According to a cover story in Newsweek of September 17, 2012, there is a "college bubble" much like the housing bubble; one that defies economic reality. The opening paragraph states: Mythomania about college has turned getting a degree into an American neurosis. It’s sending parents to the poorhouse and saddling students with a backpack full of debt that doesn’t even guarantee a good job in the end.
Although not much has been said about education in the presidential campaign, the candidates have prepared their answers on the issue in case they’re asked the usual question: How are you going to improve education? That’s the question everyone running for office is asked, from president to dog catcher. And the answer is always: I favor improving education by paying teachers more, reducing class size, and spending more money. It’s a litany heard from coast to coast in every election cycle.
Education is the orphan issue of this presidential campaign, because the subject is too complex and too volatile to be decently handled in the kind of debates that Gov. Romney and President Obama have been engaged in. There is simply not enough time to do the subject justice. Besides, both Romney and Obama believe that the federal government has a role to play in public education: Obama a lot more; Romney a little less, but not enough difference to make it a hot issue.
The reason early Americans became the most literate people on earth is because of their profound dependence on the principles and laws of the Bible as their guide for building a godly civilization in the North American wilderness.
The ignorance of the professionals is what has made a total sham of American public education. Their ignorance of our educational history is appalling. Dozens of books have been written by conservatives on the failures of progressive education, yet the professional educators simply will not read them because they don’t comply with their political agenda.
The Constitution does not give the minority the right to deprive the majority of their Constitutional rights, even when it comes to exercise of religion.
When public schools strip children of their belief in God — something the kids are apparently born with — it apparently causes psychological problems, so kids should be taught in godly schools.
According to the Associated Press of May 25, 2012, SAT reading scores for the high school class of 2011 were “the lowest on record, and combined reading and math scores fell to their lowest since 1955." The cause of this precipitous decline? Whole language instruction. Will the institution of Common Core Standards lift us out of this pit of embarrassing failure? Will it finally relegate whole language to the dumpster of educational quackery? No, the Common Core Standards in reading are a fraud that will cost billions of dollars to implement and will not solve the reading problem.
As I have mentioned on a number of occasions, education is the orphan issue of this year’s presidential campaign. Why? Because the subject is so complex, involving massive federal programs, expenditures of billions of dollars, millions of students who can’t read, politicized teacher unions, national tests, etc., that the only thing any candidate can say about education is that he’s in favor of improving it. But “it” remains untouchable, for to say anything significant about “it” can get you into a lot of trouble.
That‘s why Beverly Eakman’s new book, Agenda Games, is so welcome. She takes on this elusive subject in a way that no contemporary political writer would dare. She writes: “Education is the game-changer conservatives love to hate. But education will determine, ultimately, on which side America will fall in 2013 and beyond — Nanny State socialism or representative democracy.”
More and more parents are looking for alternatives to the public schools, which are producing high rates of student failure. Is it because of the students or the school? At a recent conference on education sponsored by the New York Times, one of the participants, Pedro Noguera, a professor of education at Columbia University, jolted the audience by saying, “We have set some schools up for failure.” No attempt was made to elaborate on Professor Noguera’s comment, but he was expressing a view that is commonly held by many parents in districts where the schools have specialized in producing failure. Many of these parents have been trying to find alternatives to these schools that they can afford.