Are Public Education Systems Interested in Education?

Commentary

Unfortunately, over the past few years, public education (K–16) has been watered down to an alarming level. One wonders whether it can recover from this disturbing tailspin.

As an educator, I’ve witnessed it firsthand, and it doesn’t bode well for the future of our country when students experience great difficulty computing, reading, thinking, and writing.

Despite large amounts of money being thrown at the schools, educational outcomes are often dismal, especially in poorer districts that teachers unions claim to be helping.

Back in the day, college material was high school material, high school subjects were at the junior high level, and junior high courses were taught in the elementary grades.

What led to the highly troubling state of affairs in public education?

There is plenty of blame to go around, but some major factors beginning in the early grades have led to a reduction in rigorous learning and teaching.

First, experimenting with several shifting reading strategies left out phonics (the science of reading), which had been effective for years in the cognitive process of forming words and sentences. If students can’t develop letter and word sounds and read effectively, it adversely affects their ability to develop critical thinking and a logical writing process.

Next, an excessive reliance on technology at all levels unwittingly encouraged the notion that learning should be easy and unchallenging. Stimulus overload from the use of computers and phones can reduce the brain’s ability to reason naturally and connect concepts and ideas.

Technology should have been one of many tools used in the teaching and learning process. Moreover, removing several technical/trade courses from secondary schools has taken away crucial analytical and hands-on skills necessary in the real world.

Third, the introduction of DEI (diversity, equity, and inclusion) or fraudulent identity politics into schools diverted attention from academic rigor toward activism and complacency about knowledge. Divisive DEI created an atmosphere that sacrificed the faster and moderate learners for the sake of the slower learners. It tamped down competition for excellence and set in motion the downturn toward grade inflation and mediocrity.

Collaborative, student-centered learning, rather than teacher-directed instruction, often allows unmotivated students to slide while others in the group shoulder the lion’s share of the assignment tasks.

Fourth, absenteeism and discipline issues worsened with the introduction of “restorative justice.” Too many administrators and districts want to look good on paper, so they minimize the very real problems created by undisciplined students on campus and in the classroom.

If discipline problems aren’t addressed firmly, students and teachers are victimized by unruly students who routinely disrupt the learning environment. Discipline standards should be clear and equally enforced.

All of these issues, among others, are passed on to the junior colleges and universities. Far too many entering college students read and write below the proficiency standard. It’s shocking to realize that perhaps as many as half of the students enrolled in college write at the junior high or early high school levels.

When they spend so much time on electronic devices, is it any wonder why they lack an awareness of what is unfolding in real life?

Some Positive News

Despite the numerous problems facing our public education institutions, there is some good news emerging from some states. Although banning phones in the classroom should have been a policy long ago, it’s never too late to implement this ban.

The key to its effectiveness is the willingness of schools to actually enforce it fairly and firmly. In addition, laptops should be used as only one of many tools in the curriculum and instruction toolkit.

Thankfully, phonics (phonetics) is making a comeback in many districts because it has worked for a long time in the early grades. Phonics is a stepping stone to deeper reading, reflecting, and writing in a variety of genres.

Further, cursive writing (handwriting) is being restored in many schools. I taught cursive writing once a week when I was teaching secondary school. It can help develop manual dexterity and patience, and many primary and secondary research sources are written in cursive.

During and after the COVID-19 pandemic, parents became more involved in their children’s education, which is important. They should be aware of what is being taught and whether their youngsters are absorbing the core subjects and electives.

While STEAM (science, technology, engineering, arts, and mathematics) subjects are important, so are civics, health, history, occupational courses, and physical education. Schools could do more to help students develop a sound body and mind.

Traditional values such as patriotism, self-governance, and a wholesome work ethic ought to be encouraged as well.

Where a student can attend school shouldn’t be determined by his or her home ZIP code. In some states, school choice has become a reality, and the charter and private school options are increasing. The concept of school vouchers to expand choice is becoming more popular in some communities.

Good news and prescriptions, such as the aforementioned, can better assist students to succeed in the armed forces, in college, and in the technical trades as they advance onward and upward.

It’s back-to-school time!

Views expressed in this article are the opinions of the author and do not necessarily reflect the views of The Epoch Times.