MOST IMPORTANT URGENT ACTIONS TO PREVENT A MAJOR PUBLIC DISASTER IN RESPONSE TO THE POOR PUBLIC EDUCATION FOR OUR CHILDREN. IT APPEARS TO HAVE BEEN PURPOSEFULLY DOWNGRADED WITHOUT ANY CORRECTIVE ACTION BY EITHER DEMOCRAT OR REPUBLICAN MEMBERS.

 





Mathematics in art, nature, architecture and the universe: The Fibonacci Curve. Named after an Italian mathematician of the 12th Century, this curve has special strength and beauty in nature, and the rectangles formed by it in architecture or any human creation, have a special positive effect on the human observer. This ratio of 1:1.618, is known as the Golden Ratio. It was used in architecture long before Fibonacci. The galaxy in the background is the Milky Way, a hundred billion light years wide, a small to average size in Galaxies. There are about 200 billion galaxies in our universe - as of 2019. There are so many fantastic things to learn! But we are moving in the other direction as well. We started making things with 100 nanometer precision. That's the size roughly of the smallest atom. We can learn about fantastic details about plants, materials, the human body, EVERYTHING! And this is just a start in 2019. If we discovered all this, we could surely make education much easier than what it is, much more fun than what it is, we could have the best teachers in the world to learn from, and with the "AnywhereClassroom" that is the Internet itself, we could learn and actually do almost anything today!!

And TOMORROW, YOU could be ANYTHING.



Preamble to the Constitution of more than 200 years ago: "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquillity, promote the general Welfare ... and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America". There was no Education organizational structure 200 years ago, but education itself was mentioned as important in the Founding Fathers' private letters, and it is evident that it was not a purposeful exclusion because it was not important. It is not unreasonable therefore to assume that the absence of public education in the Constitution was for that reason. Today, our education is at one of the highest expenses per student in the world. It is a huge expense to the citizens, that should be delivering excellent results, as it does in many other countries. But it does not. For all the money we are spending on education, we deliver the worst results in the industrialized world. The poor performance in Tennessee and other states is already violating domestic Tranquility by creating consequential results that will create increasing poverty, total lack of employment for the great majority of today's graduates, and their children and grandchildren. The enormous hardships and dissatisfaction within society when it is discovered by the population that public education was much worse than what political and education system leadership repeatedly told them for many years. The education system and political leadership's lack of courage and moral weakness WILL CREATE acts against domestic Tranquility WHEN DISCOVERED, and IT IS ALREADY DAMAGING the general Welfare of these United States of America of which Tennessee is a part. We would welcome any challenge to our belief of this huge problem being created for Tennessee and other states by their old style public education system and political leaders. The states' economy cannot depend on the lack of competence within the education systems. More than 90% of our graduating students should be ACT Ready in all our schools, not just 3-54% ready. It makes no logical sense to have separate curricula developed, separate tests purchased for about $200 million in each state, separate education policies, separate teacher training, principal, superintendent, and teacher qualification standards should be high and should be the same for every state. But we duplicate staffing in each state and in many cases in every one of 13,500 school districts. Why duplicate for each state all the people for the functions that should be the same in each state? Did the many decades of history show that such duplication cost more but produced better results? No it did not. Just look at the chart again. The education community insist that elected boards represent the local population, which is the best way to produce the best results (like in the last twenty years?!), and we have 13,500 school districts with their elected boards cooking up their own gulash?! This may have been a good idea 100 years ago, but not today. The truth is that with them the results have been very poor and they did not contribute any to improvement. Look at the central management organizations in the 13,500 school districts in the USA. They are bloated! Not just 5-15%, but as much as 800%. This is all big money. If we hire the right people, and that also is a big question mark, wouldn't all that money be more helpful and wouldn't it produce better results in the classrooms? Of course it would.

 



It is the school system, the first twelve grades through the FORMATIVE YEARS that create a long-term, life long impression in children, feelings toward work, attitudes toward work and people, what and who they like or don't like. Political leaders and representatives want to keep their jobs and do not want to be voted out. The Education Lobby is very powerful and could replace a politician by creating a poor impression of them in the public's eye. I spoke to enough of them, with drinks at times, for this to come out loud and clear as a concern that limits the support of such legislators to correct our failing education system.

