Under revision. Updated on 8/24/2016.
”The truth will set you free."
But first, it may make you angry.
Then learn. Understand why. And take action for the better.

PUBLIC EDUCATION IS POORLY PREPARING OUR CHILDREN FOR LIFE

Introduction

What do parents and potential employers want our schools to achieve with our children by the time they graduate from high school?

They would like them to be educated well enough to be trained for a job with an income that will support a family of four. In addition they need to be prepared for continuing education during their life, not just job training, as new technologies and robotics eliminate some jobs and create new, better-paying opportunities that require more education.

It is not possible to achieve that for all children, but it must be achieved for at least 80% of them. It is called ACT Readiness with an average ACT score of more than 25. ACT Readiness identifies the percentage of graduates who have only a chance to complete the first year only of a tech/vocational training program or first year only of a college program. We believe that parents and potential employers would agree with the 80% readiness as being minimal when they graduate from high school. We need the better than 15 ACT score to reach the 80%.

In 2015, the ACT Readiness was ONLY a shocking 26% of high school graduates nationally, and 16% in Tennessee, our example in this website. Those not ACT Ready will have close to minimum wage jobs only and will be replaced in a few years by robots.

Most children started their education in a public school. We read good things about the schools in the newspapers. They had a great football team. One publisher called the superintendent a Miracle Maker in the newspaper (read by clicking here). But the real results were and are very different.

Look at the very high percentage (in red) of graduating children with a diploma in both Tennessee and its Knox County below, who are not ready and will end up with spotty employment and possibly homelessness. These are very poor results. The elected board of education gave itself and the superintendent excellent performance evaluations every year during this period.



"A half-truth is a whole lie” is a popular proverb that’s been directed at newspapers and politicians since the 1880s. However, the majority in public education management beat them all. For example in the Knox County School District, Tennessee, 76% of those who graduated with a diploma in 2015 are prepared only for a close to minimum wage job. They will not even have a chance to finish the first year of a tech/vocational school or college per ACT. A new generation of robotics will replace them in a few years. At the same time the superintendent published everywhere, including on his letterhead, that we provide "Excellence for all children" and mislead the public with "We are doing well, but we have room to improve". Tennessee did celebrate the highest growth in the USA in 4th and 8th grade NAEP test scores one year...but we were still below the USA average, which we did not mention. Nor did we mention the fact that Knox County did not even take the test, yet used it as if they did and this was a county achievement. In 2013, the same school district set an all time low average ACT score record at 20.2. The ACT is the most important test. It shows what our children learned from grade one to twelve. No one said a word to anyone about the all time low ACT score in 2013. The bad news and the complete truth was and is ignored. Anything that sounds good is published by the school district communications group. What the public gets is a lie, when all this poor education and the lies about their results are created with the public's hard-earned tax dollars within the education budget.

In the USA, 74% of our schools are public schools, 22% are private schools and 4% are charter schools, a form of public schools also. The lower skill manufacturing jobs have been disappearing to robotic and software automation for more than two decades. More and more low-end jobs will be replaced by robotics and many new jobs will open with new technologies faster and faster, but they will require more education on the high school level, not just what we know as job training. There are more than three million jobs open now, that cannot be filled because employers are not finding candidates with the education that they need for such jobs. Such new jobs will require a much better education coming out of high school than what public schools deliver today. The stories about good education are true only with very few public schools. What's going to happen to our children? THREE OUT OF FOUR OF OUR CHILDREN ARE BEING LEFT BEHIND TODAY IN OUR PUBLIC SCHOOLS IN ADDITION TO DROPOUTS. What is going to happen to our state and country? Parents will really get upset once the robotic influence on jobs becomes very noticeable by 2020.

LOOK AT THE EVIDENCE RELATIVE THE POOR SCHOOL PERFORMANCE WITHIN THIS WEBSITE. THE POOR PERFORMANCE MUST CHANGE. OUR COUNTRY DESERVES MUCH BETTER EDUCATION FOR OUR CHILDREN. THIS PROBLEM CAN BE FIXED. THE STATE HAS NOT STARTED YET TO RAISE ACT (OR SAT DEPENDING ON STATE) SCORES 5-10% ANNUALLY TO GRADUATE FAR BETTER EDUCATED CHILDREN, AND THAT IS THE KEY INDICATOR OF SUCCESS OR FAILURE. SO FAR PUBLIC EDUCATION IS FAILING, BUT THE PUBLIC HAS BEEN GIVEN A MUCH MORE POSITIVE STORY THAN WHAT THE TRUTH IS. READ ON BELOW, AND THEN DECIDE FOR YOURSELF.

Combine that with the reality of our children’s education dropping to 36th in the world from being on top in 1970. The declining education weakened our workforce. New technologies resulted in 3 million better paying jobs for which employers could not find employees with the needed education. Businesses were trying to become more efficient to survive. Robots were starting to appear in 2016 that will be replacing the poorly educated for less than minimum wage anywhere from fast food chains to beyond high school education such as with anesthesia robots that are here today. And slow economic growth we have been experiencing for ten years since 2006.

