The Department of Education has not helped public education

June 10, 2025

When the Framers of the U.S. Constitution were creating the document, they were determined to develop a system where the federal government was going to have limited size and authority. Under the federalism concept, some things would be left to the states and localities, and education was one of those things.

They reasoned that some things were better left in the hands of the people who were affected by them, and who could adequately control them, and the federal government was not going to control everything. And, at that time, education was not even considered a function local government.

For roughly 200 years, prior to the establishment of the Department of Education (DOE) in 1979, education at first was handled by the community and religions. Eventually, local and state governments took over. 

And, at the time the DOE was created, our education system was regarded as one of the best, if not the best, in the world.

On March 20, two months after Donald Trump was sworn in as the 47th President, Whitehouse.gov posted the following: “Today, President Donald J. Trump signed an executive order to officially begin the process of closing the Department of Education. After more than four decades and over $3 trillion spent with virtually nothing to show for it, President Trump’s bold plan will return education back where it belongs — with the states.”

Today, roughly five decades since the DOE was created, American public education has fallen dramatically lower on the success scale.

Earlier this month, Marissa Streit, the CEO of Prager University, provided information demonstrating how much poorer a job public education has been doing since the good old days.

“Right now, the United States is ranked 28th in the world in math and 36th in literacy. 

“One in four eighth graders lack a basic proficiency in math. One in three are not reading at grade level. Only 13% are proficient in U.S. history.

“In certain cities, the numbers are truly appalling. For example, in Chicago, 22 schools didn’t have a single student who was proficient in reading comprehension, and 33 schools didn’t have a single student who was proficient in math.” 

And, she says, it’s not a problem based on insufficient financing. 

“According to the most recent numbers, the United States spends $17,000 per student. In Chicago, it’s $29,000.”

So, what happened?

In the early days of the country, people were very conscientious about child rearing. They wanted the children to be able to function in society, to take care of themselves when the time came. For many years it was more natural for families and communities to teach their children what they needed to know.

And when public education first appeared, that same philosophy was prevalent. 

Today, not so much. Many factors have intervened, affecting how and if kids learn. Cell phones and social media have a great effect, and that effect is largely left to do damage by so many parents who don’t engage with their offspring as once was the habit. Those fairly new factors are a major influence today, but what happened prior to that?

With a federal agency largely in control, and handing out money, school systems do “what they need to do” to keep Washington happy. Last year, the DOE’s budget was $268 billion, and a lot of that went to schools.

And to a dangerous degree, Washington also does what it needs to do to keep voters happy. Millions of voters are involved in education at all levels. Streit cites political concerns as a major factor for the DOE, perhaps even the greatest one.

In 1979 then-President Jimmy Carter was campaigning for reelection, and it wasn’t going well. She notes that with “the Iran Hostage Crisis, crippling inflation, and gasoline shortages, Carter’s approval ratings had plummeted to a dismal 28 percent.”

Needing votes, Carter looked for support and focused on the largest labor union in the country, the National Education Association. While there was no movement in the country for a federal education department, the NEA had been very interested in that for a while.

“So, Carter gave the union what it wanted — a brand new government department and all the perks that go with it: a big budget, a big stick with which to threaten local schools (adopt this program or you won’t get federal dollars) and a big bureaucracy, which they could fill with their loyalists,” Streit wrote. 

Even so, with three candidates in the race in 1980, Ronald Reagan defeated Carter with 50.8% of the vote to Carter’s 41.0%

The DOE began as a political institution, and not focused on students. Its employees are mostly Democrats, Streit wrote, and it dispenses about $80 billion to schools across the country. It goes to educationally questionable initiatives like “teacher development,” “diversity training,” “critical theory studies” and “climate change” awareness, as well as hiring school administrators, counselors, and their assistants, not on educational objectives.

It is fairly clear that the DOE hasn’t helped education, and has actually made things worse. 

Trump’s efforts at cleaning up the federal government and cutting spending will be aided by shutting down the DOE, and it may well help make public education better.

America’s strengths are being weakened from the inside and dying

December 3, 2024

A major problem in America today is the abandonment of its traditions. The two-parent family is no longer the dominant feature it once was. The idea of citizenship, love of country, is less obvious these days. So many things have changed, as the culture of America devolves.

And one of the greatest of those is the honor and integrity that once accompanied some of our professions.

People in education too often no longer embrace and abide by traditional concepts and values. They often change what is done in classrooms without notifying parents, or going through official processes. Too often, schools teach what to think, rather than how to think, pushing certain concepts while hiding others.

News journalism once was a clear-cut process of reporting to the public what actually happened in news-worthy events. It didn’t hide relevant information. When reporting on a political topic, it did not take sides. And opinions were not expressed in news stories. The ideals of free speech and objectivity were respected and obeyed.

Yes, there is a place for opinions in journalism, but opinions must be clearly labeled, and not sneaked into news reporting to advance a particular point of view.

That sensible, honorable rule no longer exists for far too many people claiming to be journalists. News is largely no longer the process of keeping the people informed. Far too often news organizations are not providers of needed information, but sources of inducement to a particular way of thinking.

During the COVID frenzy lots of things were labeled as misinformation or false information, and were hidden from the public. However, many things that were labeled and withheld proved to be true and beneficial, and things presented as truth were found to be false.

Among topics where the opinions were hidden from the public were problems with the mRNA vaccine, the source of the COVID virus, and the issue of facemask use and uselessness.

The greatest and most harmful journalistic failures were in the realm of politics. Among those items, in addition to COVID censorship, were opposition to the Hunter Biden laptop story, the Steele dossier fiasco, and the Russian disinformation mess known as Russia Gate.

Social media sites also frequently banned certain pieces of information, claiming they were false. Sometimes this action, even though improper in a nation supporting free speech, was due to honest beliefs that the information was truly harmful. Other times — likely in the majority of cases — it was a politically motivated action, designed to prevent the spread of information contrary to the preferred narrative.

Neither of those are justification for the denial and restriction of the free expression of ideas guaranteed to us by the First Amendment to the U.S. Constitution. Even unpopular speech is defended by the free speech guarantee.

Workers at newspapers, magazines, radio and television stations and networks were also guilty of banning certain ideas.

