The Failure of Education – America’s war on its children

 

The Failure of Education

America’s war on its children

by Mustang

If (fill in the blank) isn’t working out to your expectations, then all you have to do is throw more money at it. That’s the message we regularly receive from people who make their money from selling “education.” But, is it true?  Of course not.

The American education system is an utter failure and has been for decades, and there is no more significant proof of that than observing today’s young adults.  They have no academic skills beyond cheating on tests; they lack essential knowledge about our nation’s history or even their own states. They are unable to comprehend cause and effect relationships, and they cannot reason.  If our education system is the doctor, then we’ve killed the patient.

Educationalist (a term I use in the most disparaging manner possible) Kate Barrington wants us to know about the American education system’s top fifteen failures.  None of her “failures” represent the underlying problem of American schools, but here’s what she identified as her most significant concerns:

    1. Insufficient government funding
    2. Charter schools siphon away money from public schools
    3. Teachers aren’t making enough money
    4. Too many teachers are fired for political reasons
    5. There is too much bullying going on in schools 
    6. Students are “too poor” to learn
    7. Schools are over-crowded
    8. Students are too anxious and hyper-active to learn
    9. Insufficient parental involvement

She never once mentioned political brainwashing imposed on every child in public schools, never said anything about the costly athletic programs that take away time and money from academic curricula, never mentioned the dismal results of “high stakes” testing, or the fact that students receive no training in civics education, are taught revisionist history, or that they are bored to the point of tears in the classroom.  

Ms. Barrington didn’t say that our children cannot construct a proper sentence, much less a paragraph, or that an average first-year high school student can only read at the fifth-grade level and cannot perform algebraic computations or has no interest in the wonder of science.

She also never mentioned that the United States (federal and state expenditures) spends, on average, $800-billion on educational programs EACH YEAR.  That figure approximates $15,000.00 annually for each child in elementary and secondary schools.  Maybe we shouldn’t focus so much on what we spend on American education — perhaps we should be asking what we’re getting as a return on that investment.  Are we getting smarter kids who, within a few years, are knocking them dead in the corporate structure, on Wall Street, as engineers, as scientists?

No — actually, American kids (including those graduating from college with a four-year degree) are mediocre compared to the rest of the civilized world.  Forty years after the publication of A Nation at Risk, a ground-breaking report by the National Commission on Excellence, America’s kids are dumber than ever despite the doubling of our expenditures on education.  

Constructing more schools does not equate to better education — it only means more children per year are less competitive globally.  What other conclusions can a rational person make when more than two-thirds of the student population cannot demonstrate mastery in grade-level mathematics and science, reading, or even understanding the history of their own ancestors?

Here’s an interesting statistic: 85% of our nation’s high school graduates each year are unqualified to enter college as freshmen without substantial remediation.

According to the National Center for Educational Statistics, the average expenditure worldwide is around $9,800 per student annually.  Around the world, then, nations who spend far less educating their children are producing young adults who can (and do) read, who can communicate well in writing, who understand complex mathematics, and are geared toward careers in science and engineering.

Equally important, we must address the question of whether America’s young adults are as well-adjusted psychologically as their “other world” cohorts.  There does not appear to be any evidence to support such a claim.  Considering high incidents of violence in schools and throughout local communities, the opposite seems right. America’s young adult is maladjusted, and if there is not a trend toward psychopathic abnormality, it certainly seems that way.  

What, then, should we deduce?  Should we conclude that in exchange for $800-billion annually, we are getting psychologically damaged young adults?  As young adults, our children not only do not know who they are but also don’t care.  

Our young adults do not understand that the rights they enjoy extend to every other citizen, as well — so supporting such notions that they must silence a citizen who has different views from their own — forcibly, if necessary — tells us that our education system has grown at least two (maybe three) generations of dangerously maladjusted human beings.  Moreover, they are irrational in thinking that such behavior benefits a healthy society.

America is getting no bang for its buck.  Rather than demanding more money (to waste), perhaps reduced spending is a better plan.  Pay teachers less money, not more.  Stop pretending that high school football programs are equal in importance to science and mathematics.  Stop spending hundreds of millions of dollars on textbooks that facilitate revisionist brainwashing or communicate anti-white racial biases.