 


What is the most important indicator of how our schools are doing? It is the ACT scores and the readiness percentage of graduates. Looking at the 20 year disastrous ACT performance below, and employers' opinions of our high school graduates, plus the international tests, all indicate that our public education has been dropping for several decades in an environment where more frequent technological changes require the exact opposite, a much better educated workforce and population. Notice that any change proposed and passed to date "to improve our children's education", does not improve anything within the school system such that it increases student performance, AND THE PROBLEMS ARE ALL WITHIN THE SCHOOL SYSTEM, THE SCHOOL DISTRICTS, THEIR STANDARDS, THEIR POOR TRAINING THAT PRODUCE THE BAD RESULTS. THE IMPROVEMENT MUST TAKE PLACE WITHIN THE SCHOOLS. The school system does not want any change. Our political leadership is affraid of the education lobby. And the idea how the school systems must change to create 90% successful adults for the future, from the current 80% failures who will be unemployable, is done. The idea of the school system managing itself to be the best is alive in a good number of countries. The ideas to be the best, died in Tennessee. But legislators propose plans that sound good, but have only a minor or no effect on changing the existing failure rate of our system. BAND-AID solutions in this kind of situation never worked and never will work, but they cost more money. It is interesting that our legislators make no proposals for changes within the education system itself, that actually cause and caused our education system to become the worst among industrialized countries. Why not?

 



Let's look at what would increase our ACT scores, because that is the only solution to correct the problem. Let's look at first what we have been doing for the last twenty years. LET US REPEAT: IT IS THE A.C.T. TEST SCORES THAT REPRESENTS FAIRLY THE STATE OF PUBLIC EDUCATION IN TENNESSEE, AND THEY MUST GO UP A LOT TO IMPROVE OUR CHILDREN'S CHANCES OF SUCCESS.

 

WHY IS IT THAT THE GOVERNOR AND LEGISLATION NEVER APPROVED CHANGES IN LAWS FOR ACTIONS THAT WOULD HAVE RAISED THE ACT SCORES IF THE CHANGE HAD TO BE MADE WITHIN THE SCHOOL SYSTEM?

 

WHY IS IT THAT THE GOVERNOR AND OR LAGISLATORS APPROVED ONLY PROGRAMS THAT COST MONEY, DID NOT INCREASE THE ACT SCORES, AND CHANGED NOTHING WITHIN THE FAILING SYSTEM ITSELF, ARE A BIG PROBLEM IN PUBLIC EDUCATION. WHY NOT? BECAUSE SCHOOL PROBLEMS CAN BE SOLVED BY MAKING CHANGES IN SCHOOLS OR THROUGH SCHOOLS ONLY. ONCE THE CHILD WENT THROUGH THE FORMATIVE YEARS IN SCHOOLS THAT PRODUCED BAD RESULTS, SUCH AFTER HIGH SCHOOL PROGRAMS COST A LOT MORE MONEY AND THE RESULTS ARE NOT GOOD ENOUGH. A "BAND-AID" SOLUTION AFTER HIGH SCHOOL WITH SPENDING MORE MONEY FOR REMEDIAL EDUCATION AFTER HIGH SCHOOL WILL NOT SOLVE THE PROBLEM THAT THE PUBLIC SCHOOL CREATED.

 

MOST OF OUR INDUSTRIES AND COMPANIES WITHIN THEM COMPETE WITH FOREIGN COMPANIES' PRODUCTS OR SERVICES BOTH INSIDE AND OUTSIDE OF THE USA. OUR WORK FORCES NEED TO BE INTERNATIONALLY COMPETITIVE TO BE ABLE TO CREATE COMPETITIVE PRODUCTS AND SERVICES. OUR HIGH SCHOOLS CREATE THE USA WORK FORCE CANDIDATES, AND THEREFORE IT IS IMPORTANT FOR OUR PUBLIC SCHOOLS TO BE INTERNATIONALLY COMPETITIVE. TODAY WE ARE FAR FROM IT.

 

WHY IS IT THAT OUR GOVERNORS DID NOT AND DO NOT TAKE ANY ACTION TO CHANGE THE PUBLIC SCHOOL SYSTEM SO THAT IT GRADUATES ONLY WELL QUALIFIED GRADUATES BASED ON INTERNATIONAL STANDARDS, AND DOES NOT GRADUATE THOSE WHO ARE UNQUALIFIED?