MAJOR THREAT NO. 1 is to our national security (most importantly as a result of cyber warfare), that requires very well educated soldiers, civilians, operators and developers for tools, "weapons", and decision making. Everything is computer controlled for operational and economic reasons. Our electric power grid could be hacked and disabled or destroyed by a better educated enemy. Our technology developments and designs for vitally important things that cost us billions to discover/develop could be hacked and stolen free by a better educated enemy. Intelligent weapons require very well educated soldiers to use them correctly, educated beyond high school. We need a healthy economy (money) to be able to develop the best well-educated people to defend ourselves and to improve our economy. That makes our failing education strategically the most important problem that we must correct. We must change many things like our immigration laws and practices, but most of all, we must improve greatly the poor education of our children urgently. This is how a third world war would begin today, and this kind of activity already started. See:  Educational decline is jeopardizing our national security.

MAJOR THREAT NO. 2 is the most dangerous and sad in domestic affairs and education of black student performance, with 95% not being ready for any but minimum wage jobs when graduating from high school nationally (98% in Tennessee). We blame parents when our school performance is poor with all students. Many black students deal with more poverty and single parents than others. Granted that we saw US education dropping since 1970 and that reduced the job required knowledge of today's parents, in turn reducing their family incomes. As far as bad inner city environments are concerned, Harlem and others in New York are probably the worst in the country. However, a 42-school charter school in New York City's inner city areas produces top 1% results (Success Academy Schools) with the New York State Common Core tests statewide, beating even most private schools, without parental help. They are achieving this with poor inner city black and some Hispanic children since 2009! They have mostly primary schools, now beginning to open middle schools, with plans for high schools as the middle schools start delivering. Why are we not producing the same great result? Why are we not visiting Success Academy Schools to learn how they are doing it? Or better yet, Finland. We should be ashamed of ourselves for the black and Hispanic students' results, for not doing anything to improve it. Instead, the above poor results like 98% of black students not being ready when graduating from high school, very foolishly builds a big fuse for the "powder keg" by not learning from the high performers how to teach successfully any demographic group. Not only we produce terrible results for an entire class, school or school district creating at least 3 out of 4 students not being prepared, but we are destroying the future of almost all black children, when an example in New York and especially Finland clearly shows that THEY CAN DO FAR BETTER THAN WE ARE DOING NOW.

MAJOR THREAT NO. 3 is to our economy. We compete worldwide with our products and services in all industries. People and companies buy products and services based on their quality and cost. That in turn depends on how well educated each company's workforce is, from research and development PhD's through sales and service, down to manufacturing/production. How well the high school graduates are educated in any company of any country is the most important gateway to a high quality workforce that can create and make/provide the most competitive products and services worldwide. Internationally we dropped to 36th in high school mathematics, and dropped in other subjects as well. That in turn weakened our workforce, weakened our product and service competitiveness, and that lowered our national income and tax income. We have lost entire industries to international competition. Initially we lost to lower labor cost, but after a few years they lowered their cost by robotic automation on a larger scale than we did. For example, China is replacing one million workers in one huge electronics company with robotics to improve quality in 2016-2017. We have been under 3% national income for ten years now, our national debt rose to TWENTY TRILLION dollars in 2016, on which we have to pay many TRILLIONS in interest. 3% is not a gain. It is only a break even level with current expenses. High school education must be improved very significantly to reverse this dangerous trend, and find a solution for those undereducated in the past who will be replaced by robotics with job suitability testing, education for the best job so indicated, and help to get those jobs.

MAJOR THREAT NO. 4 is to a large percentage (60-80%) of high school graduates and today's workforce. New technologies will arrive faster and faster, offering new employment opportunities. The new jobs will require more education in addition to job retraining. The problem is that today's high school graduates did not receive enough education that would lay a proper foundation for the new jobs. With such fast changes, education becomes a life time learning effort, which would require a large amount of remedial education to start the new technology-related education for jobs. Unfortunately, our high schools have done a very poor job during the last four decades.

The favorable outcome on the above depends on each of our schools and school districts doing a much better job. We graduate only 26% nationally who are ACT Ready. That means that the ACT Ready student has only a chance to finish only the first year of a tech/vocational training program or the first year of a college, excluding a science or engineering program. Only 17% in Tennessee and 24% in Knox County, TN of those with a high school diploma are ACT Ready. Only that low percentage COULD get enough education to solve our challenging situation and have a reasonable life, if they are motivated well enough by the school system to do so. Most low income parents have their hands more than full with just getting by financially. Robotics will replace most of the rest. We must increase these readiness percentages to 80% of those who earned a diploma to save most of the new generation, and successfully navigate the social problems that our inattention to education caused and will be causing. We have to educate our high school graduates much better to protect our national security and to prepare them for the jobs that are in demand. We have been developing children who graduated from high school, however, most of them were not educated well enough, did not work hard enough, they are too soft for a much tougher world and many with the wrong attitude.

