The Government Public Uneducation System
American schools have been declining for years, and there are many reasons why.
Over the last several years, there has been an undeniable decline in the public education system. As evidenced by the programs that have been invoked through past administrations, there is reason to suspect that the agenda is to intentionally create an entirely uneducated society.
In 2002, there was the implementation of George W. Bush’s No Child Left Behind Act that essentially placed all determination of a school’s success on getting every kid to pass identical tests throughout the year. It discouraged creativity and exploration in education and stifled the unique talents and strengths of every teacher that they might have otherwise used to help children develop a love of learning and forced both educators and students into a box with little chance to grow outside of that set space.
The Obama era Common Core system was met with mixed feelings at best. Teachers were forced to switch to this new method of instruction in English and math, while parents were caught in the weeds of helping their children with homework assignments based on what sometimes seemed like nonsensical methods. While Common Core was adopted by all but four of the 50 states, many have since abandoned the standard, as there was little evidence to suggest that it was having the intended effect of boosting educational outcomes.
However, despite the underwhelming delivery of these past programs, it is probably safe to point to the school closures during the pandemic of 2020 as having the most devastating impact on the educational progress of any generation in modern history.
Since then, studies have suggested that the learning loss for children kept out of their primary learning environment for this extended period may be years, and it is a loss that would be almost impossible to make up under the best of circumstances.
Even so, every effort should be made to increase the focus on material that would possibly accelerate the lessons for these students, foster an environment to encourage setting goals and reaching milestones, and work to overcome these unprecedented challenges.
But this is the year 2023. And virtually nothing makes sense anymore.
Instead, there are schools that have decided to ride the downward spiral set by the events of the last few years. There are teachers who believe that students will thrive if all obstacles and challenged are removed. As these students were pushed back down to the lowest rung of the ladder in their educational progress, their instructors have decided that it’s where they should stay.
In Portland, Oregon, proposals are being put forward that would essentially set a groundwork of failure for students who are already struggling. The New York Post outlines some of the practices for teachers to consider: “No more zeroes, no more 100-point scale, no more points docked for late work, and no more grade penalties for those who cheat.”
Of course, if anyone is to question the motives of laying out a plan that will clearly punish those who work hard and reward those who slack off or cheat, you will be called a racist. Apparently, this system is “about reducing bias” and “considering the diverse backgrounds and needs of students.”
Similarly, across the country in another blue-state dystopia, math scores plummeted by 26% in Brooklyn’s Math and Science Exploratory School. Instead of examining the teaching methods that were used and brainstorming ways to improve the approach so that students could absorb what they were being taught and bring their scores back up, the administrative body decided to remove the word “Math” from the name of the school entirely.
It is now just “The Exploratory School.”
Students are being robbed. The younger years of childhood are the most opportune stages of life where it is possible to bounce back, to overcome, and to regain lost momentum.
By contrast, to encourage kids to believe that being challenged is unnecessary, and to have the adults around them make the intentional decision not to improve their education, denies them critical aspects of their growth and development.
We know that when we are challenged, we mature and flourish in ways that we would not be able to otherwise. It is that space of discomfort and having our abilities tested where the greatest progress is made, remarkable levels of confidence can be achieved, and the highest points of potential can be reached.
Yet these kids will grow up without that understanding.
The people meant to lead them there are, once again, shutting down the most crucial aspects of their learning environment, and making it unavailable for the foreseeable future.
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