Individuals yielding to political philosophy was often the problem. But there is a much deeper problem. Whereas some so-called journalists allowed political ideals into their work, because they hoped to convince the public more than they wanted to hold to their career integrity, others did the same thing for a different reason: they were trained that way, and believed they were acting appropriately.

There is a broad movement in academia away from the notion of objectivity. Jonathan Turley, a law professor at the George Washington University Law School and legal authority, addressed this in his new book, The Indispensable Right, dealing with the right to free speech guaranteed to us by the U.S. Constitution.

Turley wrote, “In journalism schools, professors now denounce objectivity’s place as the ‘supreme deity’ of American journalism.” One professor, Stanford’s Ted Glasser “has called for an end of objectivity in journalism as too constraining for reporters in seeking ‘social justice,’” he wrote.

This infection has spread from the classroom into the newsroom, as graduates enter the workforce, and join in with those who prefer political success to professional honor and personal integrity.

Speaking of this new view of journalism Turley wrote: “Reporters must serve as active interpreters in framing the news to convey what they view as the truth, including the suppression of opposing views on issues like climate change, the pandemic, or gender identity.” 

“In 2023, former Washington Post executive editor Leonard Downie, Jr. and former CBS News president Andrew Heyward released the results of their interviews with over seventy-five media leaders and concluded that objectivity is now considered reactionary and harmful,” Turley wrote, adding that “Emilio Garcia-Ruiz, editor in chief at the San Francisco Chronicle, said it plainly: ‘Objectivity has got to go.’” 

In his book, Turley follows up the discussion of the infection of journalistic principles with a similar infection of the field of law and interpretation of the Constitution and legal concepts.

In this context, the ideas and circumstances that brought about legal principles based upon the forces at work at the time they were implemented can now be ignored because “things have changed.” Laws and Constitutional principles can be changed at the whim of individuals rather than through established and necessary processes.

This line of thinking will not protect the freedoms Americans treasure and depend upon.

A teacher’s view of how America’s history is being taught

February 13, 2024

A major problem in America is that so many of us do not have a correct understanding of the origins of our country, and the ideals put forth in the founding documents.

The political left is working very hard to transform the country from what it is and was to something that suits the left’s ideals, the primary one of which is perpetual control of the government and the people residing here.

That concept is 180 degrees from what our Founders created. Their idea was a limited government with the maximum degree of personal freedom: a government of the people, by the people and for the people.

The concept of government of, by and for the people was part of a speech by then-president Abraham Lincoln several decades after the Constitution was ratified in the Gettysburg Address in 1863 as the nation fought the Civil War.

Lincoln’s now-well-known phrase is an apt description of the way our government was perceived and designed, and has operated for over 200 years..

In every nation, regardless of its ruling ideology, there are some who have different ideas about how things should be. In many of those nations, you can die or be severely punished for expressing ideas contrary to the ruling philosophy. But not in America, where we have the Bill of Rights as part of our Constitution that guarantees us the right to free speech, among other valuable freedoms.

Today, we see free speech and other guaranteed rights being restricted by some. We see efforts to challenge our history and aspects of that history under attack, both in plain sight and under the table.

Education is one of those places where un-American ideas are being pushed on our children at every level of schooling. These efforts are being strongly denied by the indoctrinators, who blame critics of their efforts by those with conservative, traditional views of America as exaggerations or lies.

“American history must be taught fully, fairly and honestly or else we have a limited understanding of the past, with no way to explain the present, and no hope of building a better future.”

That truth was written by Michael R. Burgess, in The Island Packet on Hilton Head Island, South Carolina. Burgess is and has been for many years a history teacher, and now teaches in Lexington County, SC. He was selected as the state’s 2023 History Teacher of the Year by the Gilder Lehrman Institute of American History, and is recognized by the S.C. Department of Education.

Of what is currently happening, he wrote, “We are at a crossroads in South Carolina with how American history is to be taught in our classrooms. We are trapped between those who want to whitewash and sanitize our state and national story to omit those truths we find uncomfortable and those who want to erase any part of our past that does not meet our 21st century social and cultural norms.”

He described a false perception that “the dedication to learn, embrace and understand American history is lost among our youth.” It is the education system that is to blame for the failure to present true history to children, not a lack of interest.

“We do not devote enough time to teaching it at the elementary, middle or high school levels. Our standards do not require a thorough teaching of key figures and events in American history. We are losing our best U.S. History teachers as a consequence of large class sizes, long hours, low pay, and bureaucratic overreach. And, U.S. History teachers are the focus of a war being waged against them by groups who wish to whitewash or erase our history.”

“Many U.S. History teachers believe it is safer to create neutral, vanilla, plain -rice-cake learning experiences which fall short of needed instruction, but avoid the onslaught of those who tear teachers down.

If we want American history to be told and taught fully, fairly and honestly, and if we want our children to be prepared to lead this nation forward, we must make significant changes to the way we approach teaching American history.”

Burgess goes on to say that those teachers presenting U.S. History in the proper way need the strong support of the public, and not attacking the devoted and honest ones with “innuendo and false accusations for the wrong-doings of a few rogue actors.”

The problems he sees in his state are not restricted to South Carolina. This same mentality exists in many states, perhaps every state in the country. There is an active faction determined to subvert the strong traditional education that has been the rule for many decades.

Burgess closes with a quote from George Orwell: “The most effective way to destroy a people is to deny and obliterate their own understanding of their history.”

And the actions cited by Orwell can be easily seen in education in many, many classrooms, schools, and districts across the country. If they are not reversed and our education system returned to its previous structure of honesty and integrity of mission, our nation will continue its slide toward the misery of socialism.

Democrats are working against principles of the United States

September 12, 2023

Big city Democrat mayors have brought attention to themselves through poor policy decisions. Folks like Chicago’s former Mayor Lori Lightfoot, D.C.’s Muriel Bowser, and New York City’s former Mayor Bill de Blasio, are among those who have distinguished themselves with dramatic failures.

After de Blasio’s horrible tenure as New York City’s mayor, many people thought that nearly anyone would be an improvement. And so, when the news that the person elected to succeed him was a former police captain with 20 years of service, many were encouraged. The possibility of another Rudy Giuliani was shining brightly.

Alas, Eric Adams has not lived up to those positive expectations. 

He has struggled with the difficult task of dealing with 110,000 illegal aliens in his city, and he has been openly critical of this nation-wide problem.

He has correctly said that this crisis may well destroy New York City. But he criticized Texas Gov. Greg Abbott for sending some of the millions of illegals coming into Texas to other places, like New York City, calling him a “madman.”

Adams, you may remember, proudly supported the sanctuary city/state concept. Yes, he would welcome a few illegal “migrants,” while Texas and other border states have had to contend with millions of them. And now that he’s faced with a tiny fraction of what Texas has to deal with, he is outraged.

He went so far as to criticize former President Donald Trump for starting this influx. Trump, however, was the guy who was building a border wall to slow or stop the invasion of illegals, and started the “Remain in Mexico” idea, which kept asylum seekers in Mexico until their hearing date. These things Joe Biden cancelled when he became President.

Trump pushed for dramatic changes to the immigration system, but he faced opposition from Congress and the courts. The rush began after Trump left office, and Adams darned well knows that.

Why will Adams not correctly identify the real cause of this dangerous nationwide crisis? Could it be because he supported Joe Biden for President, and continues to support him?

And, why is it illegal for Texas to protect itself and its citizens from this invasion of millions of illegals by using buoys in the Rio Grande River to discourage illegal crossings? This is the responsibility of the federal government, but it refuses to secure the border, against the intent and instruction of the U.S. Constitution, and then sues the state for trying to do the federal government’s job and protect itself.

On another topic, Democrats in California’s State Assembly recently passed a bill that would require judges in child custody cases to consider whether a parent has affirmed a child’s “gender transition” by making “gender affirmation” an equal part of a child’s “health, safety, and welfare” under state law.

The bill, AB 957, passed the Assembly by a vote of 57-16 along party lines, and the state Senate also passed the bill along party lines by a 30-9 vote. And Democrat Gov. Gavin Newsom is expected to sign the bill into law. 

The bill was written by a Suisan City Democrat Assembly member, Lori Wilson, whose child identifies as transgender, and was co-sponsored by State Sen. Scott Wiener of San Francisco.

Parents could actually lose custody of their children if they refuse to participate in a child’s transgender efforts. Under the bill’s mandates, they will have failed to provide for the “health, safety, and welfare” of their child.

Somehow, in the minds of California Democrats, adults who are parents could run afoul of this bill if it becomes law for disagreeing with their elementary school, middle school, or high school child on whether they are mature enough to understand what is going on, and in opposing the child’s decision on what to do about it. 

And in their effort to protect their child from making a life-altering and potentially dangerous decision, they will be considered guilty of failing to provide for the child’s health, safety, and welfare. Do we have logic anymore?

Parents are responsible for their children’s lives, from the beginning until they go out on their own. Not the government, not the school system, not classroom teachers. Encouraging children to transition, and teachers, administrators and school boards hiding it from their parents, should be a felony.

Efforts by the left to replace parents and rule over the development and indoctrination of the youngest generation is un-American. But of course, the ultimate goal of the left is “to fundamentally transform the United States of America,” as then-presidential candidate Barack Obama said several years ago.

Fearing another term as president for Donald Trump, Democrats are trying to get everyone to believe that Trump is as evil as Hitler, Stalin, Mussolini, Hussein, Castro or Vlad the Impaler. 

Interestingly, to prevent Trump from running in 2024 the Democrats are employing the same tactics to put him in jail or otherwise keep him off the ballot as those tyrants they compare him to employed against their citizenry.

And isn’t it interesting that the crimes that Trump is accused of committing happened years ago, but no action was taken until the campaign began for the 2024 election?

Education is one of the United States’ current serious problems

July 25, 2023

Among the nation’s many current problems is the decline in public education’s success in teaching students the basic subjects they must have to be successful, or even to survive at a suitable level.

Education Week provided a disturbing look at this situation last September. “The results, released today from the National Assessment of Educational Progress’ Long-Term Trend test, paint a stark picture of 9-year-olds’ achievement in 2022. Over the past two years, math scores dropped by seven points — the first ever decline in the long-term trend assessment’s 50-year history. Reading scores also fell by five points, the biggest drop since 1990.”

In explaining this disturbing information, Peggy G. Carr, commissioner of the National Center for Education Statistics, which administers the National Assessment of Educational Progress, said “These results are sobering,” adding that part of the problem is “that COVID-19 shocked American education and stunted the academic growth of this age group of children.”

Indeed, COVID-19, and the way many in authority over us reacted to it, had a very damaging effect on education. But these problems were not new with the pandemic, as other studies have shown.

Add to that the “progressive” and “woke” elements that have been sneaked into many state and local education systems, some actions by the federal and local governments, and the problem becomes much worse.

The education system — and the public education system in particular, due to the large proportion of our children that parents send to public schools expecting them to be properly educated — is failing in much of America. It is failing the parents and other citizens whose taxes support public education. But, worst of all, it is failing those students who attend those schools. That trust is no longer appropriate for far too many school systems.

Marc Tucker is the president emeritus and a distinguished senior fellow of the National Center on Education and the Economy. He has some interesting comments about education. “In my last blog, I described how high school textbooks that used to be written at the 12th-grade level for 12th graders are now written at the 7th- or 8th-grade level. I cited a report that said that many community college teachers do not assign much writing at all to their first-year students because they cannot write. 

“I revealed that the community college course called College Math is not college math at all, but is in reality just a course in Algebra I — a course that is supposed to be passed in middle school in most states — with a few other topics thrown in, and many community college students cannot do the work. 

“I pointed to data that says that the students who go to the typical four-year college are no better prepared than those attending community colleges. I then pointed to another study that says that for close to 40 percent of our college students, the first two years of college add virtually no value at all, and ‘not much’ value for the rest. 

“I ended by pointing out that, if this is all true, then colleges are typically teaching most students what we used to teach in the high school college-bound track and are not doing it very well.”

Tucker’s revelation was written in 2015.

It was reported by TV station NBC Boston last September that a school district in Massachusetts has been slowly phasing Algebra 1 out of its middle-school curriculum because the advanced math classes were not attended by equal numbers of students of the four racial categories.

This “transition” began in 2017, and was designed to create better equity among math students.

“Equity” is more important in many school systems than merit. It is no longer important that students gain the highest level of knowledge of subjects of which they are capable. It is more important that an equal number of students in each of the races get the same level of knowledge, regardless of how low that level may be.

In higher education, too, it is becoming more important to have the “correct,” or roughly equal numbers of students from various groups than to have the most capable students from whichever groups fill each class level.

