In 1979 Jimmy Carter greatly expanded federal oversight into local education by creating the Department of Education. Although conservatives vowed to abolish it during the Reagan administration, it only continued to grow in budget and power.
Sexual predator George H. W. Bush gave a big boost to federal oversight in 1992 when his secretary of education Lamar Alexander created a plan called “America 2000” which included nationwide uniform academic standards and testing. Although it never passed Congress, “America 2000” gave impetus to the education reform movement in the 1990s and contained many of the ideas that would later be incorporated into Common Core.
In 1993, women harasser and rapist, Bill Clinton submitted his “Goals 2000: Educate America Act” – his very first legislative proposal – closely modeled on “America 2000.” It included a provision to create a new federal entity called National Education Standards and Improvement Council (NESIC) which would recommend “voluntary” state and federal standards and promise money to the states for compliance with those standards.
In 2001 Republican Establishment George W. Bush – with the close support of the late Senator Ted Kennedy – signed into law the No Child Left Behind Act (NCLB). It was the largest expansion of federal oversight into education up until that time. NCLB set a goal that by 2014, 100% of all K-12 students would be proficient in reading and math. Most importantly, it required states to prove that they were making so-called “adequate yearly progress” toward this goal. If a state, school district, or individual school could not prove it was making “adequate yearly progress” it would face a series of penalties, including a cut in federal funding.
Rather than improve their teaching methods or remove under performing teachers, many states essentially cheated the system by deliberately dumbing down their own standardized tests, thereby raising the test scores. Many states observed an increase in cheating, as school and teacher performance were tied more than ever to test scores. Nearly all observers admit that NCLB failed to achieve its stated goals.
Here are the results.
A new project that analyzed 2017 state testing data found that one-third of Baltimore, Maryland, high schools have zero students proficient in math. Project Baltimore found that 13 out of 39 high schools in the city had zero students that were proficient in math, according to the testing data. Another six schools only had 1 percent of their student body who tested proficient in math. In plain numbers, in half the high schools in Baltimore, out of the 3,804 students who took the state test, a mere 14 were proficient in math. What’s worse, in 2016, six Baltimore schools had zero students test proficient in any state test, which included math and English.
To try to correct these numbers, city officials made the switch to a new math curriculum this year and developed enhanced teacher training, but the district acknowledged in a statement there would need to be more steps taken to achieve satisfactory results. “There is no simple answer that will close the achievement gap for Baltimore’s students. Though we all want to see results quickly, the work is hard and will take time,” the Baltimore City Public Schools District statement said.
There is a real solution, but the Teacher Unions and education officials do not like to face reality. Jack Pannell, founder of a Baltimore charter school for boys, believes his three-year-old school is on the path to success. With no entrance exam, shorter class periods, and 60 percent male teachers, the school is specifically tailored to how boys learn. Pannell has seen math proficiency spike 60 percent since 2015, when the school opened its doors. There are 440 students currently enrolled and another 300 on the waiting list. “We believe we can change the narrative. We believe we can change history. We believe we can change the status quo if we keep doing what we’re doing,” Pannell said.
We find results like this all over the country. When the impact of social justice and social engineering indoctrination forced by the Marxist/Progressives, is minimized to eliminated, and the impact of Teacher Unions is eliminated, we see the results of children being educated. It is obvious that the federal government and Teacher Unions have been destructive to our education system. The answer becomes obvious, remove both.