When compared to the children raised in third-world countries, our children are stupid, psychotic, and socially inept.  Is this our return on our ever-increasing investment in the American education system?  One notable scientist suggested, “Insanity is doing the same thing over and over and expecting different results.”  We attribute this quotation to Albert Einstein’s Parable of Quantum Insanity.  Perhaps the educationalists should make a note of it.

Mustang also blogs at Fix Bayonets and Thoughts From Afar

History Majors at Universities may soon go the way of the Dinosaur

Apparently the need not to have anyone around that has knowledge of the past is coming to fruition. No need of history majors, no need to teach history, one is doomed to repeat it apparently.How many colleges even require a history course as party of the curriculum? I for one always found history fascinating. I guess my age is showing.

The University of Wisconsin — Stevens Point could soon drop several majors, including history, because of students’ lack of interest, according to a cost-benefit analysis recently proposed by UW-SP Chancellor Bernie Patterson.

The chancellor proposed that the university “must become a new kind of regional university” by adapting its current programming to better suit the surrounding community and the educational demand of incoming students.

“The overall cost to educate for the History major is not high compared to other professional majors. However the small enrollments in upper-level courses make the program unsustainable.”

 

Patrick Henry “Give me Liberty or give me death

The proposal includes “realigning” and merging several current degree programs and departments to save costs, which include eliminating six majors: history, German, French, geoscience, geography, as well as portions of the current art program.

Enrollment in the history major at UW-SP has dropped by 48 percent over the past five years, leaving class enrollment at an average of 13-19 students per course.

“The overall cost to educate for the History major is not high compared to other professional majors,” the proposal adds. “However the small enrollments in upper-level courses make the program unsustainable.”

“In an era of fiscal constraints, UW-Stevens Point can no longer be all things to all people,” the chancellor wrote. “Instead, we must focus on our strengths, prioritizing those programs that best help the communities of central and northern Wisconsin become more vibrant, healthy, prosperous, and sustainable.

[RELATED: Study: top colleges don’t require US history courses for history majors]

 

Campus Reform

37 Examples of Real College Courses That Are Too Crazy to Believe

 

 

While we hear how college kids are outraged at the burden of huge debts that will take them years to pay off, few are as outraged about the courses being taught. The nonsense of Antifa and the diminishing of free speech by conservatives, one has to ask what are our children getting out of a college education? Here are a few snippets:

 

Authored by Michael Snyder via The American Dream blog,

You just can’t make this stuff up.

All over America we push our young people to get good grades so that they can get “a college education”, but then once they get through college many of our young people are completely unequipped to deal with the real world.

I am about to share with you a list of 37 of the most ridiculous courses that are currently being offered at major U.S. colleges and universities today.  This information comes from a brand new report that was just put out by Young America’s Foundation, and it is tempting to chuckle as you read through what they have compiled, but the truth is that what is happening to our system of higher learning is not a laughing matter.  The following is a short excerpt from the report

The following are 37 examples of real college courses that are almost too crazy to believe…

#1 MCL 135: Vampires: Evolution of a Sexy Monster (University of Kentucky)

#2 HIST 336: Saints, Witches, and Madwomen (University of Nebraska)

#3 WOMGEN 1225: Leaning In, Hooking Up (Harvard University)

#4 SOAN 261: Campus Sex in the Digital Age (Washington & Lee University)

#5 GSWS 434: The Politics of Ugly (University of Pennsylvania)

#6 AMS 398: FAT: The F-Word and the Public Body (Princeton University)

#7 GWS 462: Hip Hop Feminism (University of Illinois)

#8 GWS 255: Queer Lives, Queer Politics (University of Illinois)

#9 SOC 388: Marriage in the Age of Trump (Davidson College)

#10 HISTORY 330-0: Medieval Sexuality (Northwestern University)

#11 AI 318: Zombies: Modern Myths, Race, and Capitalism (DePaul University)

#12 SOCI 332: Alternative Genders (Texas A&M University)

#13 AMCULT 103: Drag in America (University of Michigan)

#14 AMCULT 334: Race, Gender, Sexuality and U.S. Culture in Video Games (University of Michigan)

