Public Education Can Save Our Country

Public ucem retiro online is broken. I wanted to grab your attention with something much more impactful. But the way I see it, what has more impact than the absolute and simple truth? Our public education system is broken and it has been for a long time.

Some of us believe it is the responsibility of our elected officials. Others think our communities can fix it. Parental involvement is the answer for many. “If only we had more funding” is another cry. They are all right.

Of course, the debate continues about No Child Left Behind (NCLB). Remember, this is the measure which was passed in January 2002 during the Bush Administration. It requires states test all students in certain subjects every year to be sure they are prepared for college. I don’t believe the problem is entirely about NCLB; it’s about public education in general. However, this initiative has had such an impact, mentioning one practically begs a mention of the other.

NCLB was supposed to fill in the gaps of public education. It was likely intended to do just as it says…leave no child behind. The goal is admirable, but the execution has a detrimental effect on how children are taught. We tried to solve the problem with one sweeping measure. There is no one answer and no one entity with the complete solution.

The reason I see the problem of public education in the United States as a national issue, and not an individual, family, group, regional, or even state issue, is very simple. Let me use myself as an example. I am not an educator or a student. I do not have a child in the public school system, or any school system. But I am a citizen of this country and have a vested interest in its present well-being and hope for its future. So, it is my problem. It is our problem.

We all know the future of this country and our place in the world depends on our children. How they fare and compete on the world’s stage depends on their access to quality education. That is why I am so afraid.

We are not preparing our children to compete. We are not teaching them to think. We are not teaching them to react. We are not teaching them to create. We are not teaching them at all. We are preparing them for tests. We are filling them with facts, having them regurgitate them at the appropriate time, in the appropriate format to attain the appropriate score.

Creativity, individuality, and inventiveness are practically discouraged. If a child shows too much individuality in the way she learns, acts, or interacts, she is considered inappropriate. She is relegated to a special class, isolated, or even worse, medicated.

We live in an age of entrepreneurs and innovators. The time has passed when we stay on a job at a factory for 25-30 years or even in a corporate cubicle for that long. We are not training our children to be innovative in the workplace, or to build businesses like the type built by the entrepreneurs and solopreneurs that are the backbone of my own industry, virtual business assistance.

The Public Education Network’s (PEN) National Survey of Public Opinion lists 10 key findings in its Survey of Public Opinion about our responsibility for our educational system. Top among those were: