As a former teacher and armchair socialist, I offer my two-cents worth.

In the 1960's the John Birch Society, and other ultra right wing anti-communist groups, supported the idea that kids should be tracked in public school systems to determine vocational aptitude. Public schools had begun receiving additional federal funds to include auto shops, woodworking and metal working components in high schools, as well as enhancing music and arts programs, rivaling the world's best at the time. This, in addition to the new labs and a focus on “new math” that was to be the gateway to "responsible" enlightenment.

These were the days of the Cold War and unfortunately the next fifty years of our public school's history would be directly impacted by that same fear-based mentality.

The United Socialist Soviet Republic had become more advanced in science and technology. In the mind of the communist politburo, all citizens were wards of the state. Children who excelled in intellect or talent were tapped for preferential educational treatment. This had paid off in the so-called space race, a demon left over from the German rocket bombs of World War II.

Anti-communist conservatism during the McCarthy era fueled the fire. It was determined that our educational system was substandard. Mathematics and science were prioritized as more important than all other educational disciplines. IQ scores and vocational aptitude testing, also left over from World War II, became the vogue in educational circles.

Colleges claimed that their failure to turn out more technology-savvy graduates was that the public schools had been lax in encouraging studies in these subject areas early on in the educational experience.

By the mid 1960’s the U.S. "powers that be" turned a cold eye toward a system that had been primarily generalized and well-rounded. It had long been an educational foundation for all citizens, including a constant influx of immigrants. Many in Washington began to feel pressured into subjecting the public school system to a closer scrutiny and much greater level of control.

Kids were to be tested early on and then encouraged to "find their way", especially if they exhibited an interest in science or mathematics.
Teachers were at first encouraged to be supportive and encouraging to their left brain students. In more recent years teachers have had to deal with negative evaluations for their job performance based on the number of students who are successfully funneled through this tech-oriented or "nothing" system. Administrators, similarly politically motivated, are also bound by this statistical numbers game.

Thinking about this over a half century later, it is easy to see that this was virtually the same approach as the one being used by the Communists in Russia and China during the Cold War era which officially ended in the 1980’s. Initially this callous disregard for the student’s autonomy had been portrayed by our government as being fiendishly evil.

Children were, over the next three decades to begin evaluating their own potential and then deciding on the course of their own vocational future, including aspirations of a college education. Children, however, are easily influenced. In the majority of cases, the affluent were guided towards the college doors while their counterparts were made to feel good about choices such as secretarial jobs, service-oriented occupations, or labor intensive jobs. Parents, often hard working and with limited time and less money to invest in the educational system, were constantly reassured that the educational needs of their children were being met and that the package now included the extra caveat of providing a disciplinary element to the process.

Meanwhile, following the post-Viet Nam meltdown in Washington D.C., the right wing mainliners had began to become extremely fearful of college students with liberal arts backgrounds.

In subsequent years, public schools have been streamlined, (mostly at the hands of right wing activists and their congressional representatives), to fast track two groups: the college-bound and the general laborers. The art and music subsidies at the elementary and middle school levels were the first to be sacrificed, for the above mentioned reasons as well as being a victim to tax rollbacks and tax exemptions/shelters used primarily by the wealthy. Due to the ongoing influence of school texts by conservative stakeholders, literature and history were directly impacted with a “just the facts” preface that skipped over or purposely distorted information that further minimalized the students’ educational experience. Critical thinking and group problem solving skills were traded for rote memorization and “testing” skills. This, not coincidentally, further validated the test-driven approach to vocational tracking.

By the turn of the century our country had lost its intellectual prowess, as well as its economic base. Domestic production was moved overseas for higher corporate profits based on minimal environmental and labor regulations. Our high-school-educated ”laborers”, meanwhile, have been provided with fewer and fewer vocational or educational alternatives.

For the high school graduate that was poorly motivated, poorly educated, and possibly dropped out of the system, unemployment or under-employment has become a stark reality. Today our education system provides only the possibility that these students might be able to take night classes at an adult education facility for the G.E.D accreditation. They may also attend a variety of private tech schools, or obtain an online or junior college degree if they can afford it. This being the only means of avoiding the dismal job market that now exists.

I believe that schools should have a vocational component, but that this should not become counter-productive to a well-rounded educational experience. I believe that testing for proof of education is counter productive. Every child is different and must be allowed and encouraged to learn at his or her own rate. Assessments should be made of strengths and weaknesses as a matter of self-awareness but also to inspire tolerance.

I believe that we have become enamored with the “education in a box” syndrome - the kit approach to teaching. Pre-packaged educational programs only served to create the illusion that any school system could buy its way to superiority by purchasing the reform packages being offered by any number of up-and-coming edu-business companies. Once this pattern was established and the concept sold to parents, the skill of real teaching, of the interpersonal dynamics of the educator and the student dramatically changed. No longer did the teacher have any inherent value. A computer could do as much. In the end, expensive gadgets, bells and whistles do not teach, teachers do!

I believe there is a desperate need to equalize our public school systems throughout this country and that there must never be rich public schools and poor public schools. All teachers must be able to work in a positive environment with realistic limits to class size and have manageable work loads. Would this be questioned if we were talking about doctors? Those who are shaping educational policy in this country are obviously NOT TEACHERS!!!

I believe teachers should be well paid and secure in their livelihood. More and more good teachers leave the system every year to find jobs that pay more than the salaries of glorified babysitters. People who are insecure about their financial obligations, in modest terms, tend to transfer that sense of well-being or a lack thereof, to their students.

I believe communities, not just families with children must become involved in the educational process. If it takes a village to raise a child, it takes a village to educate one, as well. Pulling money out of the public schools for the voucher system is directly impacting the quality of public education not only in fiscal terms but in the spirit of the original concept of public schools in America. Rebelling over taxes obtained to fund public school development both in physical plant and in staffing is insufferable in that it also denies the contribution of public education as it applies to the improvement of society but also to the maintenance of our sovereignty as a nation.

The public school system is a litmus test of the inherent social, economic, political, etc., stability of any community, state, or nation. Divisiveness and a lack of tolerance are our own worst enemies. There is still a question as to whether we, as Americans, will be able to repair the damages already done to this once promising American institution. I, for one, would hope that it never becomes too late to regroup and try again.

The dumbing down of American students, at all levels of education is an affront to our democratic aims and ideals. I shall defer to President Thomas Jefferson on this point:

1786 August 13. (to George Wythe) "I think by far the most important bill in our whole code is that for the diffusion of knowledge among the people. No other sure foundation can be devised, for the preservation of freedom and happiness...Preach, my dear Sir, a crusade against ignorance; establish & improve the law for educating the common people. Let our countrymen know that the people alone can protect us against these evils [tyranny, oppression, etc.] and that the tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance."

Education needs to become a priority in this country in a big way. Public education is based on the principal that an educated populous will by virtue of that same education be enlightened in such a way as to understand the purpose and protection of a democratized society. Only a well-educated citizenry can appreciate and promote human rights and justice as was envisioned by our founding fathers.
 


Michael S. True
1/23/2014