASS/FAIL POINT ANNUALLY. This is not the teacher's doing. This is done by the state's department of education with the governor's approval, and they can change the pass/fail point of students in one or more courses every year.

    OUR PUBLIC SCHOOLS graduate as many as 83% of our children in Tennessee who are NOT EVEN A.C.T. READY, cannot read, write, fill out a job application, do not know basic mathematics, and have a bad attitude. The schools fib to the parents by saying that "Not all children are made for college, and little Johnny will be doing fine with a trade-related job." Yes, they are lying. Why? Because Even A.C.T. Readiness means ONLY that the child has a 50-75% chance of passing only four freshman courses that are the same introductory courses as the four A.C.T. Benchmarks are, THAT IS ALL. The reason for this is simple. The public school education is so poor that if A.C.T. set its Readiness benchmarks at a level that employers want, and that is what counts, then we would see only 5% of public school graduates passing A.C.T. Readiness, instead of 26% nationally and less than 20% in Tennessee are A.C.T. Ready of all those that we graduate. We are already graduating children whose average Readiness can be lower than 5%!! We do this at a time when major new technological developments will be unfolding in just three years, and we are already far behind. The bad attitude is the result of the school not informing the parent and the child truthfully. With that as a background, any parent or child would find the child's work environment awful, because they want the child to do things that he or she cannot do. Cognitive robotics (that can learn) will replace many vocations, nanotechnology will change the design, manufacturing and materials science of almost everything lowering cost significantly, and space science will bring huge changes, much bigger than the change from the horse and buggy to the automobile. Almost all of our high school graduates are already unprepared when they have to know much more then today to be trainable. The state departments of education appear to be doing some things (e.g., "Cut Scores" change the pass/fail points in state tests to graduate children who otherwise would fail) that hurt our children's education. They are also not doing other things, e.g., explaining what constitutes objectives that work, and not requiring annual operating plans in schools that focus all supervisory people on monthly objectives to meet the annual target. This is very basic management practice! It is badly needed below 50%. THERE IS NO OTHER METHOD THAT COULD HELP A POORLY PERFORMING SCHOOL SYSTEM BELOW 50% A.C.T. READINESS. AND ONE WOULD NOT NEED IT ABOVE 90% A.C.T. READINESS.





    We have a critical job to do in many areas to improve our public education. Do not blame the front-line troops, the teachers, for the bad results. They have enough bullets aimed at them unfairly. We treat them almost like laborers. But we better put the magnifying glass on the state departments of education to clean up "low expectation" attitudes, not being truthful with the public, and asking the school districts for silly reports that could be automated, but they are so used to poor performance that without a governor pressing them with specific requests, they consider everything going along as they have for decades. The problem is with them AND THE GOVERNORS, who don't ensure the kind of experience that is required to run education in a competitive world and hire all too often the wrong people for the task. THIS IS A HUGE PROBLEM. Something makes it a hazardous practice. The voting public assumes that if someone wins by popular vote and has the title, such a person would know what to do. Look at the A.C.T. results chart for two decades to see how poorly we educate our children. Do you think that it can be improved without the recommended changes within school operations statewide? Unfortunately, the majority of such candidates, don't know what the job will need, but we like their smile. Click here if you are interested in learning more now.





    We went from the horse and buggy to the moon in less than a hundred years. Think of cars, airplanes, movies, television, computers, the way we manufacture things, enormous technological changes everywhere, enormous changes in life and in jobs. Such huge changes altered the way we worked and lived to date. It changed the knowledge required for jobs as well. The big question is how much did our children's education increase with the enormous change we experienced in technology? We know that our children's education became one of the most expensive in the world per child. We know that we fell to the 40th place in high school mathematics in 2016 from the top around 1970. Our elementary and high school education went down, when many other countries increased. To better gauge how far we fell behind in public education please look at two 8th grade final exams more than 100 years ago: one is from 1895, and the other is from 1912.     Are we doing well enough in public education by 8th grade to pass such tests? These tests are for children who finished only eight grades about 100+ years ago, not high schools. What do you think? Are we going forward or backward? 19 years of A.C.T. scores and the A.C.T. readiness tells us where we were for 19 years. We have fallen significantly behind other countries. They went up, and they are business competitors of ours. Take a look at our 19 years of A.C.T. performance in the chart below. It is time to recognize what we have done.





    The A.C.T. tests 59% of the graduating American students. Since 1970 spending per student skyrocketed, but the A.C.T. scores that show what a child learned from grade one to twelve, did not change from the poor performance area. Not a single governor stood up to stop the spending increases, identify why this is happening and correct the problems in the schools SUCH THAT THE A.C.T. SCORES INCREASED. We use the A.C.T. score as the most reliable indicator of academic progress. Since several excellent national public school systems exist internationally, our high school results and lack of improvement are a sad situation to put it mildly.



    WHAT IS HAPPENING TO US AS HUMAN BEINGS?

    SOME NATIONS TEACH ETHICS IN HIGH SCHOOL AS A COURSE, A VERY GOOD IDEA. SOME TEACH ART AND MUSIC. THEY HAPPEN TO BE VERY IMPORTANT SUBJECT FOR RIGHT BRAIN HALF DEVELOPMENT, AND TO INTERCONNECT THE TWO BRAIN HEMISPHERES. VERY IMPORTANT FOR LEARNING AND DECISION MAKING. INCREDIBLE! HIGH LEVEL DECISION MAKERS IN EDUCATION ARE NOT INTERESTED IN LEARNING FROM OTHER SUCCESSFUL SCHOOL SYSTEMS.

    The education departments and schools and all individuals within them are part of a low performing education system. It used to be one of the best and in 50 years dropped to the bottom of the industrialized countries. The children graduating from high school become part of the workforce within our industries, whose needs they have not considered for decades. It is fair to say that our school districts need to satisfy the needs of our industries, who have been complaining to governors since about 2000. When an entire industry like education is poorly performing like ours, they do because they are not interested in becoming competitive - they get paid even for the poor job that they do. So in all our wisdom we would rather hire a new superintendent for a medium to large school district than a retired vice president from a good company who understands what the work forces need and who has been using good management know-how for decades, exactly what a superintendent should know but does not. Furthermore, the governors themselves hire for state superintendent people from the poorly performing teacher training or school district environment, who having come from the poorly performing education industry, cannot improve anything, and pay them an enormous salary. Just maybe, we better give this some serious thought because things are getting worse.

    A different but important trend: Dec. 27, 2019. Man Beaten to Death for $1 - and No One Stops to Help! Multiple people, cars and even a bus drove by his body, and not one stopped to check on the man lying in the street.

    Sept. 19, 2019. I bought something. The total came to $23.00. I paid with a $50 bill as the power went out at the store. Three cash register operators could not figure out what change they should pay me. Quiet conversations among them. I told them that my change would be $27. Later I asked them where they graduated from high school. All three named one local school, later I verified one name. That one told me that "We are not math majors. And besides we will not need to know math in the future." A fourth grader should do better. We graduate today too many who cannot communicate properly, cannot read or write except for block letters. Just ask employers and college professors. We need much better out of high schools for our workforce!

    People recognize the big problem we have with education. 50 years ago many would jump up and speak up to those in leadership. Today the most common response is: "It is very bad. but it is beyond my pay grade." Today people do not want to get involved. But they know what's happening. That's very bad because the day will come when all those feelings will explode. We see such situations more and more. What is happening to us? Something is very wrong. Not caring about each other as human beings shows more and more. Both of the above leads to end of life: one is violent, the other is slow and can end life in extreme poverty and misery. We do not want to get involved and help when something bad happens to someone we don't know. We don't even care about what happens to our children, except for our own. And even there we trust the schools self-evaluation of their performance, and we will show what we found. Please give this some thought.




    • Situation Report

    The goal of high school education must be to satisfy employer needs (be employable) AND university or vocational training school requirements in order for the high school graduate to be able to minimally support a family of four. WHAT WILL HAPPEN TO YOUR CHILD IF WE DO NOT DO THIS WELL?



    In the chart below, the black numbers are the actual A.C.T. scores. The red percentages below the black A.C.T. scores are the average A.C.T. Readiness percentage/year of graduates. The third group, red percentages again, represents THE AVERAGE PERCENTAGE OF GRADUATES who are NOT A.C.T. READY. Their numbers are shocking. These are students for minimum wage jobs after graduation, who will be jobless in less than five years, replaced by robotics. However, robotics has started already replacing a tiny number of degreed graduate positions before 2019, and will also advance further as cognitive robotics appears by 2022. To verify, search for annual report cards under Tennessee Department of Education and under act.com just google for them.





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    Let's look at Knox County, Tennessee high schools' A.C.T. results. The best performing high school's A.C.T. Readiness is only 53%. The worst performer is close to zero percent A.C.T. Readiness. THIS IS NOT GOOD PERFORMANCE. This school district spent two and a half times as much per student than the better high schools, for more than 19 years in the two worst-performing high schools with African American students. There was no improvement to date. OBVIOUSLY THE HUGE AMOUNT OF ADDITIONAL MONEY WENT TO THE WRONG POCKETS FOR DECADES. THEY HAVE NOT BEEN USING MONTHLY GPA OBJECTIVES TO TRACK PROGRESS, NO ANNUAL PLANNING IN EVERY GRADE WITH SPECIFIC MONTHLY ACTIONS TO MEET MEASURABLE MONTHLY GPA OBJECTIVES IN THE FAILING HIGH SCHOOLS AND THEIR FEEDER SCHOOLS. THAT MEANS THAT EVERY SINGLE EMPLOYEE KEPT WORKING THE SAME WAY AS IN PRIOR YEARS. WHEN YOU KEEP WORKING THE SAME WAY EVERY YEAR, YOU GET THE SAME RESULTS. TO GET BETTER RESULTS, THE PEOPLE IN EDUCATION DISTRICTS NEED TO LEARN MORE AND CHANGE THE WAY THEY WORK FOR THE BETTER.