ACT publishes not only its scores that show what children have learned from grade one to twelve. They also publish the average ACT Readiness of high schools . Think about what will happen to those "graduates" who are not ACT Ready: minimum wage jobs, replaced by robots and mostly unemployment followed by homelessness. As of 2015, 74% of our public high school graduates were NOT ACT READY (NOT PREPARED) nationally (83% of graduates in Tennessee, 76% in Knox County, TN) for training beyond minimum wage jobs. This is not the way to get good jobs. It is not the way to get any job. It is a way to build a social powder keg. There are 3 million better jobs that we cannot fill. They require much better education. More than 80% should be ACT Ready, meaning an average ACT score of 25, prepared for job training that will not be replaced by robots and/or to be prepared for further education.

Some public school support groups claim that charter schools, vouchers and other ideas take money out of public schools and leave a lot of children behind as a result. They need to consider that parents are beginning to realize that their children are not getting a good enough education in almost all public schools. According to ACT, 74% of our high school graduates are not ready nationally for jobs in 2015 other than close to minimum wage jobs. Robotics will replace them - just look at these few examples. Any sane individual would understand that the combination of robotics and not being ACT Ready is guaranteed low income spotty employment and a terrible life. The public schools' products are the students. The customers are the employers for this student-product. If our schools produced well-educated children as their product, like Finland does, no one could compete with them. It is the public schools that leave most students behind. The only solution for public schools is to change to produce far better educated results, without excuses. If any laws stand in the way, request to change them. For example, if a student's behavior is repeatedly bad enough to disturb class performance, it is foolish to keep him with a light punishment and sacrifice the other students' education.


Some things have to make much better sense in Tennessee and its Knox County

Why are we pushing high school students to graduate from high school and give them a diploma when 76% of them are ready only for a close to minimum wage job that robots will replace in a few years? WE ARE RUINING THEIR LIVES BY PUSHING THEM TO GRADUATE INSTEAD OF PUSHING THEM TO HIGHER STANDARDS.

Why are we constantly raising education expenses when we are the 5th highest spender per student in the world and dropped to 36th in education results? When the results are bad, like in our schools, the money is not being spent in the right places on well qualified employees.

Tennessee (TN) set an average ACT objective of only 21 to be achieved by 2020. A 21 average ACT score represents ONLY 26% (ACT Readiness) of a graduating class with a diploma having ONLY A CHANCE to finish the first year of a tech/vocational school or college. Why are our education standards so low that we cannot produce 80% minimum ACT Readiness instead of 26% among our high school graduates? Look at Finland whose methods overcome even most learning disabilities.

The ACT measures what our children learned from grade one to twelve. It is the only test that shows how well our children are prepared by this school district. The state ACT results are worse. Could anyone explain in political or education leadership why it is accepted practice to graduate 76% (84% in TN) poorly employable children and then lie to the public, who pay education expenses, telling them purposefully that we provide "excellence for all children" and/or similar positive statements when the ACT results show poor outcomes which is not mentioned? Is this what excellence delivers from our schools? Would you keep an employee whose salary you pay, whose performance is very poor and he lies to you about his performance to boot?!

Could anyone explain in political or education leadership why it is acceptable to award a diploma to a high school graduate when 76% (84% in TN) of graduates with a diploma are not prepared for anything but close to minimum wage jobs that will be replaced by robots in a few years? Why are such schools unchanged and remain open, when there are examples of school systems that deliver close to 100% well-prepared children with a diploma who can have a productive life?

Does such education management care enough about our children, is interested in or knows what the best education systems in the world are doing better than we do, in order to improve? Would this be happening if they cared? Do such results show that the superintendents and elected board members know what to do? WHAT DO YOU THINK?


It is the ACT and SAT tests that measure what students have learned from grade one to twelve. As shown above, our results have been poor to date, yet no governor has taken action in the past to increase the results of these two tests to a level, where 80% of our public high school graduates are ACT Ready for job training or higher education so that they will not be replaced by robots from the start of a formerly normal working span of 40 years.

The public is not informed about how poorly we are doing and there is no plan in any state to reach the level of readiness by high school graduates, like in the countries who passed us. We can recover if we want to recover. Our public schools have to improve WITH MUCH HIGHER EXPECTATIONS THAN WE HAVE NOW or be replaced. For example, Tennessee has a goal of reaching average 21 ACT objective that results only in a 26% readiness of all those who will be graduating in 2020! THAT is an incredibly low expectation. The states have to change some education laws, polices, practices as our circumstances and employer needs have changed. The measure of how effective we are with the changes, are the ACT and SAT scores going up or down, depending on which our state uses. To have our high schools graduate 80% of its graduates ready, its average ACT score must be above 25. That is what our goal should be instead of 21.