 

WHY IS IT THAT OUR GOVERNORS DID NOT AND DO NOT TAKE ACTION TO IMPROVE TEACHER SELECTION AND QUALIFICATION TO THE BEST INTERNATIONAL STANDARDS, THAT REQUIRE A MASTER'S DEGREE IN MANAGEMENT FOR APPOINTMENT TO BECOMING A PRINCIPAL OR SUPERINTENDENT?

 

WHY IS IT THAT OUR GOVERNORS DO NOT TAKE ANY ACTION THAT WOULD RAISE THE ACT SCORES FROM ITS CURRENT LOW LEVEL OF 21 REPRESENTING 84% OF GRADUATING STUDENTS NOT BEING READY, TO 26 AVERAGE CONSOLIDATED ACT LEVEL, TO RAISE THE GRADUATING CLASSES READINESS FROM LESS THAN 50% TO 80% OF THOSE WHO EARN A DIPLOMA TO GRADUATE?

 

Public education in Tennessee graduates 84% of our children who are NOT READY OR PREPARED. Please read again about what "ACT Readiness" means. These 84% poor children who are not ready, will be "dead" economically. That's about the same odds as if Tennessee political leadership appointed one doctor, Dr. Jose Matador, an amateur proctologist from Peru, to provide all medical services in Knox County, Tennessee. Dr. Matador was an amateur bullfighter in Barcelona before becoming a proctologist. He was a specialist in BS.





 


We do not think that it is all right to continue such poor education even for a minute, let alone for decades. It dumbs down our children, weakens our workforce and weakens our country like no other external enemy could. Our public schools have been doing this since 1970.

What's wrong with us? Have we become so dumbed down that we cannot even understand simple things in order to improve the future of our own country by getting our own children educated such that they can be as well educated as 30-40 other countries' children are?



 

IT IS THE SCHOOL SYSTEM ITSELF THAT NEEDS CHANGES IN SEVERAL AREAS TO IMPROVE. VERY STRANGELY ANY EFFORT TO "IMPROVE EDUCATION" SO FAR DOES NOT FIX ANYTHING SIGNIFICANT WITHIN THE EDUCATION SYSTEM.



  1. We must tell the public the unvarnished truth about what happened to our public education and what our specific national and state ACT objectives are and truthfully tell the public what worked in the plan, what did not work and what we will do about any areas that did not work.


  2. Discontinue urgently the focus on graduating 90% of high school students regardless of academic growth, because no ACT score objective ever existed in the individual school districts. Just drop the graduation emphasis. LOOK WHAT IT HAS CREATED IN THE CHART ABOVE. The attitude, policy, and focus only on graduation produced only the wrong results for decades, because learning suffered. Such practice puts emphasis on cheating by encouraging the school districts to change grades and to graduate children when they are not prepared. It helps the state Department of Education since they dumbed down the state test with a practice called "cut scores." to show better grades with less knowledge. WE MUST DISCONTINUE such practices. It is the level of knowledge that is important for employers and universities, who end up with the high school grads.


  3. WE MUST FOCUS SCHOOLS ON WHAT NEEDS TO BE ACHIEVED AS AN ACT SCORE. Establish the use of an annual ACT objective that is 10% higher than the prior year's actual ACT average. That will restore academic focus that will increase graduation rates as well as ACT readiness percentages. Setting lower objectives do not work well in low performing situations. Setting goals that are a stretch WORK VERY WELL – people rise to expectations. This is especially important when an organization performs poorly.


  4. The state is requiring school districts to set objectives without explaining what the practice of "Management by Objectives" requires. Management by Objectives also requires a specific one-year operating plan. As a result, the elected school boards decide upon objectives that are irrelevant or unmeasurable, making such goals or objectives useless. With such a response the way people work does not change and therefore the results go unchanged as well. Read here about important management-related details that are vital in such situations.