#15 AMCULT 411: Rednecks, Queers, and Country Music (University of Michigan)

#16 WGS 255: Deconstructing the Diva (DePaul University)

#17 GLBT 3404: Transnational Sexualities (University of Minnesota)

#18 GSFS 0208: Unruly Bodies: Black Womanhood in Popular Culture (Middlebury College)

#19 MC 2002: Media, Sport and Culture: Amplifying the Sporting-Ism (Louisiana State University)

#20 THEO 025: The Bible and Horror (Georgetown University)

#21 SOAS 3500: Queerness in South Asian Literature and Cinema (University of Iowa)

#22 AADS 2204: Black Women and the Politics of Blackness and Beauty (Vanderbilt University)

#23 AFR 334: Radical Theories of Political Struggle: Anti-Black Racism and the Obama Administration (Williams College)

#24 COLT 0510F: Fidel Castro and Che Guevara, The Men and the Myths (Brown University)

#25 HIST 379: Queering Colonialism (Washington & Lee University)

#26 AMST 274: Rainbow Cowboys (and Girls): Gender, Race, Class, and Sexuality in Westerns (Wellesley College)

#27 AFA 4430: Black Lives Matter (University of Florida)

#28 RELI GU 4355: The African American Prophetic Political Tradition from David Walker to Barack Obama (Columbia University)

#29 RELG 032: Queering God: Feminist and Queer Theology (Swarthmore College)

#30 RELG 033: Queering the Bible (Swarthmore College)

#31 ENVS 042: Ecofeminism (Swarthmore College)

#32 FRSEMR 61D: Trying Socrates in the Age of Trump (Harvard University)

#33 GSWS 2219: Deconstructing Masculinities (Bowdoin College)

#34 GSFS 0325: American Misogyny (Middlebury College)

#35 BLSTU 3850: Gender, Hip Hop, and the Politics of Representation (University of Missouri)

#36 AAS 301: Black to the Future: Science, Fiction, and Society (Princeton University)

#37 SOC 105: Race, Religion, & Donald Trump (Davidson College

As a bonus, let me share with you 20 more crazy college courses that have been previously offered at colleges and universities around the nation.

This list comes from one of my previous articles, and even though most of these courses are no longer being offered, they still serve as examples of how pathetic our system of “higher education” has truly become in recent years… more at Zero Hedge

Trayvon Martin to get Aeronautical Science degree posthumously

I for one have had enough politics. So let us go to the absurd and polish off this week knowing we can be secure that our next generation of fruit loops who attend college are in good hands. The only flight Trayvon ever took was getting high on his drug of choice.

Florida Memorial University will present a bachelor’s of aeronautical science May 13 to Martin’s parents, Sybrina Fulton and Tracy Martin.

Trayvon Martin died in 2012 after neighborhood watch captain George Zimmerman shot him during an altercation. (Ed: Zimmerman was found not guilty of any crime.)

“The University will confer upon TRAYVON MARTIN a posthumous degree in Aeronautical Science with a concentration in Flight Education, in honor of the steps he took during his young life toward becoming a pilot,” the school’s statement read.

Martin wanted to become a pilot or learn how to fly planes, the Tampa Bay Times reported earlier.

“As we approach 50 years in Miami Gardens, this commencement holds a special place in all of our hearts…Of special significance is awarding posthumously the Bachelor of Science Degree in Aviation to Trayvon Martin,” Dr. Roslyn Clark Artis, president of Florida Memorial University, said in a statement.

H/T: Daily Caller

College to spend a month in ‘Whiteness’ shaming

This is what is happening to America.  Anyone else think that America has lost its wheels?

Whiteness “does not simply refer to skin color[,] but [to] an ideology based on beliefs, values, behaviors, habits, and attitudes, which result in the unequal distribution of power and privilege based on skin color.”   shaming

Portland Community College has designated April “Whiteness History Month” (WHM), an “educational project” exploring how the “construct of whiteness” creates racial inequality.

“‘Whiteness History Month: Context, Consequences, and Change’ is a multidisciplinary, district-wide, educational project examining race and racism through an exploration of the construction of whiteness, its origins, and heritage,”PCC states on its website. “Scheduled for the month of April 2016, the project seeks to inspire innovative and practical solutions to community issues and social problems that stem from racism.”