IF INTERESTED IN GOING TO ONE OF THESE AREAS IMMEDIATELY, CLICK ON:
Charter schools - do they work well or not?
Examples of robotics. If you want to get any job, you must work hard in school and get top grades. TAKE THIS VERY SERIOUSLY.
What do student results depend on the most?
What makes school systems perform?
Six drivers of student success
Lessons for the United States from PISA
What is “ACT readiness” of a student or a school or a school district?
What are vision statements, goals, objectives and operating plans? Why are they important? Boards and superintendents - who manages the other?
Things missing in education management.
Teachers, the most important employees in our schools.
How do we compare internationally?
The USA dropped to 36th in education in the world. What are the best countries in education doing differently?
The 2008 national plan that was ignored.
What the Board members could do differently to improve education


The importance of understanding competition in the world market and the impact of new technologies on jobs.


We are moving toward faster technological changes, that bring with them faster job changes to different jobs during one’s life. That means that the fundamental education children get in science, math and languages in primary and secondary school needs to create a stronger foundation, teach more, not just in science and math with an expanded curriculum, but also with music and art to develop both hemispheres of the child’s brain. This is important for good decision making and creative thinking. We are talking about it, but we are not doing it.

With air travel and television, the world has become much smaller.

US or foreign companies can sell their products anywhere in the world and we see many products in the US from other countries today.

People buy products that they feel are better quality and priced right to meet their needs. US products used to be popular worldwide a few decades ago. Foreign products passed them. Our national income declined with GNP below 3% for ten years now.



Product competitiveness and cost depend on how well trained our workforce is.

Workforce training depends on how well educated our high school graduates are.

We have excellent school district Communication (PR) groups in the USA. We are one of the highest spenders per student in the world. The other countries do not spend money on PR groups. 35 of them have better results instead than we have. Why do we need groups of full time PR people for our public school districts? To make public opinion about public education much better than it reality is?

We compare ourselves only to US results and US ideas. Our high school graduates dropped to 36th in math in the world. Dropping to 36th in math when you are the fifth highest spender in the world per student, raises serious questions about how we spend our tax dollars to deliver such a poor result. What percentage of public school students who take the ACT in the US are ACT Ready upon graduation? ONLY 26%. What percentage should be ACT Ready? AT LEAST 80%. Since our high schools feed the workforce-needs of all industries, the poor high school output can destroy us from within.

"The world will not be destroyed by those who do evil, but by those who watch them without doing anything."
Albert Einstein




The SAT and ACT tests measure how well educated our high school graduates are.

Our leaders and certain private foundations did a lot to improve education – they will tell you. They became millionaires. But the ACT test shows the state of education best. It shows that education declined. The employers show that education declined. The US national income decline is the result of education declining. But our leaders and those foundations making millions “to save our children” and our public schools are not telling us the truth.

Why is this happening? Why is it kept a secret from the public? Why do we have to pay for such poor results? "Secret" in this case means disinformation theory in practice: always present some truth along with the false statements and avoid the truth that reflects poorly on you; also practice as well "when you lie often enough, people will accept it as truth" (V. I. Lenin, father of disinformation theory).

How do we recognize such misleading comments? Know what the single most important key indicator of success is (the ACT or SAT in high school education) and focus only on that single piece of achievement to avoid being mislead. Accept only the national ACT score and readiness, and it will be impossible for anyone to confuse such a person.


With that in mind, we will identify the problems within our public schools next, and suggest some solutions that would solve these problems without increasing expenses.


The Problems To Be Solved And Methods That Solve Them


"Perfection is not attainable, but if we chase perfection we can catch excellence."
Vince Lombardi


The Public Is Not Getting The Truth About How Poorly Public Schools Are Educating The Majority Of Our Children


Only 26% nationally, 16% in Tennessee and 24% in Knox County, Tennessee of our graduating students with a diploma are ready for job training or have a chance to finish the first year only of a college, tech school/vocational program - in 2015. However the school system tells the public that all is well, and complains about parents not pushing the children enough to study. This level of readiness of public school graduates for job or higher level training is very poor and it is not improving. Many including the schools blame the parents when there are examples of some of the best school systems in the world achieve very high results parent-independently. Our education management has no interest in how they achieve that. The graph below shows the percentage of high school graduates nationally by demographics, who are not prepared for any job other than minimum wage jobs that will be replaced by robots shortly. The Tennessee figures are worse.

We produce only 26% readiness of high school graduates nationally for job training or to have just a chance to finish the first year of a tech/vocational school or college according to ACT. But much worse, we produce only 5% ACT ready black high school students nationally (Tennessee 2%). The 42-school charter school, Success Academy Schools of New York City, produce top 1% results with poor, inner city black children. At the same time, a new generation of robots started replacing low and medium level jobs. See examples further down. As a result, those students’ chances who are not ACT Ready, will evaporate for any job. If our governors and legislators cared, this would not be happening.

Something is very wrong with this picture. No one in state leadership, no education committees or school districts focused and focus on raising the single most important indicator of student achievement from grade one to twelve, the ACT or SAT score. There is much more effort going into spending more money on programs that do not improve the ACT or SAT scores that represent our graduates' knowledge, or making excuses on the state or local level. There is no effort to learn from the top international performers to improve our poor, hundred-year-old public education system that has the 5th highest cost per student in the world, while we dropped to 36th from the top at great cost to the public.