    TEACHERS MUST LOVE AND KNOW THEIR SUBJECT ON AN ADVANCED LEVEL, WAY BEYOND WHAT THEY TEACH, HOW WHAT THEY TEACH IS USED IN JOBS, MUST BE VERY ENTHUSIASTIC ABOUT THEIR SUBJECT BECAUSE THEY LOVE IT, AND THE SCHOOLS MUST CONDUCT REMEDIAL COURSES TO BRING STUDENTS UP-TO-DATE WITH SUBJECTS SUCH AS READING, MATHEMATICS AND SCIENCES AS THE HIGHEST PRIORITY. WE DO A POOR JOB TEACHING READING AND EVEN BASIC MATH AND WE KEEP THE POOR TEACHERS WHO COULD NOT TEACH THESE SUBJECTS AND DO THIS DAMAGE EVERY YEAR. MOST CHILDREN ARE BORED IN THE CLASSES. I KNOW I SET IN ON MANY. WE GRADUATE OUR CHILDREN WHO WERE FORCED TO FINISH HIGH SCHOOL WITH SUCH A HANDICAP DECADE AFTER DECADE. SO MOST SCHOOL BOARD MENBERS AND SUPERINTENDENTS HAVE NO CLUE HOW TO DO IT. THE STATE SUPERINTENDENTS DON'T KNOW HOW TO MONITOR PERFORMANCE AGAINST THE RIGHT MONTHLY OBJECTIVES, SET POOR STANDARDS OF PERFORMANCE BECAUSE THEY DON'T KNOW HOW TO DO BETTER. AND GOVERNORS DO NOTHING ABOUT CORRECTING THIS DISASTER, ON WHICH OUR FUTURE DEPENDS DIRECTLY. AS ONE FORMER PRESIDENT SUGGESTED INCORRECTLY, "HOPE" IS FAR FROM ENOUGH. YOU ACTUALLY HAVE TO GET PEOPLE TO LEARN TO BE BETTER, AND DO AN HONEST DAY'S WORK. "HOPE" HAS NOTHING TO DO WITH IT. KNOWING HOW TO MANAGE HAS EVERYTHING TO DO WITH DOING A JOB WELL. IF YOU LIVE ON "HOPE", NOTHING WILL HAPPEN. BUT IF YOU DIVIDE THE NEEDED WORK BY THE WORK DAYS NEEDED FOR ITS COMPLETION, AND YOU DO AN HONEST DAY'S WORK EVERY WORKDAY, WHAT YOU WANT WILL HAPPEN.

    The truth may hurt, but one cannot go anywhere without facing it.





    WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO RAISE THE A.C.T. SCORES?



    I asked many questions about this situation, I was upset about how such an extremely poor school performance could happen, and decided to find a school with black children producing good results. Found a school called the Harlem Success Academy in NYC that was formed in 2006. Today in 2019 they have 47 schools, taking in POOR, BLACK, INNER CITY CHILDREN, AND DELIVERING FABULOUS RESULTS BEATING EVEN PRIVATE SCHOOLS! Visiting them was a pleasure. We could not get anyone to visit them from close to 50 school districts. It became clear that throwing a lot of money at a big problem is done only by people who have no idea how to solve it. For that to go on for 19 years is unforgivable.




    WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO FIX THE PROBLEM?



    In 1988 we found out from college professors that we cannot teach children how to read properly and we graduate them that way from high school. Employers were telling us that they cannot communicate properly, cannot fill out a job application cannot do basic math and have a bad attitude when having to do something. Employers have met with the governors telling them that they cannot find well-educated high school graduates one after the other to get this problem solved. It is not solved to date. The fast food industry decided to go with robotics. The supermarket industry is planning the same. The trucking industry is doing the same. And public schools and teachers' unions do not want to change and complain about needing more money. WHEN YOU ARE ONE OF THE HIGHEST SPENDERS PER STUDENT IN THE WORLD AND YOU DELIVER POOR RESULTS, THE MONEY IS NOT BEING SPENT ON THE RIGHT THINGS.



    There are excellent management tools and management training programs that could help within the Tennessee Department of Education and the Governor's office who failed to identify such enormous failures within. We should be catching extreme underperformance any single month so that we can correct them. Clearly, just spending more money did not and does not work. Especially when we are among the world's highest spenders per student. Clearly, to keep spending such a huge increase for decades without any improvement indicates by the third year that the money is not being spent in the right places, and management neither had nor does have any idea how to solve the problem, made no effort to learn what to do, AND the state management system had no capability to detect the unreasonable overspending and wasting of money. This kind of extreme spending is common in public school districts: management and elected boards think that money will solve the problems, because they don't know how to solve it. But they keep wasting the money for decades, because the money does not solve most problems. There are many other wasteful spending examples. For example school district central management groups are four to ten times normal size. Positions have been created to solve problems that management knowhow could solve without staff additions. As the years went by, they just kept adding staff and the poor performance got worse. In one case a superintendent befriended the principal of a poorly performing high school. The principal's high school performance just kept getting worse. Clearly neither the principal nor the superintendent knew what to do. So the superintendent promoted his friend, the principal to head all schools and improve ALL SCHOOLS' PERFORMANCE. That's 89 schools. That was many years ago and nothing improved.




    WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DOES NOT MONITOR SPENDING VS. BUDGET PER MONTH, AND TEST RESULTS (GPA) VS. MONTHLY OBJECTIVE YEAR-TO-DATE TO CATCH PROBLEMS EARLY TO FIX IT IN ORDER TO DELIVER GOOD RESULTS BY YEAR END?



    The only thing the existing level of expertise accomplishes is wasting many millions of dollars EVERY SINGLE YEAR. And no one stood up on the state level to this date to fix such extremely expensive problems because no one knows how to fix them. This kind of spending and delivery of poor results has to stop. For that, we need excellent superintendents with solid management training and experience, ones with an excellent track record for at least five years, ones who turned around a poorly performing school organization before. The big problem is that more than 13,500 school districts in the USA may have only a handful of such superintendents, and a superintendent development program does not exist. But the country has many retired vice presidents, who managed much more very successfully. They could be of great help. They could do a superior job in improving education.


    A.C.T. College and Career Readiness
    What Is It?



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    Each subject that A.C.T. measures in its tests score zero to thirty-six like the A.C.T. average score is. One can also assume that A.C.T. Readiness comes into play not only on the total average score, but also on the A.C.T. Benchmark scores. A.C.T.'s Benchmarks for "A.C.T. Readiness" means that all of the individual benchmark subject scores that are Mathematics/Algebra (score:22, 24-25% "Readiness"), Science/Biology (



    Testing organization cannot be expected to provide tests to the state education departments free. They have employees to pay. Profitability is simply making sure to pay your employees and pay for their work-related needs, from the money that you make from selling your services to school organizations. There are lawsuits by the school systems against the testing companies at times. In a poorly performing school system, regardless of how good or bad they are, they would like to see better test results than what they have. It should be obvious that all testing companies in education will test the student to an absolute minimum level, to minimize any conflict with the school system. Parents and the public must assume that just passing a benchmark score is not a totally positive outcome. WHAT IS ABSOLUTELY CERTAIN IS THE FACT THAT THOSE STUDENTS WHO ARE NOT A.C.T. READY, WILL HAVE ONLY MINIMUM WAGE INCOME FOR A SHORT TIME, BEFORE ROBOTS WILL REPLACE THEM. The better measure from A.C.T. IS WHAT THEY CALL S.T.E.M. A.C.T. READINESS THAT REQUIRES A MINIMUM AVERAGE A.C.T. SCORE OF 26. THAT IS THE MINIMUM LEVEL THAT SHOULD BE GRADUATED FROM HIGH SCHOOL.



    If a child is not A.C.T. Ready, we still graduate them from high school. It is very foolish and misleading when school employees ensure parents by telling parents that not all students were made for college training, but he could be successful in a trade skill. Trade skills will also be changed by robotics and automation even faster. Misleading parents, especially those with less education who are struggling very hard, is a very dishonest thing to do by school employees.



    We also have to change our thinking about college vs. high school training. We have to think in terms of knowledge having to increase in employees year-by-year in order to be able to make a living and for employers to survive. Elementary schools must deliver more. It is already unacceptable that our children fall behind in reading and basic math by grade 4. How can they do well without reading and basic math from then on? They cannot. The responsibility falls back on teacher training and certification, and keeping people employed or not who cannot educate our children. THAT IS UNACCEPTABLE IF ONE WANTS NOT JUST GOOD RESULTS BUT TO SURVIVE. Why do you want to keep schools open that are Failure Factories that cannot produce better than 80% A.C.T. Readiness in high school graduates? Having low standards while we lie about "Excellence for all children" and we use the people's money to employ people who do a poor job, is an incredibly dishonest thing to do.



    U.S. universities require a 26 or higher score in A.C.T. math to be admitted to a mathematics, any science or engineering or economics degree program. Most have an A.C.T. 26-31 ADMISSION REQUIREMENT, as well. THESE SUBJECTS, AS A GRADUATE DEGREE, REPRESENT THOSE FUTURE JOBS THAT WILL BE ABLE TO SURVIVE COGNITIVE ROBOTICS THE LONGEST. The benchmarks are A.C.T. scores that represent the minimum benchmark value in each of the four benchmark subjects. The minimum A.C.T. benchmark target-scores represent a percentage of "A.C.T. Readiness" or prepared students in a high school's graduating class in a specific year. But the minimum benchmark scores also represent the minimum A.C.T. Readiness of an individual student. An A.C.T. score of 22 or 23 represents only that the student is only about 25% prepared in the subject. But in English Composition, the minimum readiness score is only 18, which represents ONLY 10-12% A.C.T. Readiness. To the best of our knowledge, we are not in African Uganda with 43 tribal languages, we are in the USA and our official language is English and not Swahili or Bantu or 41 others. In our most important subject, English Composition, any student who is ONLY 10% prepared is A.C.T. Ready in that subject. That is far from the kind of preparedness our children needed in the past ten years and will need in the fast moving future years much more. IMAGINE NOW THAT WE GRADUATE IN TENNESSEE WITH A DIPLOMA MORE THAN 80% OF THE STUDENTS, YEAR AFTER YEAR FOR DECADES, WHO WERE AND ARE NOT A.C.T. READY. THERE ARE A FEW STATES THAT ARE WORSE AND A FEW THAT ARE BETTER. But the most dangerous thing is that WE GRADUATE STUDENTS FROM HIGH SCHOOL WHO CANNOT READ, CAN WRITE ONLY BLOCK LETTERS, and even if A.C.T. Ready, such a child MAY NOT BE PREPARED WELL ENOUGH FOR HIGHER EDUCATION UNLESS THAT CHILD IS HIGHER THAN 80% A.C.T. READY.



    ALL THIS MEANS IS THAT THE STATE DEPARTMENT OF EDUCATION DOES NOT SUPERVISE SCHOOL PERFORMANCE LEVELS MONTHLY IN ORDER TO TAKE CORRECTIVE ACTION, AND SUCH POOR MANAGEMENT CREATES EVEN MORE DAMAGE. FOR EXAMPLE, A STUDENT SHOULD READ AT A CERTAIN LEVEL BY THE END OF GRADE 4. AS LONG AS THE STUDENT'S READING IS NOT UP TO PAR, IT WILL REMAIN AS A LEARNING HANDICAP. AND WE GRADUATE THEM FROM HIGH SCHOOL WITH IT!! WE FIRST NOTICED THE READING PROBLEM AMONG HIGH SCHOOL GRADUATES 22 YEARS AGO. IT STILL GOES ON UNSOLVED IN 2019!



    WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO FIX THE ABOVE PROBLEMS?





    Our schools blame poverty that is rapidly increasing, and parents for the bad results. The truth is that OUR PUBLIC SCHOOLS ARE CREATING POVERTY BY DUMBING DOWN OUR CHILDREN, AND THEN THE CHILDREN WITH LESS KNOWLEDGE CAN GET ONLY A LESS PAYING JOB. The truth is that most inner city parents lack education, and work their fingers to the bone to just survive as single parents. The truth really is that our schools are not as good as they claim and must improve. The truth is that there are education systems, that create outstanding results uniformly, minorities and all, but they select and educate teachers differently and better than we do, and teach children differently (e.g., Finland) but our leaders from the governor on down have zero interest in finding out how they do it. THE SAD TRUTH IS THAT WE ARE DUMBING DOWN THE POPULATION, AND OUR LEADERS ARE DOING NOTHING ABOUT IT.



    WHY IS IT THAT THE TENNESSEE DEPARTMENT OF EDUCATION DID NOT TAKE ACTION TO FIX THE ABOVE PROBLEMS?





    I investigated our education system in every state and went to the best countries in education to investigate their standards, methodologies, training for both teachers and students, education laws and they were very open with me. I wrote to the previous Tennessee governor seven times. No reply from anyone. I wrote to the current governor of Tennessee four times about our challenges in education. Again no answer from anyone. Most high schools have only 15-25% A.C.T. Ready students of those graduating. BUT THEY ALL ARE GRADUATED WITH A DIPLOMA! The lack of response is a strange result, because "THOSE NOT ACT READY" are 75-85% of graduates (95-97% OF AFRICAN AMERICAN STUDENTS!) who can only get minimum wage jobs for a handful of years at best before robots replace them. WHAT WILL HAPPEN THEN?



    The parents are under the impression that getting a diploma means that their child is ready to learn a "GOOD" job FOR LIFE. It used to be the policy within US states until about 40 years ago, and in other countries to date, that a diploma is not awarded to a high school student unless that person is prepared to continue his/her studies at college level toward a four-year degree program. The high school graduates may decide to get further education or not. If the child graduates but is not A.C.T. Ready, the schools tell the parent that all children are not made for college by God, but they will do well by learning a profession - falsely reassuring the parent. Note that Success Academy Schools of N.Y.C. achieves 90%+ results beating even several private schools, and do it with poor, inner-city black students! No one visits them to see how they do it from our public education management. I did. We could learn a lot about how we could improve at a fast rate. Don't blame your schools and teachers. The problem is with the state's education management and the governors. This very successful school system even makes its private very successful elementary and middle school curriculum AND TEACHING METHODOLOGY available FREE on the Internet, but low performing management people at our public schools are too afraid to try new things, and feel comfortable only with their old methods that failed us at every level of education management up to the governors.



    A.C.T. offers a much better test instrument for future readiness for the long term, called "S.T.E.M. A.C.T. READINESS" THAT REQUIRES AN AVERAGE A.C.T. SCORE OF 26, PLUS HIGHER SCORES IN THEIR BENCHMARK SUBJECTS. THAT IS WHERE A HIGH SCHOOL GRADUATE NEEDS TO BE TODAY TO BE ABLE TO LEARN A JOB THAT WILL PROVIDE AN INCOME TO SUPPORT A FAMILY OF FOUR. THE POORLY-PERFORMING PUBLIC EDUCATION SYSTEM WILL NEVER TELL YOU THAT. THE EXISTING LEVEL OF HIGH SCHOOL AVERAGE IN THE TOP 20 COUNTRIES IN EDUCATION IS APPROXIMATELY THE SAME AS AN ENGINEERING STUDENT AT AN AMERICAN UNIVERSITY AFTER COMPLETING THE SECOND YEAR OF ENGINEERING OR SCIENCE CURRICULUM WITHOUT REMEDIAL COURSES. PLEASE CONSIDER NOW THE FACT THAT 84% OF THOSE STUDENTS WE GRADUATE FROM HIGH SCHOOL IN TENNESSEE OR 76% OF THOSE WE GRADUATE NATIONALLY, ARE NOT EVEN A.C.T. READY! AMONG BLACK STUDENTS 94-97% WHO GRADUATE ARE NOT A.C.T. READY! Everyone should be ashamed who have anything to do with such an enormous failure when there are good examples and great tools are available to turn such situations around, but people at all levels in a poorly managed organization do not even have the courage to try proven methods and tools of success. No one can succeed with such people in leadership positions.



    According to college professors today, two years of remedial training is required before a new college student is prepared to take the first-year courses for any science or engineering-related program. It is not just for engineering and science jobs, as the schools tell you. THIS PROBLEM IS PROGRESSIVE, AND IT WILL DESTROY US UNLESS WE ACT TO FIX IT WITH A SENSE OF URGENCY. DEFENSIVE BEHAVIOR BY ANYONE HAS NO PLACE HERE. A.C.T. Readiness is far from College Completion readiness, as many schools will NOT tell you. "A.C.T. Readiness" ONLY means that the student has a 50-75% CHANCE to pass the four first-year college courses in Mathematics, Biology, Reading/Social Science and English Composition if the student passed the admission and required prerequisite requirements for these courses. The passing benchmark scores represent only a 25% A.C.T. Readiness in three benchmark courses, and the English benchmark score represents only an approximate 10% Readiness. For a graduate to make enough money to be self-supporting, the A.C.T. Readiness would need to be much higher. THINK ABOUT WHAT IT MEANS IF THE HIGH SCHOOL GRADUATE IS NOT A.C.T. READY! THINK ABOUT THE FACT THAT AMONG TENNESSEE GRADUATES WITH A DIPLOMA MORE THAN 80% ARE NOT READY (nationally 76%). LOOK AT THE CHART TO SEE HOW LONG THIS HAS BEEN GOING ON! INVESTIGATE WHAT I AM WRITING HERE, AND IF YOU ARE SATISFIED THAT I AM TELLING YOU THE TRUTH, ASK YOUR GOVERNOR WHY HE/SHE LET THIS HAPPEN! AFTER ALL, WE THE PUBLIC ARE PAYING FOR IT THE HIGHEST RATE PER STUDENT IN THE WORLD, AND OUR CHILDREN NEED MUCH BETTER. WHEN WE PAY FOR SOMETHING, WE ALL EXPECT IT TO FUNCTION VERY WELL. LET HIM TELL US WHY PUBLIC EDUCATION IS DIFFERENT.





    WE ARE 2ND-5TH HIGHEST SPENDERS IN THE WORLD PER STUDENT. The mathematics results dropped to the bottom of the industrialized countries. WE SPENT AND SPEND ENOUGH MONEY PER STUDENT, BUT THE MONEY IS NOT GOING TO THE RIGHT PLACES OR THE RIGHT PEOPLE.





    Can U.S. public schools keep up in the future?
    ONLY WITH MAJOR CHANGES.

    ***** We went from the horse and buggy to the moon in a hundred years. *****

    Think about this because many new technologies are coming into play.





    Our public education did not keep pace with technological advances like the high performing countries' education systems did. It starts with the fact that our teacher training programs have not changed enough with the times at our colleges and universities, the teacher training curriculum is the weakest and easiest, attracting under-performing students. American teachers are coming from the bottom third of their university performance. Other nations take them from the top third, and even from the top 10% ONLY like Finland. The university training must be A FULL BS/MS PROGRAM IN THE SUBJECT THEY WILL TEACH above 4th grade, and are matched to the teaching profession before they are hired. This is a huge difference between us and the nations with medium-to-high quality high school education. They are prepared well to be excellent teachers, their teaching performance brings excellent results, and such results create the highest respect from the public. We can see how good our school performance is in the ACT and SAT results and the international tests. Our state tests are weak because the curriculum is weak, and the Tennessee STATE TESTS HAVE BEEN DUMBED DOWN SEVERAL TIMES TO PASS MANY STUDENTS WHO WOULD OTHERWISE FAIL. Teachers are not to be blamed for this. It is the state education departments and governors who created and allow this bad situation.





    No one can produce excellent results, unless one is totally truthful with all concerned about the work they do, both good and bad, and specifies in a written plan who has to achieve what every month in the organization to achieve the objective. Objectives must be measurable, and they must be the key indicator of success or failure, with every single important action to be achieved.





    New technologies increase employer requirements and that change is not reflected in today's high school education, such as making Algebra II, Geometry, Solid Geometry, and Trigonometry in mathematics, and adding Chemistry and Physics as well at MINIMUM to the Curriculum. Those we compete within an international environment complete a year of Calculus as well as part of high school education. The choice is not complex. Our results are poor because our teacher training became poor, and management training does not exist for principals and superintendents. Management know-how in the state departments of education is lacking and in some governors it is also absent. WE NEED PROFESSIONAL MANAGEMENT KNOW-HOW IN EDUCATION INSTEAD OF POLITICAL BEHAVIOR AND POLITICAL METHODS THAT ARE CREATING POOR PERFORMANCE.





    ACTIONS NEEDED





    Good results depend on well qualified workers doing excellent work. One cannot change results if one keeps working the same way as before with the same people. One needs a single objective, that is the key indicator of success or failure, like an A.C.T. score, that is 10% higher than the prior year's actual A.C.T. score. This must be backed up by monthly objectives on all supervisors and managers, principals and teachers to support the annual A.C.T. objective, so that we catch any performance problem in any month, instead of getting a surprise at year end. It is the schools that achieve the result in any school district. Yet we never had them operate under specific objectives and operating plans. The focus must be on them. All support must be focused on them and they must operate under specific measurable academic objectives in order for the school system's results to improve. Poorly performing organizations cannot recover without using "Management by Objectives (MBO)." The biggest challenge is that employees who have been in a poorly performing system keep working the same way for several years in the past. They are afraid of any change, especially a change that measures their performance. However, it is not possible for a poorly performing organization to recover without monthly performance measurement, e.g., with GPA per class, teacher, school and school district. The A.C.T. is available only annually for high school and school district. For growth the monthly performance check is important. The A.C.T. is more accurate THAN THE GPA and it is the best tool for calibrating the GPA results. Most people who were part of a poorly performing organization cannot change easily to a much healthier thought of "what do I need to learn to get better results" and view that as a healthy challenge. That is why "MBO" is vitally important.