The WHM site makes clear that the project is not a “celebratory endeavor” like heritage months, but is rather “an effort to change our campus climate” by “[challenging] the master narrative of race and racism through an exploration of the social construction of whiteness.” (“Challenging the master narrative,” PCC explains, “is a strategy within higher education that promotes multicultural education and equity.”)

The initiative was conceived by a subcommittee of PCC’s Cascade Campus Diversity Council, which noticed that “evidence from hiring data, student-­led research, surveys, focus groups, college-wide emails, and other sources have illuminated the underlying reality of whiteness embedded in the overall college climate.” In response, the subcommittee decided that “intentional action” was necessary across the district’s four campuses to honor PCC’s strategic plan, which calls on the college to “create a nationally renowned culture for diversity, equity, and inclusion.”

Read more: Campus Reform

Affirmative action in action as applied to SAT scores

Here is a story that should put our teeth on edge. Not bad enough that we add scores to the so-called “Minorities” but better yet, let’s take away points away from Asians because you know, they are just brighter and that disadvantages others. Let mediocrity reign. Here we go:

In a totalitarian society, there are no objective measures. All data is distorted to reinforce the official ideology. Falsified temperature data meant to prop up the global warming hoax is one example. Adding points to SAT scores to reward persons of politically preferred pigmentation is another:

In a windowless classroom at an Arcadia tutoring center, parents crammed into child-sized desks and dug through their pockets and purses for pens as Ann Lee launches a PowerPoint presentation.

Her primer on college admissions begins with the basics: application deadlines, the relative virtues of the SAT versus the ACT and how many Advanced Placement tests to take.

Then she eases into a potentially incendiary topic — one that many counselors like her have learned they cannot avoid.

“Let’s talk about Asians,” she says.

Lee’s next slide shows three columns of numbers from a Princeton University study that tried to measure how race and ethnicity affect admissions by using SAT scores as a benchmark. It uses the term “bonus” to describe how many extra SAT points an applicant’s race is worth. She points to the first column.

African Americans received a “bonus” of 230 points, Lee says.

She points to the second column.

“Hispanics received a bonus of 185 points.”

The last column draws gasps.

Asian Americans, Lee says, are penalized by 50 points — in other words, they had to do that much better to win admission.

H/T: Moonbatttery

Durbin says, lets get rid of tax-payers student loan debt, while we are at it, control textbooks

One can only imagine what will be in those subsidized textbooks, can’t we? Better yet, we knew all along that when the government took over student loans, forgiveness was always the intent. But as usual, that which we warned about now sees the light of day. Get rid of these Commies this fall, as least as many as we can. Al Franken springs to life on this one. Elizabeth Warren to the rescue in this one as well. Is there nothing they will do to sell their soul for a few votes?

Durbin is working in coordination with Democrat Senators Elizabeth Warren and Jack Reed, who have also introduced student-focused legislation designed to turn out the youth vote in November. (Laugh line here.)

Illinois Review reports
In an attempt to gin up the youth vote for the November election, U.S. Senator Richard “Dick” Durbin has co-sponsored and written legislation that will allow students who declare bankruptcy to get rid of their taxpayer-financed student loan debt, and subsidize (again with tax money) textbook purchases.

At the moment, student debt, which is the result of ever-increasing tuition costs driven by government subsidized student loans, cannot be erased by filing bankruptcy. Durbin thinks this is wrong and argues that the government must step in and protect students from the debt they’ve accrued as a result of government loans. He’s calling his bill a student-loans “bill of rights.”

In addition, Durbin has introduced legislation called the Affordable College Textbook Act, which is co-sponsored by Minnesota Senator Al Franken (D). The bill would create a taxpayer-subsidized grant program for colleges and universities around the country to develop and expand the use of open-source textbooks. In other words, working taxpayers would now pay for the writing, updating, printing, and use of textbooks, which would then be free online for students.
Government created the problem of high tuition by subsidizing it : now Senate Durbin wants to stick the taxpayers with the bill. What’s really creepy is Dick Durbin will get into the text book writing business. Senator Durbin appears to believe in the central planning of Mikhail Suslov. –

was a Sovietstatesman during the Cold War. He served as Second Secretary of the Communist Party of the Soviet Union from 1965, and as unofficial Chief Ideologue of the Party until his death in 1982. Suslov was responsible for party democracy and the separation of power within the Communist Party. His hardline attitude toward change made him one of the foremost anti-reformist Soviet leaders.