The icing on the cake is the misrepresentation to the public that all is reasonably well in public education, when it is a disaster. Just look at the graph below that shows the percentage of high school graduates who have been so poorly educated that they will be replaced by robots in a few years.




Look at the high percentage of graduating children who are not ACT Ready in the chart. Not being ACT Ready means no chance to finish even the first year of a tech/vocational school or a college. They are qualified only for minimum wage jobs, which will be replaced by robots in a couple of years.



“Denial. Ask any psychologist what the major obstacle to recovery is, and the likely answer will be denial. It’s fundamental. Until you admit there is a problem, you can’t begin to solve it.
John McCormack “Self-Made in America”


What would you do if, in the only hospital available to you, more than 80% of patients became infected with an incurable debilitating infection and die? And your child is sick, requiring hospitalization. Would you be very concerned? This analogy is better than you think right now. Public schools are the only option for many. Considering dropouts, more than 80% of those children who enter public school in grade 9 are "dead" from the career point of view when leaving high school. You should be VERY concerned!


We hope that you will look at this 8th grade test from 1912. Could our 8th graders pass such a test today?

74% of US high school graduates are NOT ready, but only for simple, minimum wage jobs according to ACT, and will be replaced by robots in just a few years, because robots do a much better job at lower cost. Look at the huge percentage of graduating students in Tennessee and its Knox County in the graph below who are NOT ACT ACT READY. The school system is telling the public a much better story. Look at the poor readiness percentage of the diplomas in the chart below. "A half-truth is a whole lie” is a popular proverb that’s been directed at newspapers and politicians since the 1880s. Other countries improved their teachers, teaching methodology and education management. We did not and dropped to 36th in the world by 2013 from the top in 1970. The public has no idea how poorly their children are prepared by our public schools.




Example of Tennessee's and it's Knox County's ACT results.


Looking at the graph below it should be obvious that both Tennessee and its Knox County have a major problem delivering high school graduates who are educated well enough. Others have have solved this problem, but we do not seem to be able to do so.



To see a much more shocking situation, look at the very low ACT Readiness percentage of all public high schools in Knox County, Tennessee in the chart below. Subtract these percentages from 100% and you will get a very high percentage of all those students who graduated poorly prepared. This is based on those students who actually graduated from high school. Ignoring this poor performance, the board of education in Knox County, Tennessee gave itself and the superintendent an excellent performance review every year. Those who are not ready per ACT, will have a terrible life because robotics will take their jobs away within a few years. New technologies will always bring new jobs with higher pay, but an excellent basic foundation must be there to be trainable for the new jobs. Our high school education is not good enough at any public high school as of 2016 to provide the needed foundation for such job changes. We have more than three million such jobs open in 2016 nationally. The employers cannot fill them because of the poor high school education we provide in most school districts.

Look at the average ACT scores for each high school, for each of twelve years in the same county, Knox County, Tennessee. Although the ACT Readiness chart above shows some improvement during the last three years, the fourteen year ACT score trend below is disturbing, showing a mismanaged situation.





Look at the disorganized ACT performance of Knox County, Tennessee high schools above.
  • Some schools will graduate more than 90% of their graduates not prepared for any employment.
  • The last two high schools in the chart have been receiving two and a half times more money per student than the top high schools for more than 15 years. The results are terrible. We would know after three years that we are not good enough to motivate them. We are unwilling to learn how Success Academy Schools of New York get top one percent performance from poor inner city black children. If we cannot learn, why are we wasting the money instead of closing such schools and using the money where we can produce better results?
  • We need an ACT score objective that is 5-10% higher than the last ACT score last achieved, and we must have corresponding academic objective growth in every single school, perhaps based on grade point average (GPA). We should learn from others who can produce great results from such children. If we cannot do better than wasting money, allow conversion to a charter school with proven results. If that doesn't work, stop wasting money. There is no other way out of this bad situation.




    Those who are not ACT Ready, have no chance to finish the first year of a tech/vocational school and the low end jobs for which they qualify will be replaced by robotic technology within two-three years maximum. Note that based on the above poor results in the chart, the board gave themselves and the superintendent very good performance reviews. It is very easy for the elected boards to do that. They just come up with vague goals/objectives that could be interpreted any way they want. An ACT score to be achieved is never an objective. Examples of objectives they write are: "Guarantee Excellence in Teaching and Learning", "Facilitate High Quality Student Supports", "Build & Support Our Community of Leaders", "Build & Strengthen Our "One Big Team".


    IT WOULD NOT BE UNREASONABLE TO EXPECT THAT ALL CHILDREN WHO GRADUATED FROM PUBLIC HIGH SCHOOL WITH A REGULAR DIPLOMA SHOULD BE ACT READY. UNFORTUNATELY TOO MANY, AT LEAST THREE OUT OF FOUR GRADUATES ARE NOT READY (OR WORSE) LIKE IN KNOX COUNTY, TENNESSEE. THE POOR RESULTS WASTE BILLIONS OF DOLLARS. THERE ARE VERY FEW EXCEPTIONS AMONG PUBLIC HIGH SCHOOLS WITH EXCELLENT RESULTS.