    ACADEMIC FOCUS: VERY IMPORTANT: ELIMINATE "90% graduation objective" and use instead "last year's A.C.T. score plus 10% minimum for the objective, coupled with monthly individual school academic objectives (e.g., G.P.A.) for all supervisory employees that drive A.C.T. achievement. The push for 90% graduation rate with an average A.C.T, 21 goal, as for many years, simply cannot work. In Tennessee a 21 A.C.T. score means that the goal is an unacceptable 25% A.C.T. Readiness, with 75% OF THE GRADUATES NOT BEING READY FOR ANY JOB FOR LIFE! In addition the "90% of students graduating" goal, for almost 20 years now, created pressures during the last month of the school year to dumb down the state test ("Cut Scores"), and to make superintendents and principals push for promoting children who would otherwise fail, by changing the pass/fail point (60% good answers normally) down, below 30% in some courses to pass and graduate many children who are very poorly prepared. That is why we have an extremely high percentage of graduates who are not A.C.T. Ready. Isn't it obvious to all that what we need is an educational objective, an A.C.T. score that is 10% higher than the prior year's score? If that goes up, so will the graduation rate.





    Very important for teacher success: a test for a psychological match to the teaching profession, raising subject training (what they will teach) to Master's level, using Intern-based teaching tools, learning new teaching methodologies, and learning to use the best lectures by the best professors nationally in the subject they teach. Good teachers love the subject enough to keep up with future developments. It would be ideal if they could alternate their jobs between teaching and business where they actually use their subject knowledge.





    The American public's money via taxes is paying one of the highest rates in the world per student for the education of the public's children. but only 26% of the graduates with a high school diploma are A.C.T. Ready nationally. Even for those few who are A.C.T. Ready, the readiness benchmark score is equal to only 24-25% knowledge of three subjects and the 4th subject, English, passes at A.C.T. score 18 that only 10-12% knowledge level of the subject defined by the curriculum. even A.C.T. Readiness is not good enough preparation of our children to survive. Is that a good result? We just kept spending more money per child, but we did not teach our children well enough.



    Political leadership above education hires staffing for the schools and management who are unprepared at all levels to do an acceptable job. Why? Because the hiring manager thinks that he/she does not have to know what and how the new employee has to accomplish what needs to be done - a huge mistake. More than 80% of high school graduates are not A.C.T. Ready. They will be able to get only short-term employment at minimum wage followed by nothing after five years. Nothing! The automation plans of several industries for 2019 - 2022 will ensure that exactly, because they cannot find qualified high school graduates. Such children will not be earning enough to support themselves with legal jobs, let alone a wife and family, but will learn to make money illegally and will make a lot of babies. Our governors are not likely to know better.



    WHAT SHOULD OUR HIGH SCHOOL GRADUATES A.C.T. READINESS BE? NOT 17% LIKE IN TENNESSEE. NOT 24% LIKE THE USA AVERAGE. IN THE TOP TEN COUNTRIES IN EDUCATION IT IS MORE THAN THE EQUIVALENT OF 90%. THE ANSWER TO THAT FROM THE EDUCATION ORGANIZATIONS FREQUENTLY IS: "BUT WE ARE SO MUCH BIGGER! AND THEY DO NOT HAVE MINORITIES!" WELCOME TO THE RESULT OF BEING DUMBED DOWN BY OUR EDUCATION SYSTEM FOR MORE THAN 50 YEARS. THEY DON'T EVEN CHECK THE FACTS BEFORE GIVING AN ANSWER. VERY SAD SITUATION. IN MORE THAN 50 YEARS NOT A SINGLE GOVERNOR, NOT A SINGLE EDUCATION SECRETARY OR STATE SUPERINTENDENT TOOK ACTION THAT RAISED THE A.C.T. READINESS AND THE S.A.T. EQUIVALENT. WHEN



    WHO IS RESPONSIBLE FOR DESTROYING THE LIFE OF THE PUBLIC'S CHILDREN? WHOSE EDUCATION AT ONE OF THE HIGHEST EXPENSES PER CHILD IN THE WORLD WAS PAID BY THE PUBLIC, BUT THE STATE EDUCATION DEPARTMENT WITH A GOVERNOR PICKED LEADER, WHO COULD NOT OR WAS NOT ALLOWED TO DO A GOOD ENOUGH JOB FOR 80-90% OF SUCH CHILDREN, SO THAT THEY COULD GET A LEGAL JOB TO SUPPORT MINIMALLY A FAMILY OF FOUR, OR JUST THEMSELVES. THE GOVERNOR, HAD NO IDEA WHAT TO DO, COULD NOT FIND A PERSON IN THIS HUGE COUNTRY WHO DID. OR WAS THE GOVERNOR RESTRICTED IN DOING A BETTER JOB? WE HAVE WASTED MANY BILLIONS OF DOLLARS AND DECADES, AND WE CERTAINLY SPENT ENOUGH. WE WOULD APPRECIATE GETTING A TRUTHFUL EXPLANATION FROM THE GOVERNOR ABOUT WHY THIS IS HAPPENING AND WHY WE ARE TELLING THE PUBLIC A FALSE STORY ABOUT PUBLIC EDUCATION. WE WOULD LIKE TO SEE THE GOVERNOR'S WRITTEN PLAN TO TURN THIS SAD SITUATION AROUND OR EXPLAIN IN WRITING TO US IF WE ARE INCORRECT.



    ELECTED SCHOOL DISTRICT BOARDS', SUPERINTENDENTS' AND PRINCIPALS' TRAINING: Management-by-Objectives, Annual Operating Plans, Zero-based Budging training, focus on A.C.T.' "Core Plus 2" plus honors courses, s goal at average 27 A.C.T. for 80% A.C.T. Readiness in five years. If you achieved results with the poor, very old training and with the enormous inefficiency we had to date, the far better results will come with actually less effort if we do things properly.





    Poorly performing organizations can't recover without redefining the "EXCELLENCE" they claim constantly. They claim "excellence for all children" when more than 70% of graduates are not A.C.T. Ready. Any statements or communication in any form by a public education system, especially after our poor history, must communicate the truth and nothing but the truth on all communications to ANY recipient.





    In a poorly performing environment, mediocre performance is accepted as EXCELLENT. A.C.T. Readiness is NOT excellence even at 100%, but only "meets requirements" at best, because the curriculum is not competitive. 80% Readiness is a must in 5 years.





    To that end, we must have ZERO TOLERANCE for discipline problems. Give teachers the power and authority to control their classes. Give them also the responsibility to deliver better results via GPA and ACT results.





    Our goal of 80% A.C.T. READINESS requires not spending money on other than an excellent education, technology, and maintenance of improving A.C.T. scores 10% per year. Reduce central management staffing to 2% of total school district full-time employees who do a good job. We must keep only those who do a good job. For that, measurable objectives must exist for all employees. If that cannot be defined, why hire them?





    Any school district must communicate only the truth and nothing but the truth. Currently this is totally ignored.





    Plan the coming year well, with monthly measurable G.P.A. objectives to deliver much better results by students than in the past.





    Provide a financial incentive and recognition plaques to teachers and principals who exceed a 10% higher G.P.A., than last year's, or 3.5 GPA, whichever is lower.





    Evaluate together every month which and what teacher-created the best results and how it was done.





    Graduate only those who are A.C.T. Ready, keep those who are not, for up to two more years.





    Require specific management training for Superintendents.





    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 knowhow. 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 knowhow 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 A.C.T. or S.A.T. 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 A.C.T., S.A.T. or N.A.E.P. (primary school test) scores. Or find out which the best high school is with A.C.T. scores, and ask the principal about which primary school is best.





    WHY MUST WE DO ALL THIS?



    THE PUBLIC IS PAYING ONE OF THE HIGHEST RATES IN THE WORLD PER CHILD, IN GOOD FAITH, TO EDUCATE ITS CHILDREN, SO THAT THEY CAN, AT MINIMUM, EARN ENOUGH TO SUPPORT A FAMILY OF FOUR. For our future citizens: our children's and grandchildren's economic survival.





    High school graduates feed the workforces of all industries.





    The training of our industries' workforces affects the quality and profitability of the companies in our industries. We compete today with international competitors at home and in most countries.





    Poorly prepared high school graduates, like most U.S. graduates today, lower our industries' income, and also our national income. We do not have enough national income, and our national debt skyrocketed.





    Our high schools, therefore, must be competitive with the best countries in education. We are far from them today.





    A.C.T. depends on the education community for income. That is likely to influence their test results to show the best possible "picture" with their test results. The purposeful dumbing down of the public unfortunately exists.





    We are told told that the U.S. Constitution does not provide any guidelines for education. Individual state constitutions and laws delegate all spending and education-related decisions to locally elected school boards. There are more than 13,500 such school boards in the U.S. The decision-making majority of such boards lack the necessary know-how. The U.S. Constitution not covering public education is not a good reason for no standardization nationally on the most important things in education. For example high school graduation requirements, advancement, student requirements to each grade, minimum curriculum in K-12, teacher and superintendent qualification revised, prerequisites for entry into a teaching program in any college or university, single-subject focus with a BS/BA and MS/MA in the subject that a candidate will teach above grade four, with a plan to achieve such a qualification. If that is not possible, expect cognitive robotics with Artificial Intelligence to replace education as we know it, because what we have is destroying our children's ability to make a living.





    Politicians believe that if they suggest changes, the education entity will have them voted out.





    OBSERVATION: Jobs are getting more sophisticated. The less demanding jobs are going to robots. It is a tougher world out there. The jobs require more knowledge. When things were easier, both schools and parents were tougher with the children in the school and at home. So, we made everything easier for children, with much less pressure in school and at home, allowing children to misbehave and learn less than before. WE DID THIS FOR OUR CHILDREN, FOR A TOUGHER WORLD THAT REQUIRES MORE KNOWLEDGE IN THE SCIENCES AND MATHEMATICS...

    Go figure...Have we been dumbed down this much?!





    THE FUTURE DEPENDS ON HOW WELL EDUCATED OUR CHILDREN WILL BE

    WHAT IS YOUR GOAL?
    WHAT HAVE YOU CHANGED?
    WHAT IS YOUR GOAL-ACHIEVEMENT HISTORY?



    HOW IS ACT READINESS DETERMINED?