Born in rural Russia in 1902, Suslov became a member of the All-Union Communist Party (Bolsheviks) in 1921 and studied economics for much of the 1920s. He left his job as a teacher in 1931 to pursue politics full-time, becoming one of the many Soviet politicians who took part in the mass repression begun by Joseph Stalin‘s regime. Suslov impressed the Soviet leadership to such an extent in the pre-Eastern Front Soviet Union that he was made First Secretary of Stavropol Krai administrative area. During the war, Suslov headed the local Stavropol guerilla movement. He became a member of the Organisational Bureau (Orgburo) of the Central Committee in 1946 and, four years later, was elected to the Presidium (Politburo) of the All-Union Communist Party.

Obamacare: College Profs to lose hours and insurance

I was determined to find a feel good story for this Holiday week. Sure enough, the Libs are getting a taste of that which they have bequeathed on millions of us. Explain this Professors to your student sycophants. See, it’s not just those nasty capitalist money grubbers that are out there laying waste to the worker bees.

Adjunct professors at Austin Community College will see their work hours cut as a result of Obamacare’s new regulations, KXAN-TX reported Monday.

ACC officials met with many of the college’s 1,200 adjunct employees Monday to tell them that all part-time employees would be capped at 28 hours per week.

The move was made so that ACC would avoid having to offer the adjunct employees’ health insurance. Under the Affordable Care Act, all employees working 30 or more hours per week must receive health insurance from their employer.

Washington Free Beacon

Take the Civic Literacy Exam

I caught this over at Doug Ross. Something to do on a winter’s day. Enjoy!

The Intercollegiate Studies Institute offers an extremely interesting Full Civic Literacy Exam

Quiz

  • Full Civic Literacy Exam (from our 2008 survey)

    Are you more knowledgeable than the average citizen? The average score for all 2,508 Americans taking the following test was 49%; college educators scored 55%. Can you do better? Questions were drawn from past ISI surveys, as well as other nationally recognized exams.

UCLA creates ‘Dream College’ for illegals

There is no end to what will be done for our Dreamers now is there? Of course the price of college for these folks is far below what it would cost U.S.citizens. Does anyone really think they will pay it? Plenty of scholarships are available. It is particularly nice that it is the so call “Labor” folks who are supporting this. But of course we need to raise a new generation of agitators and Marxists. Here we go-

According to its website, the program is “designed to give immigrant youth the opportunity to access higher education,” and will offer them “the opportunity to learn from influential Civil Rights leaders like Reverend James Lawson and Tom Hayden, Immigrant Youth Movement leaders, and academics and scholars from across the country.”

According to the NDU’s website,

A commitment to a left wing political pro labor-union ideology will be a condition of acceptance for all students, as specified in these requirements for admission listed on the website:

To be considered for admission to National Dream University you must:

(1) have graduated from a U.S. high school;

(2) a minimum cumulative 2.7 GPA;

(3) demonstrate commitment to immigrant/labor rights and social justice; (emphasis added)

(4) and submit a complete application by October 5, 2012. H/T: Breitbart

University of California, Los Angeles professors formed a collective they call “National Dream University,” which aims to allow American Dream Act-eligible students to enroll in online courses at $65 per credit, according to LA Weekly.

The effort was organized by the UCLA Center for Labor Research and the National Labor College. National Dream University would allow Dreamers — those undocumented students who can pay in-state tuition and qualify for federal financial aid — to take as many as six courses in 2013.

At the start of their lessons, approximately 30-35 students will travel to Maryland’s National Labor College, the AP reported. Then coursework is completed primarily online with a trip to UCLA at the semester’s end.

According to the AP, the year’s coursework will cost $2,490. Applications are due Oct. 5.  Huffington Post

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