    THE PUBLIC SHOULD BE AWARE THAT PRIVATE SCHOOLS PRODUCE 85-99% READINESS, BUT THE PARENTS HAVE TO PAY FOR THEM FROM $6,000 TO $17,000 PER STUDENT PER YEAR.




    Who controls primary and secondary education in the USA and who is responsible for doing a good job with our children?


    The US Constitution does not have any direct control over education, but can leverage through incentive programs. Education control defaults to the states. The states, however, turn all decision-making, objective setting, planning of actions and money spending over to the elected school boards without any state authority to change any of those operating laws, while the states guarantee to the elected school districts the same amount of money as the school district spent the previous school year. BIG MISTAKE. State guidelines for performance are too low. So…approximately 14,500 school districts in the USA are doing their own thing, producing poor results with few exceptions, and our political leaders and law-makers just moan that this problem is too complex and difficult. And with that, we just continue to destroy the future of three out of four children, at the expense of the public.

    The elected boards have to oversee the management and success of a school district with typically 100 – 10,000 employees, and a $10 million - $1 BILLION annual budget through a superintendent that they interview and hire. That is a huge management job, for which the voting majority or even a single board member would not be experienced and qualified. One requires substantial training even to interview and decide to hire a superintendent for such an organization. The state cannot provide management guidelines because the old education laws block it. School districts have meaningless objectives. They don’t know how to change the way they manage and operate to create better results.

    The elected board has to set objectives for the coming school year. Their objectives are always very vague, never about achieving an ACT score and never about not exceeding the budget approved at the start of the school year. The result is poor ACT scores, poor readiness after graduation and the budget exceeded every year. Then they perform their own performance review. The superintendent does the same and gives himself excellent marks, although the academic results are terrible. All objectives turn out vague and immeasurable. The superintendent is to prepare a five-year “strategic” plan, again with vague goals, many $100 words that no board-member dares to question for fear of looking uneducated. The plans do not include academic and financial objectives for schools, and the school performance is the most important area. With such an arrangement, life becomes very political, and a poorly performing mayhem where sexual harassment can happen without the individual being fired. You hire and promote friends and relatives. You do nothing about helping teachers and principals to make their life more productive with higher morale so that they become more effective with students. All within current education law.



    Examples: Tennessee (TN) and its Knox County (KC):
    The ACT is the test used by 59% of all US high school graduates. The ACT and SAT score measures what students have learned from grade one to twelve. It dropped 12% in TN to 19.4 and 10% in KC to 20.7.
    “ACT Readiness” is the percentage of high school graduates who have a chance ONLY to complete the first year of a tech/vocational school or college. Those who are not ACT Ready are not well prepared and are close to minimum wage employable. Most will be replaced by robots by 2020 (see second paragraph below). The following percentage of high school graduates were NOT ACT Ready in 2015: US: 75%, TN: 84%, KC: 76%. This is terrible performance. The top twenty countries in education graduate only 0-5% who would be at the level of NOT Ready under ACT.
    In spending per student we are the 5th highest spender in the world, while in performance we dropped to 36th.

    The public is paying a huge increasing bill for education with a school system failure rate at 74% nationally. For black students, it is an outrageous 95% ACT Unreadiness or failure rate, when a NYC chain of 42 charter schools, Success Academy Schools scored top one percent passing even most private schools with poor, inner city black students! IT CAN BE DONE.

    "It's time to admit that public education operates like a planned economy, a bureaucratic system in which everybody's role is spelled out in advance and there are few incentives for innovation and productivity. It's no surprise that our school system doesn't improve: It more resembles the communist economy than our own market economy."
    Albert Shanker, president of the American Federation of Teachers




    “People do what you inspect, not what you expect.”
    Louis V. Gerstner Jr., Chairman, IBM
    When board of education members don't know what good performance is and how to achieve it, and they believe what the superintendent says without knowing if it is fact or fiction. They certainly could not "inspect" how a school district is doing. The result is the destruction of most children's future. Employees will give board members good news only, unless one asks directly, e.g., "What do we need to do in your area to improve results?" "How much can you improve results if we do X, Y and Z?"


    The graduation rate was high and increased 2% in TN to 88% and 8% in KC to 90% in 2015. We focused on the graduation rate so far, when the readiness rate of grads dropped in TN only to 17% and in KC dropped to 24%. What is the point in graduating so many children if three out of four will become unemployable because of poor high school education? Doesn’t that make a high school diploma worthless for job qualification? We are wasting billions every year on public schools that do a poor job. Internationally we were on top in 1970. We dropped to 36th by 2013 and we are the fifth highest spender per student in the world. The education districts do not come up with anything that raises the ACT scores. The ACT scores are the key indicator of how we are doing. The state education department did nothing to date that raised the ACT scores. The Governor did nothing to date that increased the ACT scores and readiness, the best measure in Tennessee of what students learned from grade one to twelve. We should not be graduating children 76-82% of whom are not ACT Ready and who are therefore minimum wage employable. We should be graduating children who are ACT READY for at minimum vocational training that gives them a reasonable chance for life.



