Last week I went shopping in our small rural hometown, where my family has attended the same public schools since 1896. Without exception, all six generations of us -- whether farmers, housewives, day laborers, business people, writers, lawyers or educators -- were given a good, competitive K-12 education.
But after a haircut, I noticed that the 20-something cashier could not count out change. The next day, at the electronic outlet store, another young clerk could not read -- much less explain -- the basic English of the buyer's warranty. At the food market, I listened as a young couple argued over the price of a cut of tri-tip -- unable to calculate the meat's real value from its price per pound.
Underperforming and failed schools in the cities, (all the teachers are above average though) suburbs and small towns.
Education spending is at an all time high, and has been for years. Hanson suggests scrapping the counterproductive "therapeutic curriculum" and concentrating on the essential factual knowledge that has been crowded out. Teaching math and reading are a school's most important task, the building blocks for employable skills. Do it well for kids and a better than average chance for lifelong success naturally follows. It's time to have some accountability, real reform and a change in emphasis:
Athletics, counseling and social activism may be desirable in schools. But they are not crucial. Our pay scales should reflect that reality. Our top classroom teachers should earn as much as -- if not more than -- administrators, bureaucrats, coaches and advisers.And a master's degree in an academic subject should automatically certify someone to teach. If they don't train up well as a teacher, toss them out, but better to have teachers who know their subject than glorified babysitters in the schools.
Previous posts: Education for the Future, School Snapshot
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