    The A.C.T. score range is 1-36. The test is given after 11th Grade, to learn what children learned from grade one to twelve. A.C.T. also offers a test called ASPIRE, for each grade, from grade 3 to grade 10. ASPIRE indicates in each grade what the individual student's A.C.T. score is likely to be in grade 11 if the student keeps progressing the same way. This is an excellent predictive test for parents as well as school management because, at any grade level, ASPIRE indicates what the final school district's or individual student's A.C.T. score is likely to be. Having a tool like ASPIRE, both the parent and the school would see what courses' performance is weak, starting with third grade. If a parent and the school know that a student's performance is too weak at any grade from 3 to 10, they can act to correct the situation. Otherwise, the A.C.T. score may come as a big surprise.





    The A.C.T. score is the average of four A.C.T. subject tests: English, Mathematics, Reading, and Science. The student that meets the target scores of all four benchmark tests qualifies as "A.C.T. READY." A.C.T. Readiness only means that if a student passed the four benchmarks (in English, Mathematics, Reading and Science), then that student has a 50% - 75% CHANCE to pass the college FRESHMAN LEVEL of the same four subjects only (that is the FRESHMAN LEVEL English, Mathematics, Reading and Science courses) and NOTHING ELSE. Verify at https://www.act.org/content/act/en/college-and-career-readiness/ benchmarks.html.





    Please note that being just "A.C.T. Ready" does not indicate that a child is prepared for the better paying future jobs even on the lowest level, especially jobs that relate to any future science, engineering or economics courses. It must be obvious that those students who are not A.C.T. Ready, are likely to remain unemployed most of their lives.





    Let me tell you how fast technologies are moving ahead. Ten years ago a $1,000 computer had the same computing power as a mouse brain. By 2025 a $1,000 computer will be much smaller, but with the same computing power as a human brain. By 2045 the $1,000 computer will be very tiny; it's peripheral devices will change very significantly, brain implants will be used for raising IQ and knowledge levels. By 2045 the $1000 computer computing power will exceed the power of ALL HUMAN BRAINS ON THIS EARTH COMBINED (source is Ray Kurtzweil, PhD, recipient of 21 honorary doctorates, Google's V.P. of technology). His forecasts have been MORE THAN 80% accurate for the past 30 years). Today's children will be alive then, and so will be our grandchildren. Robotics is advancing just as fast as computers, along with many other technologies, and will replace the jobs of those students who are not A.C.T. Ready by 2024 or before. Many college education based careers, such as accounting, nursing, teaching, and many more unless such individuals continued an earnest learning effort to stay ahead of robotics for employment. Our high school education is already seriously behind many nations as of 2019, and there is no sign of any improvement. Japan started this serious continuing education 30 years ago. We do have a couple of dozen high schools with close to 100% A.C.T. Readiness, But some states like Tennessee do not have any, and if one writes to the governors of the low performing states, there will be no answer from anyone. We will see a huge group of new sciences and technologies become very active by 2022: nanotechnology that will change most engineering design and manufacturing activities with major cost-reduction, robotics with nanometer resolution of components in design (nanometer = one millionth of a meter) including invisible and cognitive robotics at a much lower cost, and space science, whose high speed, antigravity engines among other things will create even greater benefits than the automobile industry did - IF WE TURN AROUND OUR PUBLIC SCHOOLS SIGNIFICANTLY. OTHERWISE, OTHER NATIONS WILL BENEFIT, THOSE WHO MAINTAINED AN EXCELLENT K-12 EDUCATION SYSTEM.





    Technology changes always eliminate low-level jobs with robotics, and bring many jobs with better pay, but requiring much more education. We fell behind in education and that will create a big problem that we are already feeling.





    A.C.T. already has a new term for READINESS for jobs that will ensure a proper income for a family of four longer-term.

    It is called STEM A.C.T., it includes Calculus, Chemistry, Biology and Physics and the A.C.T. score must be at or above 26, which will gradually increase. The education systems were teaching all this in the higher-performing international countries and in some Northern US states 40 or more years ago.





    Our public education has fallen behind starting more than 50 years ago. We became the highest spending country per student. We dropped to the bottom of the industrialized countries in 2016. Our governors and state departments of education leadership did a terrible job. All governors spent more money on education since 1970, but not on things that would increase learning as measured by the A.C.T. scores. Those sciences that are coming in a couple of years, will need even more, far better prepared high school graduates.



    INTERESTING OBSERVATION: SINCE 1970 WE SPENT MORE EVERY YEAR TO THIS DAY AND BECAME THE HIGHEST SPENDER. BUT THE KNOWLEDGE OF HIGH SCHOOL GRADUATES DECLINED. YET QUITE A FEW GOVERNORS WANTED TO BE REMEMBERED AS THE "EDUCATION GOVERNOR". We wrote to our current and prior Tennessee governors specific questions about our poorly performing public education system during the last ten years. We did not receive a single response from them or anyone else for them. Not a single letter. BUT THERE WAS NOT A SINGLE GOVERNOR IN MORE THAN 50 YEARS, WHO SEEING THIS TREND SINCE 1970 STOOD UP TO INITIATE A FORENSIC AUDIT (THIS IS AN INVESTIGATIVE AUDIT) TO EXAMINE WHERE THE MONEY GOES. WHEN PERFORMANCE IS BAD, YOU HAVE TO CORRECT INTERNAL PROBLEMS WITHIN THE ORGANIZATION, INSTEAD OF SPENDING MORE MONEY AFTER THE CHILDREN GRADUATED FOR SOME FORM OF SUPPLEMENTAL TRAINING. REVERSING A POOR 12-YEAR EDUCATION COSTS A FORTUNE, AND IT DOES NOT MAKE MUCH DIFFERENCE IN THE POOR GRADUATION RECORD.





    Who is going to "pay" for making such a huge mistake?

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    /Users/victorspencer/1Webpages/education100/1flashingarrow.gifLet's look at the high schools' performance also in the Knox County School District in Tennessee. What becomes obvious right away is the fact that performance of the high schools varies between mostly poor and some average, but less than one percent are in a high enough performance area that delivers 90% ACT Readiness. In some countries all public schools are in this high performance area. Ours is the result of teacher and principal skill levels being too low, teacher subject education, selection and how well they fit the teaching profession does not exist and both elected boards and superintendents not being trained well enough. This is not the teachers' and principals' fault. It is the fault of low standards by the state education department, and ultimately the governors. This is a huge problem that is unaddressed to this day.







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    /Users/victorspencer/1Webpages/education100/1flashingarrow.gifExcellent high school graduates with 90%+ readiness are very important for any country. We do not have enough of them. But we do have many in high school and even in college graduates who are far from being ready. College professors and employers are complaining about the poor training of high school graduates: they cannot read and write properly, don't know basic math and have a bad attitude. Public high school graduates "feed" our universities and all of our industrial and governmental workforces. We have been paying one of the highest rates per student in the world in elementary and high schools, but our public high school performance fell behind other industrialized nations, with only 25% readiness. That means that your child may have received a diploma but not enough education to be prepared to be self-supporting.









    /Users/victorspencer/1Webpages/education100/1flashingarrow.gifPlease look at the graph below. A diploma is a promise by any state or nation that indicates the recipient to be ready to become a productive member of society in terms of future needs of employers. I am very sorry, but this performance in Tennessee or nationally is so bad, that around 75% of those to whom we give a diploma are not ready nationally, and more than 80% of high school graduates with a diploma in Tennessee are not ready. The public pays in taxes one of the highest amounts per student in the world and receive a totally unacceptable job for it. The state education departments do things that make the grades look better than the students' knowledge warrants by far, to keep graduating students in school to graduate them, who know less and less. If such misrepresentations were done with the public's education using the public's money to damage the public's children, THEN WHAT HAVE WE BECOME AS A NATION? CERTAINLY NOT A GOD-FEARING NATION AS WE WERE, BUT A NATION OF SATAN'S PAEDOFILIA WITH THE KILLING OF BABIES WITH FAMOUS NAMES IN POLITICS ENJOYING IT AND NO TRIALS FOR SUCH MURDERS. We showed that the readiness definition of high school graduates is too optimistic for official eyes, but the truth is significantly worse. The public is not informed of this, and is told false stories by the political and education leadership. WHY IS IT THAT WE TOLERATE SUCH PEOPLE IN ANY LEADERSHIP POSITION? ARE WE JUST ACCEPTING AGAIN STATUS QUO BECAUSE IT IS TO HARD TO FIGHT FOR THE RIGHT THING?









     The product, service, and work quality of all industries depend on how good a job a country's public education is doing. Many other countries improved much better their public high school education to have a better workforce then we did. A better educated workforce can create better products and services and increasing profitability that in turn creates more tax income for their country. We compete with foreign companies' products at home and in any other country. We see our and foreign products everywhere. WE HAVE BEEN COMPETING WORLDWIDE FOR MANY DECADES. LET THERE BE NO DOUBT THAT FOR THIS REASON, OUR HIGH SCHOOL EDUCATION MUST BECOME MUCH BETTER TO BE COMPETITIVE WITH THE BEST IN THE WORLD. WE ARE NOWHERE NEAR THAT. PEOPLE WHO DO NOT KNOW AND BELIEVE THAT WE MUST IMPROVE OUR EDUCATION RESULTS, SHOULD NOT BE WORKING WITHIN PUBLIC EDUCATION OR ABOVE IT. We did not improve. Lower high school education hurts our workforce, and our national income cannot be sustained that way. We could not generate enough national income, necessitating borrowing that becomes our high national debt, on which we have to pay interest that "controlling outsider group". More about them later.









     We have a major illiteracy problem in the USA everywhere and we are doing nothing about it. Why? Please click on it to read it. Just answer this: how can your child learn and live if+++++++ the school graduates him, but he cannot read, cannot do basic math and he thinks that the world owes him a much better living?









     New technologies have been increasing more and more rapidly over the years. New technologies replace some old jobs and create some new jobs for which employees need more technically educated workers. Our high school performance must keep pace with technology-related improvements. Unfortunately, we fell behind.





     New technologies are the tools that enable our industries to develop more competitive products and services in a global mark. Any country we visit internationally, we see products and services from many other countries. Several decades ago, I traveled regularly to many countries. American products were the most popular then. We lost that edge.





     For any medium-to-large American corporation of any industry, the sale and service income that comes from other countries is important enough to make or break that corporation's or industry's survival. We lost several industries in the past, that we dominated, such as consumer electronics, heavy machinery, and so on. It also impacts the income of our nation. International income for a US corporation can easily exceed domestic income. When the national income declines, we borrow more money, and the national debt must increase on which we have to pay interest. Internationally competitive education is therefore very important for successful survival.