But when they are finished with school, how do those students, who really haven’t earned some of the rewards they have received, feel about that? Do they not care? Or, does it negatively affect their self-esteem, self-confidence? Are they really better off having something they did not earn? 

And, when they get into the work-a-day world, will they be able to perform as expected, or will their job performance match their less-than-excellent school performance?

It might feel good or please folks to have the “right” number of each race and gender in every organized group. But what we need, and must have in every critical position is the person most qualified, or at the very least, highly qualified, who has proven their qualification, regardless of their race or gender.

But the critical question is, as this affliction of demanding equal numbers grows, and the level of performance correspondingly falls, will the United States be able to successfully compete on the world stage, or protect itself from its adversaries? 

America needs to understand the operation of public education

March 28, 2023

“Public education in the U.S. is largely financed by state (46.8 percent) and local (45.3 percent) sources, while the remaining 7.8 percent is contributed by federal sources,” according to a research.com article from last September. The sources for the state and local portions are from income taxes, sales taxes, property taxes, and fees. 

So state and local taxes account for roughly 92 percent of the funding for public education, and the people, businesses and organizations who pay taxes are responsible for education funding.

How state and local spending is determined and distributed varies from state to state, but this explanation is a good general look at the process that keeps public education going most of the time.

And the upshot is that it is entirely appropriate that the people are responsible for funding public education, since public education is constitutionally a function and responsibility of states and localities.

The U.S. Constitution does not include education in the scope of responsibility of the federal government. Our Founders decided that things not assigned to the federal government are left to the states. And this idea was agreed to by the states when they ratified the Constitution.

That being the case, why is there a federal Department of Education?

Charles Murray, writing in the Hillsdale College publication “Imprimis” years ago an article titled “Do We Need a Department of Education?” He tells us that “American education had been improving since World War II. Then, when the federal government began to get involved, it got worse.”

He does not blame the downturn on the feds, but wrote that “[t]he overall data on the performance of American K-12 students give no reason to think that federal involvement, which took the form of the Department of Education after 1979, has been an engine of improvement.”

The involvement of the federal government in areas of our lives tends to shift the focus on those areas away from the states and localities and toward the federal government to varying degrees, depending upon the level of involvement of the feds are in those areas. This is especially bad for areas where the federal government is not constitutionally the governing body with that authority, like public education.

A glaring example of this phenomenon is the recent action of the Department of Justice, when it got involved in the supposed “violence” at local boards of education meetings. This occurred when parents and other citizens appeared and vocally opposed some of the things affecting their children that they disagreed with.

If there really were threats of violence or actual violence in these circumstances, addressing them was the responsibility of state and local authorities, not the DOJ. Its actions were clearly unwarranted, and a gross over-reach.

Recently, we have been seeing some — emphasis on “some” — teachers, administrators, school boards, and teacher unions swerving from traditional curricula and secretly substituting things like teaching Critical Race Theory rather than traditional history, allowing books in school libraries that are not age-appropriate or appropriate for any student, assisting and encouraging young students to pursue gender transitioning, and other inappropriate things.

This generally occurs without telling the parents of these children what is happening, and even deliberately hiding this from parents.

“Parents have raised concerns about how SEL [social and emotional learning] 

teachings are impacting their children,” the Congressional Post reported. “One parent from Texas recounted how her daughter was socially transitioned into thinking she was a boy,” and a father from Washington “shared how a school put his child on antidepressants without parental consent through the SEL program.” This is clearly wrong.

Wrongs like this are often done by people who absurdly imagine they are superior to parents. A Georgia state Representative, Democrat Lydia Glaize, said during debate on an education bill that many parents are not qualified to have input in their child’s education since they did not graduate from high school. 

Perhaps she is unaware that parents’ taxes and taxes paid by organizations parents and support pay for education, as well as her salary.

This attitude, accompanied by a lack of professional integrity, have transformed education in some schools and school districts into indoctrination. There, young people are taught not “how” to think, but “what” to think about some things.

The House of Representatives recently passed H.R. 5 by a 213-208 party-line vote.

Congressman Morgan Griffith, R-VA, commented that the bill “recognizes and restores parents’ rights through five pillars: the right to know what’s being taught in schools and to see reading material; the right to be heard; the right to see school budget and spending; the right to protect their child’s privacy; and the right to be updated on any violent activity at school.”

Democrats voted against the bill, and use untruths and exaggeration to condemn it. They do this not because their evaluation of the bill is correct, but because it attacks their socialistic agenda to indoctrinate the young.

Since public education is funded almost completely by the taxes and fees paid by the people, the people have the indisputable right to express their opinion and be informed about what goes on in public schools.

The value of public education is under attack, and sinking

January 24, 2023

Between 2000 and 2019 the student population in America’s public schools increased by 7.6 percent. The number of teachers increased by 8.7 percent. However, the population of district administrators nearly doubled, increasing by 87.6 percent.

This is a fundamental change in the public education system, a foundational change. When the foundation changes, what sits on that foundation also changes. This is certainly happening in public education.

Among these changes is a challenge to the age-old idea that the responsibility for and the raising of children belongs to the parents. They are the ones that created the child; paid for her/his food, clothing, and living quarters for years; and began the long, slow process of helping them grow and mature.

But now, in this age of administrative growth, the idea is that those involved in the process of teaching subjects like language, science, history, math, the arts, and other things, are really the ones who should teach kids everything, including those things that for centuries had been the domain of parents. This attitude is the basis for many of the problems of public education today.

And this attitude exists in spite of the fact that the taxes of citizens — most of whom have been, now are, or someday will be parents of school children — pay for the bulk of public education.

As parents have become aware that the education bureaucracy — which includes state agencies, school boards, administrators and teachers — is slowly and secretly controlling what is being presented to their children in school, they are correctly concerned and justifiably upset.

In Virginia, where much controversy exists over public education, it was recently discovered that administrators in three counties and 17 high schools had failed to notify their students that they qualified as National Merit scholars. 

The National Merit Scholarship Program, administered by the National Merit Scholarship Corporation, “is an academic competition for recognition and scholarships that began in 1955. Approximately 1.5 million high school students enter the program each year,” according to the organization’s Website.

Those who receive this honor have applied for it, and worked hard to earn the award. They set this high goal, and they achieved it. Those who receive the Merit award stand at the top of the student learning pyramid. 