  5. Since schools generate the results, we must establish monthly "year-to-date" GPA objectives in every class and every school using "total per school student averages", and not "total per school class averages". In each school, there must be also a one year operating plan that shows what each supervisory employee and each teacher must accomplish as an objective (the teachers' objective we already defined). Establish a working system manually, and in parallel develop or buy one if available, a MULTI-USER database management software package that could be modified to be used in the school district first, then if it works well, statewide by every school and district. It would be for managing each school's and school district's monthly objective vs. actual GPA results year-to-date, per class and school to have every month a precise indication of where we are weak, to correct such situations immediately. Refine this system by establishing a classroom and school 3-year GPA average, by creating via software such a 3 -year GPA average for every child to easily calculate classroom or school base-line performance IF ONE WISHES TO MEASURE THAT FOR A SPECIFIC PURPOSE.


  6. Teacher training at USA universities and colleges significantly declined during the past two decades. Excellent teachers are essential. Teachers not only need to be very well educated, on a 6-7 year master's level in the subject that they would teach, but must love their field so much that they would keep up to date in their field's developments, and be very excited about their subject with students so that the students get excited. PLEASE SEE WHAT WE ARE FACING HERE. Therefore, matching candidates from the top 25% of their master's classes, and also matching them to the teaching profession (using, e.g., the "Strong Interest Inventory" and correlate IT with the "Briggs-Myers Intelligence Inventory") are significant. So is the guidance of teachers toward a different job if they are not excellent in teaching.


  7. Management training is severely lacking in education. It is necessary for anyone who is going to become a principal or superintendent before they are promoted, and it would not be acceptable to have the education department of a university to provide any of the master's or Ph.D. programs about the subject that the candidate would teach or master's in management.


  8. No organization becomes excellent without competitive pressure. To this end, separate charter school management from traditional public k-12 school management and raise the level of charter schools to be 10% of all k-12 schools, such as the total of traditional public schools, public charter schools, and private schools.


 

We do have some outstanding public schools, but very few. The result is that 84% of our children who graduate with a diploma in Tennessee from our public high schools are not prepared to learn any job beyond 2022. That cannot happen without the vast majority of superintendents and teachers being under-qualified in their jobs. As one of the largest spenders in the world per student, our results should be among the top three in the world, and not below 40th.

 

The knowledge that is in demand by employers and universities, minimum knowledge that is needed for children graduating from high school in 2019 to ensure a minimum income to support a family of four is an average consolidated ACT score of 26.

 

Of all the students who graduated from high school in Tennessee, 84% are not prepared for more than minimum wage jobs now, and they will be replaced by robotics. Our public education is totally responsible for this outcome.

 

If the above 8 actions are not announced starting ASAP, then we must inform the public about what has been going on with public education for at least two decades and that the majority of our children's education must be upgraded immediately. Taking ownership of the problem, you have some control of the public reaction.

 

It would be far better to take ownership of the education problem up front and act on it, then keep misinforming the public. The public will realize in the not too distant future that the great majority of our children have been under educated purposefully because it cannot be accidental. Under this condition political leadership will face a very angry public, well justified in view of the poor job on public education that should have been corrected many years ago by political leadership. We believe that the poor education that our political leaders decided to pursue, was a big mistake and totally unjustified. I heard from too many politicians THAT THEY ARE AFRAID OF BEING REPLACED AT THE NEXT ELECTION IF THEY DO ANYTHING THAT THE EDUCATION LOBBY DOES NOT LIKE. DO NOT EXPECT POLITICIANS TO BE HELPFUL. THEY ARE AFFRAID OF THE EDUCATION LOBBY REPLACING THEM.

 

IF THE ABOVE BEHAVIOR ABOUT THE EDUCATION LOBBY IS UNTRUE, THEN WE WOULD EXPECT THE EDUCATION SYSTEM TO TAKE ALL THE ACTIONS MENTIONED, AND WE ARE LOOKING FORWARD TO A RAPID INCREASE OF THE AVERAGE ACT SCORES BY 2 POINTS ANNUALLY UNTIL AN AVERAGE 26 ACT SCORE IS REACHED.

 

THAT LEAVES ONLY ONE OPTION: DISCLOSE TO THE PUBLIC IMMEDIATELY IF THE EDUCATION LOBBY DOES NOT SUPPORT AGGRESSIVELY AN IMPROVEMENT IN THE ACT AND SAT SCORES.




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