    A new generation of robotics will replace not just those who are not ACT Ready, but more. Please look at some examples below. The poor education-created knowledge-drop of our children and a new family of robotics is already creating a major social problem. Many of our companies complained to governors about the poor education of our children, and having to move if they are to survive where the workforce is better educated. The ACT scores did not improve indicating no change. It is more important than ever for our children to attend schools with a high percentage of ACT Readiness among its graduates. All new technology-based products experience some delays/changes with initial use, generally not more than two years. That includes robots as well. Any such delay will not make any significant change in the 40-45 year working life of today's graduates.
    Reference1: Middle class workers are losing their jobs to robots
    Reference2: Anesthesia robots deliver sedation in some medical procedures
    Reference3: McDonalds replacing employees with robots
    Reference4: Robots threaten jobs
    Reference5: Experts believe that one third of jobs will be replaced by robots within ten years
    Reference6: Computers making decisions in robotics
    Reference7: Robots replace 5 million human jobs
    Reference8: Science Daily
    Reference9: BBC: Robotics
    Reference10: Many examples of artificial intelligence today at the heart of robotics
    Reference11: How a brick laying robot builds a house

    Four decades ago if a student was a discipline problem, the student was punished in school and also by his/her parents at home. Parents cared about their children becoming well-educated. I traveled to many countries and American-made products, from shirts to cars were considered the best then. We had less crime, and young people behaved, without a bad attitude on the job. They did not feel that they were entitled to everything, like most feel today. They earned everything with good work ethic. We did not have political correctness that applied to a select group of people but not all.

    Between 1995 and 2014 in Knox County, TN, students increased 14%. Administrators increased 130%. Generally, administrators hire their staff; add those employees and the total administrator-related increase can reach 500-700%. The optimal ratio is 1200 students per administrator per Allan C. Ornstein, dean of the graduate school of education at St. John's University in New York, who published more than 40 books and 2000 research reports on education management. It is a well-known fact that too many chiefs ruin an organization’s performance. No wonder the results are so poor.

    Between 1995 and 2014 Knox County, Tennessee students increased only 14% but administrators increased 130%. The spending would have been more appropriate in the classroom. BUT THAT IS NOT ALL. Administrators hire people to work for them. The real increase ends up 650-900% if they hire 4-6 people per administrator for only a 14% increase in students. However, with this huge increase in management, the ACT results dropped like a stone setting an all time low record in 2013 with a score of 20.2! ACT Readiness reports indicate that as a result more than 80% (statewide 89%, nationally 76%!) of those students who enter 9th grade are ready only for minimum wage employment, the types of jobs that will disappear. It is common knowledge in management that if you increase management numbers beyond standard operating ratios, managers (administrators) will start justifying their management positions, and such efforts actually hurt results.

    This huge percentage of management increase was not reversed to this day, and it did absolutely nothing but cost a lot of money! So...money is being shifted away from the classroom producing poorly prepared children in large numbers. Management overhead was increased purposefully, but the results dropped like a stone. I am sorry, but the wisdom with which the public's money and these decisions appear to be handled by boards and superintendents is mind boggling. No one in leadership appears to have the wisdom to stand up and reverse such foolish spending. Why is the state allowing the wasting of so much of the people's money and dumb down virtually the entire workforce? That is what the ACT results indicate under the governors.



    The ELECTED board of education is totally in charge of all decisions in any public school district under the state laws. The responsible people for the poor results with our children in Knox County, Tennessee are JAMES MCINTYRE superintendent, and board chairs, if they have majority support, INDYA KINCANNON, KAREN CARSON, LYNNE FUGATE, AND MIKE MACMILLAN.


    "Ignorance, the root and stem of all evil."
    Plato


    Overspending the budget



    School districts do not identify all education spending for the public to see. We try to do that and relate the approved budget to it although the approved budget itself does not include all education-related expenses. We would advocate the board of education being fully responsible for a budget that includes ALL education-related expenses.

    The "Current" budget is approved at the beginning of the school year. It excludes certain education-related expenses, like capital and interest expenses, legal and other expenses that are comingled hidden in different county cost centers. That means that we do not know exactly how much we spend related to education. A special investigative audit, called a forensic audit would be the efficient way to identify ALL education related spending.

    The "Current" budget is overspent 15-18% every single year (2008-2014), and we get the above poor results for it. The state publishes the Grand Total Education Expense Spent in the school district, that is overspent 28-38% every year beyond the approved budget, including the capital and interest expenses covering school renovations and new schools that the education department decides to perform or build respectively, but excluding them from the budget they present. Even the Grand Total doesn't include all education-related expenses. All this points to another very important thing that is not being done: ZERO BASED BUDGET PLANNING.