Yet, some Virginia education administrators, and likely some in other states, as well, decided not to notify these students in a timely manner. This in many cases denied the recipients the ability to include this information in their applications to the colleges where they hope to go to further their education, and cost them scholarship support. 

And what is the reason for this unacceptable decision? The education authorities did not want to hurt the feelings of those students who did not earn the award, whether or not they even tried for it.

This is one example of what the dubious goal of creating “equity” in outcomes requires. The new “rule” is that a student may have out-performed all other students in the senior class, but it is not fair to the others for him or her to be recognized for that.

There are other unacceptable activities taking place in some American schools. There is strong evidence that some schools and school systems, such as in Chicago, Illinois, and Virginia are teaching Critical Race Theory (CRT). A simplified definition of CRT is that it classifies one race as oppressors and other races as oppressed, increasing division among races rather than continuing to bring all races together.

Gender fluidity is being taught in some schools in New York state. This encourages youngsters to question their gender and perhaps attempt to change it. Other topics regarding sexual activity are also being presented which, out of regard for using appropriate language, will not be named or described here. 

The latter two topics are being presented to very young students, in elementary and middle school. These children are not old enough or mature enough to be presented these topics, or to make decisions about changing their gender. Furthermore, none of these topics are officially part of the approved curricula; they are being added under the table.

Writing in Hillsdale College’s publication, Imprimis, Hillsdale President Larry Arnn explains what he sees as the origin and purpose of these changes. “The process is dominated by ‘stakeholders’ — mostly people who have a financial or political interest in what is taught. They are mostly not teachers or scholars, but advocates. And so we adopt our textbooks, our lesson plans, and our state standardized tests with a view to future political outcomes once the kids grow up.”

Arnn blames these changes on the administrative state. Nationwide, he said, the administrative state has more than 20 million employees, most of whom are at the state level. They are in many areas of government, education among them. They make direct and indirect decisions on the economy, and those decisions affect everything, including educational direction.

The growth of administrative positions in public education was noted earlier. While teachers sometimes are active participants in these under-handed activities, the primary culprits are in administrative positions.

This has to be stopped.

What is wrong with America? The Left wants to dramatically change it!

October 25, 2022

Those among us who grew up when people learned about their country’s real history, agreed with its sensible principles, and appreciated its fundamental freedoms are very uncomfortable today. 

We watch as our traditions are being ignored or actively discarded, resulting in deconstructing what is generally regarded as the most free and successful form of government yet designed.

Mark Levin is a lawyer, former president of the Landmark Legal Foundation, and a conservative author, broadcaster and commentator. He discussed many things that are wrong with America today in a speech recently. 

“We don’t want to change the Constitution. We want to uphold the Constitution. They’re changing the Constitution. These people don’t even believe in the Constitution. 

“They don’t even believe in American history. They’ve destroyed Madison’s home. They’ve destroyed Jefferson’s home.

“They’re destroying our colleges and universities. They’re destroying our public schools. They’ve destroyed the southern border. They’re destroying our currency and our economy. They’re destroying our military; they’ve destroyed police forces across the country.

“We don’t need lectures from them about us destroying anything. We are the ones that want to uplift this country and believe in this country.”

“They” are the political Left. The Left is responsible for most of our current problems.

Our federal government as it was designed is virtually unrecognizable today. Under federalism, the system upon which the United States of America was formed, there is a balance between the federal government and the states. The federal government has certain authority given to it by the U.S. Constitution, and states have authority in areas not given to the federal government. The result was a limited federal government.

But the federal government has grown well beyond its intended size and scope. And the result is a gargantuan bureaucracy that costs a fortune to operate, and has produced bountiful regulations that so often interfere with the freedom our system was designed to insure.

Why should the federal government be telling people in the states what they can or cannot do with their property? Why should the federal government have any authority over how states and localities educate their children? Why should the federal government, control what businesses across the country pay their employees?

Why do elected officials continue to grow the size and influence of the federal government, increasing the need for higher taxes, and encroaching on the personal freedom of their constituents? Why is the Department of Justice paying any attention to parents in local school districts who attended board of education meetings to object to what is going on in their schools, and labeling them “domestic terrorists” for wanting to protect their children, which is their primary duty?

And why is one group of non-violent people facing large teams of armed federal agents confronting them to arrest them for non-violent crimes, while other groups are peacefully arrested for the same sort of crimes?

The political Left has a very different outlook on life in America. Since excellence in so many things is so critically important, why do they think it is better that good jobs or rewards be delivered to all ethnicities and genders equally, rather than all people having an equal chance to earn these things through performance and merit?

Since the best way to make good decisions is to be aware of the different possibilities that exist, why are ideas that liberals do not agree with being censored from being read or heard to the benefit of everyone? Why promote the ending of an unwanted pregnancy up to, and even beyond the minute of birth, rather than encouraging and assisting in the prevention of pregnancy, or suggesting adoption of the baby? 

Why do those in positions of authority in education or who teach in our public schools think it is okay to diverge from the approved curriculum and/or covertly insert controversial and often-dangerous social concepts into classwork?

Why is it suddenly necessary to change things that have worked to our benefit as a country for more than two centuries by trying to do things like packing or doing away with the Supreme Court, eliminating the Senate filibuster, or eliminating the Electoral College? Why do Democrats in the federal government not insist on a secure southern border that is able to prevent deadly drugs, child and sex traffickers, criminals and other illegal aliens from coming into the country so easily?

Meanwhile, President Joe Biden, who ended America’s energy dominance, now uses our Strategic Petroleum Reserve — which is intended to be used to provide fuel during real emergencies, not to lower Biden’s price increases by a few cents for a few days — to attract voters to Democrats in the mid-term election two weeks from now.

If America does not very soon reject these subversive efforts and return to the tried and true traditional values upon which it was established, it will be only a relatively short time before we will be kneeling to and obeying the Communist Chinese, or a cabal of Chinese, Russians, Iranians and North Koreans, all of whom are working hard to take us down.

Education is a critical function, but America’s is in deep trouble

August 30, 2022

When talking with folks who have lived in America for many years, one thing is a common topic: the many crises we see today.

We are very divided, politically. Our news media is infected with many organizations that have abandoned neutrality in reporting. While our military may still be highly effective, recent new ideas within its leadership are weakening it. And education in grades K-12 and at the college level is seriously troubled.