     Our high school performance declined during the last 50 years by the state education departments, to a lower level than many other nations. Examples of these actions are objectives, and operating plans that do not work, low employee standards were allowed in school districts. As if that was not enough, reduction of pass/fail points in the state tests to show better grades, weak rules to manage discipline problems. We are showing a simple chart above and below that shows the poor performance over a 19-year period. Not a single governor stood up in 50 years to stop the expense increase annually until education results are turned around, which would be the normal thing to do without exception. Not a single governor-initiated action during this long period that increased academic results, meaning no one changed any management or operational mistakes WITHIN THE SCHOOLS that caused the declining results. What creates such huge problems? "Political Management", when education requires normal large-scale organizational management to be successful. Why is such a thing happening? Because public education organizations do not understand and train school district superintendents and management people in state education departments in post-MBA management-level subjects. THIS IS A BIG MISTAKE. Such a decline means that this is not an accidental or random activity but one that is directed purposefully by a "controlling outsider group", when it is combined with poor teacher training on the university level, when major operational and financial management decisions are handed over to one of more than 13,500 locally elected school boards whose majority is not trained at all in the activities they have to do, with the absurd justification that the best ideas for how to teach our children come only from the local population of our schools. What that brings is a constant small annual decline. This is also the work of the "controlling outsider group" and started a very long time ago.





     When people are part of a poorly performing organization for 2-4 years, they g used to it and accept it as normal, or even as good depending on the efficiency of the organization's PR group. That is where we are. We know from the graph that poor performance existed for at least 19 years and likely more. We know from old Illuminati data and quotes from members that it existed a lot longer. That means that a turnaround in performance with the same poorly performing people would be possible only with very firm management, not allowing for any compromise between the old and new practices. That would require new management in every school district, with retired managers from other industries to g the necessary experience, but without education management experience. How much of a problem would that be? No problem at all. The low high school performance appears to be least understood by politicians and people in education at all levels. If they understood the problems in our education, and if they had A.C.T. or S.A.T. score-based standards, objectives, and annual operating plans in each and every school with measurable monthly academic objectives for each supervisory or management person, then we would have seen increasing A.C.T. and S.A.T. scores.





     Our website, www.education100.org is about how we could correct public education. Public education is the most important national strategic problem that is more destructive than any other external enemy could be. We see a trend emerging among corporations and government to take over high school education initially because Public Education is not improving, does not graduate well-prepared graduates. The Intern is full of excellent tutorials, and also the presentations of the best university professors' presentations, and outstanding tutorials on any primary or secondary school, and a growing number of undergraduate university-level subjects that are getting improved with Artificial Intelligence (AI) to increase a child's or adult's interest beyond what a teacher could do. We present some of these below. Several of our best universities, like M.I.T., Stanford and others already offer a high school diploma for a very low cost through the Intern, including even "laboratory exercises" using simulation and Artificial Intelligence. It appears that our public schools do not want to improve because they have done so poorly for many years and probably cannot change because what must be done they see as an impossibility. We do not need to keep asking them to improve. There are already far superior systems in the works to replace them, and as they lose students, and as the public discovers the poor job most of them are doing, better solutions will take off like wildfire.





     We often hear from Washington politicians speaking in the name of the public. "The American people have been asking for xyz" that the politicians are proposing. However, most of the time, we have not read or heard ever American people asking for what the politicians are proposing. We hear many public comments about our children's poor education, government regulations choking medical services with regulations, but we do not hear legislators proposing anything about those. Although several governors spent millions on education projects, just to be known as the "education governor" after they leave, the A.C.T. or S.A.T. scores did not improve. It could be predicted from the start that such programs will not improve the high percentage of children, like 80% (increasing and not improving) who were graduated unprepared. Our education system declined since 1970 as our spending per student became the highest in the world. Not a single governor, nor any president, nor any Republican or Democrat has done anything to improve the A.C.T. or S.A.T. scores. Not one! The day is not far when large groups of American parents will find out that they have been dumbed down, and so were their children. About 80-90% of their children graduated from high school and received a diploma. However, more than 80% of the 90% that graduated are unprepared with minimum wage jobs that will go to robotics within a few years. One wonders why we are spending the most money per child, wasting many billions of dollars every year for a poor education system.





     It is a basic human characteristic to give priority to short-term problems and the noisiest crowd demanding anything, delaying action to fix much more serious long-term issues. That is a problem. We have already wasted many years to fix public education without any change. That means that there will be a price to pay, but not as high as it will become if we continue to ignore the public education problem.



    "There is a plot in this country to enslave every man, women, and child. Before I leave this high and noble office, I intend to expose this plot."

    John F. Kennedy
    President, United States

    Seven days later, he was assassinated. What did he know?


    High Schools' Focus:

    Vocational Or General Education On A Much Higher Level Than Today?

    It is very obvious in the graph that we have done a terrible job of educating our children in public schools, that will hurt them badly when they are trying to g a better job. The education community recognizes the problem, they cannot solve the problem, they have no idea what to do or purposefully DO NOT WANT TO SOLVE THE PROBLEM, AND THEY PURPOSEFULLY MISINFORM THE PUBLIC ABOUT SCHOOL PERFORMANCE. THAT IS CALLED LYING TO THE PUBLIC WHO PAY FOR EVERYTHING THEY HAVE BECAUSE WE PAY PER STUDENT THE HIGHEST RATE PER STUDENT. Our results should be much better, but instead, we dropped to the bottom of the industrialized countries.





    I met with the heads of pediatric neurology and pediatric psychiatry at the Cleveland Clinic in Cleveland, Ohio, to discuss brain development issues, and specifically at what age can one determine the specific vocational direction for a child and can that brain development be altered for vocational preference through what the child hears, reads, sees on T.V. The answer is "no". If anyone disagrees with what I am writing here, speak with a neurologist. If you have a different opinion from a neurologist, please l us know his name and number.





    We need to consider two things: general education for high school students and vocational decisions in high school.





    There are many vocations and many of the better universities that require a 30 or higher A.C.T. score to be accepted, to show that the student can complete the degree for such programs.



    Our high schools are struggling with low A.C.T. scores in public education. High schools are at an average A.C.T. score of 15-22, with 30-90% of the students not ready or prepared of those graduates for any job above minimum wage. At this A.C.T. range, the primary and high school education of the child is inferior. Most graduates are not prepared well enough, but we give them a diploma. BIG MISTAKE. Having a vocational desire is worthless if the child graduates poorly prepared. That is why more than 80% of the graduates in Tennessee are not ready for more than minimum wage jobs. The highest priority task for public schools SHOULD BE to become as good as the best ten countries in education became. THAT MEANS HAVING AN OBJECTIVE PER SCHOOL DISTRICT OF AN AVERAGE ACT SCORE THAT IS MINIMUM 10% HIGHER THAN THE AVERAGE ACT SCORE ACHIEVED THE YEAR BEFORE. But the Departments of Education in the states is focusing on graduation ONLY, with extremely low graduation requirements, focusing parents on graduation only as if that was a reasonable goal. IF OUR STATE DEPARTMENTS OF EDUCATION IGNORE ACADEMIC ACHIEVEMENT AS WE HAVE BEEN DOING FOR YEARS, with most schools telling the parents that all is fine, they are lying to the public. MOST OF OUR CHILDREN WILL BE UNEMPLOYED. It is vital to raise math and science scores higher than A.C.T. 26. Schools must focus on getting much better performance and not waste time with more than academic course achievement when their performance is so poor. But the next point is even a better reason.





    Teachers believe that vocational suitability depends on what the child sees or reads or movies or parental opinion, the teachers, or any other information source. THAT IS INCORRECT. Brain development is ready between 18-20 years from a vocational perspective. Intelligence appears to be defined by birth (amygdala). Genetics have some influence. The child's image may be distracted by others favoring some profession, but this is a very specialized development in the brain. The objective is for the child to be in a vocation where the child will be happy, enjoying the job because that is where he/she will be most successful. What we are doing is misleading the student. He may complete required education based on the schools' pushing them so that he will discover that he hates that job that the school "sold" him. So, schools could be most helpful if they improve the ACT-measured academic education of the children at a much higher level than they do currently and stop pushing them toward a vocation.





    Vocational testing can be very accurate with the right test. We used it in my division with about 700 people we hired, and these two tests were precise. One is called the Strong Interest Inventory, and the other is the Myers-Briggs Intelligence Inventory. Download both from the Internet for about $130 for both. But have the child take it after 19 years of age. And the two tests must be correlated by a vocational psychologist with a PhD.

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    Outstanding Learning Aids For Both Teachers And Students From Ten Sources

    1. <![endif]>Khan Academy: Outstanding. The best in this group. Any subject, any grade, most useful.

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    <![if !supportLists]>3. <![endif]>Brightstorm has an outstanding collection of the best high school teachers for every single lesson period.

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    <![if !supportLists]>6. <![endif]>EDX Courses for K-12 and personal interest from the best universities.

    <![if !supportLists]>7. <![endif]>List of study/learning skills.

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    <![if !supportLists]>9. <![endif]>MIT OpenCourseWare covering high school.

    <![if !supportLists]>10. <![endif]>SKILLSHARE is loaded with thousands of job-skill tutorials for jobs or pleasure.