On the topic of education, that observation does not mean that there are no good schools or no great teachers, only that the system is damaged and getting worse. Some evidence of that follows.

The Program for International Student Assessment tests 15-year-old students around the world every three years, and is administered by the Organization for Economic Cooperation and Development (OECD). In 2018, the U.S. placed 25th out of nearly 80 nations for average scores in mathematics, science and reading.

Number one China averaged 578, while the U.S. averaged 495, only a few points above the overall average score of 489. The top five average scores belong to China, Singapore, Macao, Hong Kong, and Estonia.

The U.S. scored 478 in math, below the OECD average. In science, the United States scored at 502, above the average score. In reading, the U.S. scored 497, slightly higher than the average.

If there is any good news in these ominous figures, it is only that the scores have not fallen further from where the country ought to be in recent years. Scores have remained fairly stable in math since 2003, and science since 2006.

While China — America’s number-one economic and military threat — teaches young people calculus and quantum physics, many American K-12 schools and colleges are more concerned with students’ chosen pronouns, gender issues, creating equity and diversity, and pushing the historically false Critical Race Theory.

Changes to the curriculum and classroom activities for our youngest and most vulnerable learners are often made without the public’s knowledge, or without the consent of parents. Parents are people who pay taxes that fund public education, and are responsible for properly raising their children. Yet, when they attend school board meetings to question or complain about the activities in their children’s schools, their frustration and anger is labeled as “domestic terrorism” by U.S. Attorney General, Merrick Garland.

Things at the post-secondary level are also gummed up. Diversity and equity issues, and the drive to raise enrollment push true education matters to the back. Many colleges and universities offer courses of study that may satisfy the desires of students, but do not provide learning in subjects with which one can make a living. This is likely a factor in the current situation where President Joe Biden wants to relieve some former students of $10,000-to-$20,000 of their college loan debt.

Recognizing the problems in colleges today, on the first day with university status, Bluefield State University President Robin Capehart outlined to faculty and staff some of the problems the school faces. Citing a book published by social scientists Richard Arum and Josipa Roksa titled “Academically Adrift: Limited Learning on College Campuses,” Capehart noted the following findings of a trend that is moving away from students’ focusing on learning, and instead toward getting a degree in the quickest and easiest way.

They say that many college students: were underprepared for college work; lacked academic commitment; were more focused on the nonacademic aspects of college life; and had become adept at the “art of college management,” which is the ability to navigate through their college work with the least time and effort, relegating learning to a matter of happenstance.

For their part, the institutions had become so dependent upon enrollment that they enable the students’ ambitions for an easy time by sacrificing academic rigor, by promoting social and other nonacademic aspects of college life, and investing in amenities that would further enable enrollment gains, Arum and Roska wrote.

Capehart told the audience that Bluefield State has two choices: “You can give them what they want — or you can help them see what they need.”

He then listed five attributes that focus on learning: the need for students who want to learn; a rigorous curriculum; engaging instruction; effective and efficient delivery of support services; and last, but not least, accountability from an external source. This transition will be difficult, he said.

How many of the nation’s institutions of higher learning need to re-structure their academic environment as Bluefield State is doing? How many of them will do it, or even understand that they need to?

America faces substantial challenges from other nations in military strength and other critical areas. How is the country going to regain its high position in the world, or even maintain the lesser position in holds today, if we don’t stop this foolishness, focus on the basics, and once again strive for excellence in education, the military, government, business, science, medicine and the other critical areas?

Florida takes a stand for parent’s rights to protect their children

What is basic education? It is the process of helping youngsters in their early years to gain knowledge, skills and understanding of important, fundamental areas of living as a human being. These things are taught in the home and in schools, and for some, in religious activities.

And in schools, at first, the focus is on learning basic things like the ABCs, then how to read, speak and write; how to count, and then to add, subtract, multiply and divide. With each year of age comes more complex learning. 

Young minds are only capable of basic learning, which is why the early years focus on the basics. What children learn in the early years will stick with them. Which is why they need to be taught by parents and in school about fundamentals, like honesty, kindness, fairness, clear thinking, respect for others, and working to achieve. 

Young minds are evolving, and are malleable. In their early years, children have little ability to evaluate the good or bad of things with which they come in contact. That is why parents must be sure they are not exposed to harmful ideas, and why they must be watchful for efforts to “mold” the young in certain harmful ways.

Such things as gender identity, that there are more than two genders, whether they like being a boy or girl, or would rather transition to another gender, are not appropriate. Bringing up what the letters LGBT mean. Teaching that people of color are oppressed, and white people are oppressors. These concepts are unsuitable for K-3 children, and perhaps some older ones, as well.

While the denials are strong, the fact is that some schools and some teachers are taking advantage of the malleable nature of children in kindergarten and the early grades to put harmful ideas into the curricula that most parents do not support. These ideas are being secretly introduced into classrooms, as neither school boards nor the public have given them official and public approval.

This subversive behavior has raised the ire of parents in some states, as they resent the effort to remove from them the obvious authority they have over how their children are treated. And in Florida, the Legislature has acted on their behalf.

On March 28, the Governor’s website (flgov.com) said the following: “Today, Governor Ron DeSantis signed House Bill (HB) 1557, Parental Rights in Education, which reinforces parents’ fundamental rights to make decisions regarding the upbringing of their children. The bill prohibits classroom instruction on sexual orientation or gender identity in kindergarten through 3rd grade and prohibits instruction that is not age appropriate for students and requires school districts to adopt procedures for notifying parents if there is a change in services from the school regarding a child’s mental, emotional or physical health or well-being. The bill builds on the Parents’ Bill of Rights, which was signed into law in Florida last year, and is part of Governor DeSantis’ Year of the Parent focus on protecting parental rights in education.”

Gender activists and opponents of this bill call it the “The Don’t Say Gay” bill, even though the term “gay” does not appear in the text of the legislation. Reacting not to the bill itself and its purpose, but to the activists’ mischaracterization of it as the “Don’t Say Gay” bill, opposition to Gov. DeSantis’ position and the legislation has gained a following.

And the once red-blooded American company, the Walt Disney Company, has taken exception to this child-protecting law. The company’s CEO, Bob Chapek, intends to work for the repeal of the law.

The company’s position has angered a group of its employees, which wrote an unsigned letter claiming Disney has embraced a “progressive orthodoxy” that has created an “environment of fear” in employees that are not progressives.

 “The Walt Disney Company has come to be an increasingly uncomfortable place to work for those of us whose political and religious views are not explicitly progressive,” the letter said, as reported by the New York Post. “We watch quietly as our beliefs come under attack from our own employer, and we frequently see those who share our opinions condemned as villains by our own leadership.” 

Responding to Disney’s opposition to the bill, DeSantis’ said this in a Twitter post: “The state of Florida is governed according to the interests of the people, not according to the political posturing of corporate executives in California. We will never allow corporate influence to repeal the substantive rights of parents in our state.”

Someone posted a meme on Facebook which read: “It’s not about homosexuality or heterosexuality. Stop promoting sexuality to our children, PERIOD. Let kids be kids.” So far, this common-sense post has not been taken down.

People who support DeSantis’ position are being accused of being “anti-gay” or “anti-trans.” But wanting to protect the youngest school children from potential indoctrination of a subject that could harm them for the rest of their lives is not “anti-gay” or “anti-trans.” It is pro-children.

Mature individuals will have plenty of time to decide how they spend their adult years after they have progressed sufficiently to make such decisions. 

Here is a recipe for restoring the quality of public education

There is a lot of controversy over things that are occurring in public education today. Things like rewarding excellence among students has taken a back seat to “equity,” which is making sure that all sub-groups share pretty much equally in benefits, whether earned or not. 

As an example, some schools have eliminated advanced math courses for all students because some sub-groups are not equally represented among students taking those courses, which punishes those high-achieving students. Some students are good at math, while others are not. And others may be good at history, languages, or the arts, and high achieving students deserve the opportunity to progress as far as they may want to in their areas of strength. 

Many high schools have multiple valedictorians, so as to not hurt the feelings of students who fell slightly short of winning the honor. There are other issues, as well, such as the invasion of Critical Race Theory in the curriculum.

An email last week contained a video that addressed this and other issues with public education by presenting an approach that focuses on what is really important in education, and how to get back to that focus. The points of that video, along with some quoted material follow.

It began with this introduction from the presenter: “If every high school principal gave the following speech, America would be a much better place.”

Then, speaking as the principal of a high school, he began: “To the students and faculty of our high school, I am your new principal, and honored to be so. There is no greater calling than to teach young people.”

He then explained the important changes coming to the school. 

1. This school will no longer honor race or ethnicity. He said the color of one’s skin, where their ancestors came from and how they got here, doesn’t matter. “The only identity this school will recognize is your individual identity: your character, your scholarship, your humanity.  And the only national identity this school will recognize is American.

This includes after school clubs that cultivate narcissism, an unhealthy preoccupation with the self, “while, the purpose of education is to get you to think beyond yourself.”

“This is an American public school, and American public schools were created to make better Americans. If you wish to affirm here an ethnic or racial identity, or a national identity other than American, you will have to attend another school.”

2. It does not matter whether English is your native language, what matters is that you leave this school writing and speaking English as fluently as possible.

It is the duty of the school to be sure that students are prepared to successfully compete in the job market, therefore students must leave this school with excellent language skills.

Other languages will be taught, he said, noting that unfortunately many or most American-born people speak only English.

3. Everything in this school will reflect learning’s elevated status. There will be a dress code for faculty and students. Students will address teachers by their title — Mr., Mrs., or Miss — not by their first names. They are your teachers, not your friends, and will be regarded with due respect.

4. No obscene language will be tolerated on this school’s property. This will help students learn the difference between “the elevated and the degraded,” and “the holy and the obscene.” In other words, you will show proper respect for each other.

5. We will end all self-esteem programs. “In this school, self-esteem will be attained one way, the only way self-esteem can be attained: by earning it.” Consequently, “graduating classes will have only one valedictorian, not eight.”

6. I am reorienting the school toward academics and away from politics and propaganda. Such topics as racism, sexism, Islamophobia, homophobia, global warming, tobacco or gender identity will not be part of the school atmosphere. And no time will be spent trying to convince any students that they are victims because of their particular circumstances. “This school will have failed if any of you graduate without considering him or herself inordinately lucky — lucky to be alive, lucky to be an American.”

He noted along the way that if these new rules did not sit well with some students, “this is not the right school for you.”

The principal then asked all to stand and join him in reciting the Pledge of Allegiance to our country, adding that since many of them did not know the words, teachers would hand them out.

This video was created and distributed by Dennis Prager, an American conservative radio talk show host and writer. He is co-founder of PragerU, a non-profit organization that creates short videos on political, economic, and philosophical topics, such as this emailed video.

The importance of education to the future of America cannot be over-stated. Whether through unknowing influences or outright subversion, many public schools no longer adequately teach our young about the nature and substance of our country.

If this is not corrected very soon, millions more young people will be unable to understand what America is all about, and why its original principles must be continued into the future.

America is being torn apart from within by bad politics, leftist policies

Watching America collapse or, more accurately, be torn apart from within, is very disturbing. The country has had challenges before. Some of us remember the turbulence of the sixties. The Vietnam War, the hippies and the Civil Rights Movement all had things stirred up. But the country settled down after a while.

Today, the large number of “Americans” who do not know why our system of government is superior to the others, because they were not taught about it, did not learn about it when they were taught, or who just don’t accept it, is truly troublesome.

Barack Obama’s pledge to “fundamentally transform the United States of America” if elected should have started a revolution against that concept. Instead, due to the large number who disagree with and/or don’t understand our nation’s founding principles, it fired up a lot of people who agreed with that idea. Today we are seeing where that mindset has led us.

Our country is divided more than it has been since the Civil War. One political faction wants to change many things, frequently because “times have changed.” Things like doing away with the Electoral College that protects minority interests and getting rid of the Senate filibuster that helps discourage the introduction of highly partisan legislation, and makes it easier to pass one-sided legislation. 

It has also discussed packing the Supreme Court with liberal activists to make laws rather than to correctly interpret laws. This will strengthen and maintain leftist power in Washington for a long time.

And even though Joe Biden won the 2020 election with 81.3 million votes — the most ever — and with the highest voter turnout percentage since 1900, it wants to change election laws to “increase voter turnout.”