     /Users/victorspencer/1Webpages/education100/rubikscube.gifWhen one is among poor performers for a few years, one gs used to the bad performance, thinking that it is "NORMAL". We have been performing poorly with public education for decades. As a result, even governors react rather softly to long-standing education problems. WE MUST CHANGE. Parents are a product OF THEIR WORK ENVIRONMENT to a great extent, and their economic or poverty level. They are more s in their ways than children. But everyone has a tendency not to accept that fact about themselves. Many parents are single women or men - because "HE OR SHE RAN." Or "COULD NOT PROVIDE." Make no mistake; they have a tough time; they have less time for the child, and don't have enough money. Probably the grandparents' situation is similar, but public education results were bter for them relative to the knowledge required in the workplace during their working life. The fast technological development was and is a huge opportunity for those children who are well educated. Children who graduate from high school must be prepared to enter work-based training programs beyond minimum wage. Becoming prepared in reading, writing, communications, sciences, and mathematics is needed in ALL JOBS THAT ARE IN DEMAND BY EMPLOYERS. Your children must graduate from high school prepared to learn for a lifime. The A.C.T. test measures how well they are prepared. You would want 90% of the children READY AFTER GRADUATING FROM HIGH SCHOOL. TODAY ONLY 26% OF GRADUATES ARE READY NATIONALLY, BUT IN SOME STATES LIKE TENNESSEE, ONLY 15% OF GRADUATES ARE READY ACCORDING TO A.C.T. The schools are graduating them and try hard to convince the public that "Not all children are suited for college, so your child must learn a trade, AND HE WILL BE FINE!" Absolute nonsense! And their trade-jobs g replaced by robotics.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifA good state education system produces 95% or higher readiness among its graduates. If they have to take learning disabled children and ones with behavior problems, but with firm rules about behavior, the 95% or higher figure may drop to 85%, worst case. But not 15-26%, like ours, or 3-6% only for African American children, unless a major problem exists in management. The teachers are not trained well, and many are not a good psychological fit for teaching, or are without continuing education and/or do not have enough preparation time. WE HAVE ALL THOSE PROBLEMS WITHOUT ANY MOTIVATION TO IMPROVE. OUR PERFORMANCE GAP BWEEN WHAT SHOULD BE AND WHAT IS, IS A GIGANTIC 60-80% THAT CAN BE BLAMED ON OTHER THINGS THAN INCOMPENCE, OR TOTAL LACK OF KNOW-HOW IN TOP MANAGEMENT EVERYWHERE! THAT IS REVOLTING IN A COUNTRY THAT IS SPENDING THE MOST MONEY IN THE WORLD PER STUDENT! We have a few schools that GRADUATE 100% in the U.S.A., and we have entire countries who do that well and even bter with a stronger curriculum than ours. Blaming parents is not fair because of what we explained: low-income poor person, the boy got her pregnant, and the boy ran. The mother has to work her fingers to the bone. IT IS THE SCHOOLS THAT ARE RESPONSIBLE FOR THE POOR EDUCATION WITH WHICH THEY GRADUATE OUR CHILDREN. IT IS THE SCHOOLS THAT ARE MOSTLY RESPONSIBLE FOR CREATING MORE POVERTY, WITH VERY FEW EXCEPTIONS, AND NOT THE OTHER WAY AROUND. It is the education departments that create a management system that can only deriorate. It is they who dumb down the state tests. And they g the highest amount per child in the world to do all these good things. IT IS THE TEACHERS' COLLEGES AND UNIVERSITIES, WITH VERY FEW EXCEPTIONS, WHO ARE RESPONSIBLE FOR THE POOR SELECTION AND POOR TRAINING OF OUR TEACHERS. For well-to-do families, the parents have the money, the understanding of the problem, the education and money to ensure that the child will do well. Although in a dumbed-down system, it is difficult to g good enough results, BUT NOT IMPOSSIBLE. So, l's see what the problems are and what we could do to solve the huge public education problem.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifUnfortunately, the subjects we were and are teaching in public schools in the U.S., did not change much in 50 years. School books are 6-10 years behind in a fast-moving world. Many other countries, after WWII, improved the matching of teacher candidates to the teaching profession. They improved teacher education at their universities, making sure that the curricula in their primary and secondary schools were increased as needed. All to fully support the needs of their advancing industries to produce the best high-quality products and services in the world. They have been doing this annually. They know where we stand annually. But our state departments of education and school districts don't know anything about what the bter countries are doing. We compare school performance in the U.S. only against the average of ALL countries, that include many low performing countries from Africa and other underdeveloped countries. THAT WAY WE SHOW BTER OR EQUAL RESULTS COMPARED TO "INTERNATIONALS" AS WE TRY TO SELL IDEAS TO THE PUBLIC ABOUT OUR PUBLIC EDUCATION THAT ARE NOT TRUE. THAT INCLUDES THE NATIONAL DEPARTMENT OF EDUCATION IN WASHINGTON AS WELL. THAT UNFORTUNATELY SHOWS OUR EXTREMELY LOW EXPECTATIONS, NOT CARING AT ALL ABOUT THE SUCCESS OF OUR COUNTRY AND OUR CHILDREN IN A COMPITIVE MARK. AND NOW, THE DUMBING DOWN OF THE PUBLIC SINCE 1970 MAKES PERFECT SENSE. WHY? BECAUSE BY KNOWING LESS THE PUBLIC DOES NOT RECOGNIZE THE EVIL PLAN SOME MEN COOKED UP MORE THAN A HUNDRED YEARS AGO, IT APPEARS, TO DUMB DOWN THE AMERICAN PUBLIC. IT IS EASIER TO CONTROL US THAT WAY. We did not do what about 40 other nations did after WWII, which is focusing on the best three countries in education to learn how to do bter. We did not improve, and they passed us. We spent the most money per child in education in the world, but we dropped to the bottom of the industrialized countries to 40th in high school mathematics by 2016. The money has not been spent on the right people in the right places in public education. That is a big problem because it has impacted our children's education and future employability, as well as our employers who needed many bter-educated employees to survive.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifIt 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.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifOur employers have been complaining since 2000 about high school graduates not knowing how to read, write, follow instructions, don't know even basic math and have a bad attitude on the job. Our employers cannot find enough potential employees who are trained well enough now for more than ten years. Example: Two different high school graduate cashiers could not figure out recently what change they owe me if I pay a $23.00 item, with a $50.00 bill. When I asked them why, they told me that "We are not math majors, and we will not need math in the future." They said that the teacher told them. No school in the entire country should graduate a single student like that.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifHow advanced are we as a country? We already started with very serious space activity with the U.S. Air Force, the U.S. Navy, and their subcontractors BEFORE 1970. They reverse-engineered crashed U.F.O.'s during the prior ten years. They developed 65 space vehicles with antigravity engines and two mother ships by 1983 with presence in space. They put a large space station in earth orbit named after Werner von Braun, the brilliant German scientist. We have been traveling at close to the speed of light to other plans for the past few years. This information has been recently declassified. President Trump announced the formation of a sixth branch of the US Military, The USA Space Force in September 2019. This is important because new technological discoveries or releases into our business environment affect what public schools must teach. The A.C.T. performance chart we have here clearly shows that this fact has been ignored by our public education system.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifThat part of our world, having operated under THE "black budg", is fifty years ahead of what the general public is aware of in new technology related to interstellar travel. We are about to take a much greater technological step than at any time before, starting in 2021-2022 with cognitive robotics, space technology, and nanotechnology togher. The impact will be enormous worldwide. If we do not catch up with our public schools, most of our children will be jobless for life. We could not depend on our schools to do this. It is possible that our school system will not improve like in the past 50 years. Parents need to learn to ensure a much bter education for their children. DO NOT DEPEND TOTALLY ON THE SCHOOLS THAT THEY WILL IMPROVE, BECAUSE THEY DID NOT IMPROVE IN THE PAST. Remember that no one will volunteer and admit to you that they or their organization is doing a poor job. Especially when the government guarantees their income.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifOur space and robotics efforts have been advancing many areas of science. That will also add to the pressure very soon to raise high school graduates' employability standards for public high schools. We have fallen behind during the last few decades. Our high schools were already behind a dozen other nations around 1990-2000, contributing to a weakened workforce. We lost several industries that we used to dominate (e.g., computers, radios, T.V., automobile - partly recovered, heavy machinery, and many more). Why? Because education performance declined. New technologies generally require automation. Automation is expensive. Our compitor countries created a much more liberal tax policy for depreciation of " capital equipment". China, for example, automated on an enormous scale both design and manufacturing, reducing the big expenses of innovating with new products. They also created super excellent high schools to educate many excellent high school graduates. For this reason, the new technologies coming in 2021-2022 will have a much greater technological impact on what our children should be learning in high school. By now in 2019, because the robotic impact on jobs will be massive on high school graduates and much greater than expected on many jobs that required a university degree.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifFuture jobs that will be most immune to robotic takeover will be those jobs that require in any combination, advanced degrees in sciences, mathematics, and economics, with excellent communications skills.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifSo far, as we see below in the A.C.T. test results chart, we have not been educating our children well enough for the LAST TWO DECADES. However, we started increasing education spending since 1970, possibly earlier, but the results went nowhere. The future new technologies WILL make most of them jobless, as well as creating a big employee-deficiency problem for employers. THAT WILL RAISE THE DEMAND FOR COGNITIVE ROBOTICS HIGHER. This will be the immediate result of our state political leadership being misinformed about major technology advances for lack of interest in state organizations.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifA comple change is needed now in the areas recommended in order to minimize the damage to the new generation and to our corporations' business. This will put many jobless young people on the stres creating major social problems IF NOT REMEDIED NOW. Since the decline of public education started damaging the workforce several decades ago, our national income has not been healthy enough. We resorted to a huge increase in the national debt to survive, whose interest rates are costing us many billions. This, in turn, is seriously limiting our success in managing ourselves out of the increase in social problems, with all of this being the result of our political leadership TOTALLY IGNORING PUBLIC EDUCATION. To improve schools, investigate what we are saying here, believe what you find on your own, recognizing that the truth never comes from the organizations that are related to the problem you are investigating.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifWe do have some outstanding public schools in the U.S.A., who are not just 25% ready upon graduation like we are, but even 100% ready. Click here to see them. That is why the average A.C.T. scores and A.C.T. Readiness percentages in the chart below show that 75-85% of OUR public high school graduates in Tennessee and in a number of other states ARE NOT PREPARED for what employers needed now for more than a decade. The U.S. average is not much bter. The result is that more than 80% of our children who graduate with a diploma from our public high schools are not prepared to learn any job beyond 2022 because space activities, cognitive robotics togher with nanotechnology will raise the employers' technical requirements for high school graduates.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifThe results did, and will depend on the governors and how they improve education, especially in states like Tennessee. If they keep doing things for education that do not raise the A.C.T. scores, as all states did in the past, they will achieve WORSE RESULTS INSTEAD OF IMPROVING PUBLIC EDUCATION. The state education departments do things that lower the knowledge of graduates, making them unacceptable to employers, like changing the state tests with Cut Scores. BUT OUR SCHOOLS WILL GRADUATE THEM WITH HIGHER GRADES AND LESS KNOWLEDGE BY LOWERING THE PASS/FAIL POINTS IN THE TESTS, AS THEY HAVE DONE BEFORE FOR DECADES.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifVERY IMPORTANT: The biggest problem that always happens when among poor performers for a number of years, IS THE ACCEPTANCE OF BAD PERFORMANCE AS NORMAL. Very few organizations admit that they are doing a bad job. They accept that this is the best they can do and go out of business. And it is much harder to work under such circumstances than if the organization is doing an excellent job. Public Education is a massive organization, with a massive union, and a lot of money guaranteed by the government, therefore they do not want to improve anything so that they are compitive and our children are employable. They are comfortable. They are virtually a monopoly with a 90% "mark share." A fairly large number of companies are making money out of the fact that education performance is poor, and those organizations make money off of poor educational performance, AND IMPROVE NOTHING. We have been performing poorly with public education for decades. As a result, even governors react rather softly to education problems and change nothing. WE MUST CHANGE.



     /Users/victorspencer/1Webpages/education100/rubikscube.gifIn my experience, the best organization's in the world, and their results would be a very good choice as a five-year goal at an average A.C.T. score of 30. Today on September 2, 2019, I paid a $23 item in a store with a $50 bill. Cash register did not work. The person at the cash register could not figure out how much she needs to pay me back. A second store employee came to help, and he could not figure out the change, so I told them that the change I am to g back is $27. They both told me that " "we are not math majors! We are not going to need math in the future." I asked "Who told you that?" They said "Our teacher, because future automation will take care of subjects we don't like." They graduated from high school two years ago.



     /Users/victorspencer/1Webpages/education100/rubikscube.gifWe need well qualified high school graduates today. All of them! Unfortunately, more than 80% are poorly qualified. The reason is that teacher training quality also dropped ( click here to read about it). And we saw many management people in education, who had no management training and had no idea what to do. A very good teacher is a very special person and harder to find than people in many other professions. Too many went into teaching because they could not handle their originally selected major, heard that teaching was the easiest, so they changed to study teaching. It all adds togher into a huge problem.

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    Teacher Training and Selection

    /Users/victorspencer/1Webpages/education100/rubikscube.gifOf the top 100 universities in the world, more than 90% are American. There is only one exception to this: very strangely, the teacher training part of American colleges and universities are poor, while the other university departments are good. Our teacher turnover is too high, low morale is common. They, along with the poor A.C.T. results, is the result of poor, untrained management from the very top on down. This will ALWAYS weaken the workforce, and that can destroy any country if not corrected.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifMany college students change to a teaching major in college if they think that their originally selected major is too much work. Teaching majors have low entry requirements in US colleges. The teaching profession is very highly respected in many other countries, but only when ALL high schools in that country graduate students in the average A.C.T. equivalent of 28 or higher, that represents higher than what A.C.T. calls 80% "STEM A.C.T. Readiness", not just A.C.T. Readiness.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifWhen good people work in a poorly performing organization for 2-3 years, they adjust and they actually start believing that their organization is performing well. In a poorly performing system like ours, low expectation thinking rules, such as Tennessee's objective of 21 average ACT score that represents only 20-25% of graduating classes being ready, but ALL G A DIPLOMA. People rise to high expectation objectives and me them. Why? Because with the help of a good, well-educated manager they create an operating plan that changes the way they work and achieve results. People ignore low expectation objectives and cannot me them.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifWe have to learn how to find the good potential teachers (The Strong Interest Inventory correlated with the Myers-Briggs Psychological Inventory does this very well). In the high performing countries in education, they have to be high I.Q., and be in the top third of their university classes (top 10% in a few countries) in a full master's program for the subject they would teach, and they must love the subject they teach and stay on top of new developments in that subject. The classes of such teachers are a pleasure to attend. Their enthusiasm infects the entire class of students, and the students will learn much more with such teachers. Interestingly, with such teachers, the work of both students, teachers as well as principals becomes much easier. Full master's program means a B.S. or B.A. in the subject they will teach plus an M.S. or M.A. in the same subject, and not an abbreviated Master's degree given by the Education Department after a B.A. in Teaching like we do. To identify the right intelligence and such desired personality traits in a potential teacher, a good job matching personality and IQ tests are accurate, and a very inexpensive investment. Just look at what we g without such tools.

    /Users/victorspencer/1Webpages/education100/rubikscube.gifIF YOUR CHILD GS INTO TROUBLE WITH A TEACHER, LISTEN TO AND SUPPORT THE TEACHER'S STORY. And for those teachers who would enjoy another vocation more, help them find out what that vocation is. The above two tests will be very helpful to them. Those children who are not A.C.T. Ready have only a chance for short-term minimum wage jobs. Please read here what "A.C.T. Readiness" means.



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    The Greek Symbol of Knowledge and Wisdom
    Athena, ~ 480 BC

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    What Is "A.C.T. Readiness"?

    ACT Testing System description

    https://www.act.org/content/act/en/college-and-career-readiness/holistic- framework.html

    ACT Readiness Standards

    https://www.act.org/content/act/en/college-and-career-readiness/standards. html

    The ACT College Readiness Benchmarks are scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing courses.* Benchmarks have been established for the ACT and ACT Aspire subject-area tests and the supplemental STEM and ELA scores.

    The ACT Readiness Benchmarks for ACT Aspire are linked to the ACT College Readiness Benchmarks.

    The ACT Benchmarks and their interpration.

    https://www.act.org/content/act/en/college-and-career-readiness/benchmarks. html

    A.C.T. is the largest testing company that tests 59% of U.S.A. students. They established a four-subject benchmark since 2010. The benchmarks were identifying those graduates who could go on with education or be able to learn a job, based on what employers needed. In 2006 A.C.T. concluded that the knowledge needed to learn a job and the knowledge needed to start college, have become the same. A.C.T. named it then as A.C.T. Readiness. In 2010 they started working on meing the rising requirements for public colleges to create a benchmark to indicate a 50-75% probability of passing college freshman courses with the same subject name as the subjects in the benchmark. A.C.T. called this College or Career Readiness (C.C.R.). As of 2019, A.C.T. is working on different categories of C.C.R. or Readiness, e.g., S.T.E.M.C.C.R., because the job requirements are growing as new technologies appear. S.T.E.M.C.C.R. has more than four benchmarks, and it is the benchmark that best indicates where our children need to be now until 2025, and then you will see higher benchmarks because the needs of the employers will keep rising as a result of new technologies. Unfortunately, it appears that our public education will continue to decline because today, they are not willing to learn and elevate U.S. education. We fell behind since 1970. That all means that today's A.C.T. Readiness does not and will not apply to some jobs already and all jobs in the future. Especially with the arrival of cognitive robotics and nanotechnology many other science jobs, engineering and manufacturing jobs will change, producing much bter quality and higher performance products. Any testing company depends financially on the public education system, and under such circumstances, we hope that they show fair results. In such a situation, they will not be aggressive. They will be a little soft. Understand this very well. We fell seriously behind. To recover from our current position is not easy and it requires tough management of education on the state level.

    A.C.T. College and Career Readiness (C.C.R.) means that the graduating high school student has a 50-75% chance to pass four freshman courses in college. These courses must be the same subject names as the benchmarks. According to A.C.T., ACT CCR is not proof of the student being prepared to earn a college degree that provides enough income to survive. IT ALSO DOES NOT MEAN READINESS FOR A CAREER. WHAT IT MEANS IS MINIMAL PROGRESS IN THAT DIRECTION AND A BTER CHANCE TO ENTER COLLEGE THAN THOSE WHO ARE NOT ACT READY. THOSE NOT READY ARE MINIMUM WAGE MATERIAL AND ROBOTS WILL REPLACE THEM. SO WHY DO WE GRADUATE THEM? ONLY FOR ONE PURPOSE. TO MAKE THE EDUCATION SYSTEM LOOK BTER TO THE PUBLIC WHO ARE PAYING FOR IT. BUT THE TRUTH IS THAT IT IS BECOMING WORSE, AND THEY MISINFORM THE PUBLIC. We need to expect and deliver MUCH MORE from high school students than achieving A.C.T. readiness from all high school graduates today. Colleges and universities have a 26-27 ACT score requirement in mathematics if the student wants to study mathematics, any of the sciences or economics. The A.C.T. mathematics benchmark is only 22. That means that if one wants to g bter jobs, just meing A.C.T. readiness itself will not be enough. More and more universities are looking for average A.C.T. scores from 28 - 32 JUST TO BE ACCEPTED. That all means that A.C.T. readiness only has to do with a 50-75% chance to pass only the freshman version of the course with the same subject names as the four A.C.T. benchmarks. C's or D's will no longer work because we expect the colleges to soften because of the poor high school performance. Why? Colleges and universities need tuition income and a large enough number of students to graduate, to be in business. Employers will need more knowledge with the many new technologies that are about to start with major cognitive robotic advances. Also, artificial intelligence incorporation into products already makes them more and more useful. Nanotechnology will make important changes in existing engineering design and production systems in all fields. It will also alter a broad array of different engineering sciences to some degree, and space science will also contribute to our economy with major discoveries.

    What does it mean if the student graduated from high school NOT ACT READY? We have more than 89% of high school graduates in TENNESSEE who cannot even me such a modest readiness definition to learn a job. Nationally 74% of those who graduate from high school are NOT ACT READY. In other words, they will not even be prepared to pass one freshman course. Why do we graduate them? Why do we give them a diploma? Dropouts are about 10-15% of a class over a four-year period. Those not A.C.T. ready, are 74-96% of an entire class, school or school district. That makes almost all children who entered high school NOT READY/PREPARED and will be unemployable. With such low performance, our children are unqualified beyond minimum wage jobs when they graduate. We are too easy on children and worry excessively about damaging their self-esteem. It's a tough world out there, and we are very easy on the children in school and at home. The great majority of teachers or people above them have no idea what A.C.T. readiness means and make up a much more optimistic definition for parents. We explained how small the A.C.T. readiness qualification is. The school system may be bad, but many teachers and other people within it are good human beings. If we ask them about why they graduate most students who are poorly prepared, they will defend themselves to protect their income. Many development projects will start coming in 2021-2022 in robotics, nanotechnology, and sciences relating to space work. Cognitive robotics will go after college graduated jobs. High school graduates need to graduate with much more science and math and higher grades than today's graduates. When it comes to public school performance, we must follow President Reagan's advice: " TRUST, BUT VERIFY!"

    OBSERVATION: Jobs are gting more sophisticated. The less demanding jobs are going to robots. It is a tougher world out there. The jobs require more knowledge. When things were easier, both schools and parents were tougher with the children in the school and at home. So, we made everything easier for children, with much less pressure in school and at home, allowing children to misbehave and learn less than before. WE DID THIS FOR OUR CHILDREN, FOR A TOUGHER WORLD THAT REQUIRES MORE KNOWLEDGE IN THE SCIENCES AND MATHEMATICS...

    Go figure...

    https://crushthegrest.com/act-scoring/. How is the ACT test scored by ACT the test provider

    Copyright(c) 2008-2019 V. Spencer
    This is a work in progress.


    > - What are "Cut Scores"? - Major Threats - Urgent Actions needed - Do not push children in a vocational direction in high school - Ignoring New Technologies' Impact in High School Education - Continuing Teacher Education - Critical Thinking - Space Science - Management - Robotic Automation Is Here OECD: What makes school systems perform well? - Con Men Promise, and Nothing Happens -

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