The other side, however, wants to protect and defend the brilliant concepts of the Founders that made America superior to every other governmental form yet conceived.

This conservative faction understands that the principles of the U.S. Constitution do not change with the winds of time, or the preferences of political parties. And it understands why they should not change. 

The “conservative” justices on the Supreme Court and other courts work to maintain founding principles, and to save the republic from the suicidal tendencies of the socialist/communist radical left.

Laws that protect people must be followed and protected. And people that cannot or will not live and act in compliance with those laws must be punished. The safety of the populace is of utmost importance in the workings of a good government.

Fortunately, the disastrous results of defund the police, no bail/low bail, and not punishing some crimes are being seen for the irrational blunders they are. Yet millions among us still want to change direction from that which brought us a strong nation, and they are having negative effects on our country.

Education, which has been made far less effective because of the fear surrounding the Covid virus, now is home to a movement, mostly in secret, to improperly change the history curriculum. Some of this occurs at the school board level, some at the school level, and some at the instructor level. And it has spread into other subject areas.

Critical Race Theory (CRT) has been sneaked into classrooms, and rather than teach children that each of them is a valuable individual, it classifies them as either an oppressed person, or an oppressor. The distinction depends not on individual character, but on skin color. 

Instead of encouraging kids to understand and get along with each other, CRT pits groups of kids against each other, further intensifying the discord we see.

Some school boards deny parents their right to express concerns at meetings, and deny them requested materials. Some board members tell parents “I don’t work for you.” Teachers unions resist the importance of getting back into the classroom, and restoring the learning environment.

Reactions to the Covid variants have had devastating effects on the country, and much of the world. Combined with the other issues, things are truly upside-down.

Advice from the scientists has been all over the board. Some of that is a normal part of learning to deal with a new disease. But two years in, there is beginning to be resistance to the control mechanisms put into effect to protect us. 

Governments and businesses mandate vaccinations. Vaccines are designed to keep people from getting a disease. Vaccines in the past have done that. The Polio, Tetanus and Measles vaccines, for example, prevent contracting those diseases. 

Some people use those vaccines to justify forcing Covid vaccinations. But there is a big difference. Covid vaccines do not prevent catching or transmitting Covid. They reportedly reduce the effects of the virus, but do not prevent catching or transmitting it.

And then there is the selective censorship by social media platforms that impede the free exchange of important ideas. It is aimed primarily at conservative politics, and the “approved” Covid messages.

Comments contrary to the approved message were taken down, labeled as “false information” by the self-appointed media judges. Much of that information, however, proved to be correct.

Free speech is guaranteed by the U.S. Constitution. Without the free expression of ideas — good and bad ideas — we are doomed.

Marriage and a traditional family are still the bedrocks of a stable society

In a few days, a new year will be upon us. And after the disaster of 2020, and the nearly-as-bad 2021, we can all hope for a much better 2022.

We might wish for a return to normal, but that is a bit too optimistic. Maybe we can be satisfied with several steps toward normal.

There is a long list of the things that need to be rolled back to where they used to be. We have seen how crime, destruction and death have risen since foolish ideas like defunding or reimagining the police were put into place in some cities.

Another mistake is destroying our history instead of learning about it and learning from it. And, the so-called cancel culture that attacks people with the goal to destroy them for no better reason than that they don’t agree with them about something is irrational.

But a very important way to fight off these destructive ideas is to rebuild our culture through an emphasis on marriage and the traditional family, as well as how we educate our children. Much of the damage to our culture can be traced to these areas.

The devolution of the family is something that started years before the pandemic came along, and has continued to devolve during it. It is something that desperately needs to be reborn.

Those of us who were fortunate enough to have been brought up in one of those traditional families understand just how important they were, and are.

Marriage and the traditional family are bedrocks of a stable society, and were a critical part of what made America the world-leading nation it became. Today, we see that the traditional family and its stable rules of the road have fallen by the way-side, and that has had a serious negative impact on our culture and our lives.

In 1960, 73 percent of children lived in a two-parent household with parents in their first marriage, another 14 percent lived with two parents who had remarried, and only 9 percent lived in a single-parent home, a Pew Research Center study tells us.

Through the years, those statistics showing 87 percent of children living in a two-parent home have taken a beating. In 2014, only 46 percent of children lived in a two-parent, first-marriage household, 15 percent were in a two-parent re-married family, and 26 percent were in a single-parent household. Things have not improved over the last seven years.

In the 60s, Pew’s study said, “babies typically arrived within a marriage, today fully four-in-ten births occur to women who are single or living with a non-marital partner.” And then there are the millions of babies who were conceived, but never born because of abortion.

The traditional family put children in a stable setting in which most learned valuable life lessons. That stability occurs far less today. That does not mean that today’s parents do not love and take good care of their children. It simply means that the benefits of the traditional family are available to fewer children today.

And whatever the situation is for children and their parents, education from elementary grades through high school and college have changed, too. And not for the better.

In many elementary and secondary schools, tried and true methods of learning how to read, write and do arithmetic have been done away with. Some schools have done away with GPAs and class rankings. And some colleges have abandoned ACT and SAT requirements to enter their institutions. 

Many schools today underhandedly push Critical Race Theory on their students, teaching them that, depending upon their skin color, they are either an oppressor or are oppressed. 

Some advocate the idea that math, as traditionally taught, is racist. And, believe it or not, some are trying to encourage children suffering from gender dysphoria to go through the dangerous process of changing genders before they are even old enough to consider such decisions. 

Some schools are trying to impose equality of outcomes on students — referred to as “equity” — instead of encouraging them to earn rewards through hard work. These efforts to treat everyone as if they are the same, as if everyone has the same level of skills in all areas, are destroying the idea of excellence. 

If everyone is assumed to have the same abilities, if everyone’s’ strengths and weaknesses are hidden under a blanket of equity, people will never fully develop their strengths. How will our country be able to reach the high levels of performance needed to measure up to the rest of the world if, while other nations focus on achieving excellence, we focus on preventing it?

If we cannot achieve our highest possible level of performance, aggressive nations with negative intentions — like China, Russia and Iran — will gain control of the world, and we will be at their mercy.

America must refocus its attention on being the best it can be, which is what made it the best in the world. 

By refocusing on those fundamental concepts that provide stability, like marriage and family, and an education system that is focused on helping every student achieve to their highest levels, we can begin to recover what has been lost.