    ZERO BASED BUDGET PLANNING means that the budget being prepared for all departments identifies first all actions that they will have to take during the coming year to improve results and reach a specific performance objective. Then each department and school puts the budget together for themselves on that basis. That is how one can make sure that any surprises are minimized for the coming year, and it is an important part of planning and creating an operating plan for the coming year only. Poor planners do a quick and easy way, called INCREMENTAL BUDGET PLANNING in which one looks at what one spent last year, and modifies it by adding or subtracting amounts that one just guesses without planning. For small organizations that total less than 100 employees one can do that. For larger organizations, the end result is overspending beyond the approved budget every year, and that is what is happening in Knox County, Tennessee and in many other school districts. When one starts putting together multi-year plans, like the five year plan, it just does not make sense because too many unanticipated things will be changing each year that no one can predict that far ahead. Therefore in well-managed operations one sees zero-based budget planning for a ONE-YEAR OPERATING PLAN, based on which the spending can be managed accurately. That is what well management schooled and experienced superintendents do.

    When one sees a five year plan, with simply a fixed percentage increase on activities every year, and then adds a tenth year result that looks very good, no serious planning went into that plan. The superintendent in such a case prepared a "selling document only", it is always a beautiful colorful document, but without any serious planning.

    The Knox County, Tennessee school district has an unusually large PR group whose planning and execution on any action they target is excellent. They do not report all of the news. They report only what looks good, creating a positive image in the eyes of the public. As a result, the public is unaware how poorly their children are prepared.

    One sees significant additional money requests annually from the board of education, with two big problems.
    • They are never tied to a plan to show how much they will raise the ACT results that count. Other than that the promises are endless.
    • Most such programs do not produce any improvement in the ACT scores. However, the amount approved one year just keeps included every year thereafter and no one questions it. It is sad how the people's hard-earned tax dollars are wasted in education without any improvement in results.
    Who controls the spending in public education?


    The chart below shows very poor expense management without any reasonable monthly control per school that disregards the approved budget with overspending without any recourse and with poor academic results.

    No report covers all expenses going into education, although the state report covers significantly more in its Tennessee Education Statistical Report for each year than the Knox County education district.

    The problem is that when board members look at a chart like this they do not recognize poor results or excessive spending. They do not want to learn and do not question the superintendent about academic results and spending vs. objective or budget every month at board meetings. WHY? BECAUSE THE BOARD MAKES SURE THAT THERE IS NO ACADEMIC OR BUDGET YEAR-TO-DATE MONTHLY OBJECTIVE! In our opinion two questions are vital in managing poorly performing education districts. THESE TWO QUESTIONS need to be answered monthly:
    • How are we doing with the most important academic results (e.g., GPA) year-to-date vs. plan in every school and the school district, and
    • How much money are we spending per school and project, year-to-date vs. the approved budget.
    Neither of these is presented or discussed.



    "A half-truth is a whole lie” is a popular proverb that’s been directed at newspapers and politicians since the 1880s.


    More than 30 states cut back education spending since 2008. See http://www.cbpp.org/cms/?fa=view&id=4011. Even with such reductions in spending, the US is the fifth largest spender per student among the industrialized countries, with the lowest academic performance among those nations.



    As an example, according to ACT, during the last seven years 79% or more of our children and grandchildren who entered 9th grade, were/are not ready to be trained for a job after leaving high school in Knox County, Tennessee. It is worse in the State of Tennessee. The USA average is only slightly better. A typical slogan of Jim McIntyre, superintendent in the Knox County, Tennessee school districts is: "WE are doing great things, setting new records, WITH EXCELLENCE FOR ALL CHILDREN!". This is not true. There is no excellence for all children with the above ACT Unreadiness that the superintendent keeps from the public. There is no excellence, period. See the actual record herein.

    The ACT results show what our children learned from grade one to twelve. About four out of five who graduate from the Knox County, Tennessee school district with a diploma are ready only for close to minimum wage jobs at best. That will be replaced in a few years by robots. The state results are worse. The USA results are only slightly better. The USA dropped to 36th in the world of 65 countries in math (2013 OECD PISA results). We used to be on top in 1970. We are one of the highest spenders in the world per student. With such results, there is enough money spent but not in the right places. There has been no improvement to date since 1970 nationally. If someone claims they have achieved a lot in managing education, ask how much they increased the ACT (or SAT) scores.



We have a large percentage of unemployable high school students WITH a regular diploma. They are 75-98% not “ACT Ready” high school graduates who are unlikely to have employment beyond minimum wage. Many have a bad attitude and poor work habits. Robotics will replace them within a few years. With national income growing less than 3%/year for ten years now, we will not have the money to support so many unemployable people. That will be the outcome of political leadership on the state level having taken no steps to correct the education problem since 1970 or longer. If anyone believes that two extra years financed beyond high school will fix the problem, instead of fixing education in our existing schools, they are kidding themselves. The K12 years are the formative years and such underperforming children picked up many bad habits and attitudes. We need that much remedial education now in 2016, and such young people will be replaced by a new class of robots. Civil disorder will be a likely result and money allocation to law enforcement will be a high priority. The defensive argument may be the fact that we have an unusually high percentage of poverty compared to other nations. You know why? Because the decline of high school performance started four decades ago, and it is the poor education that caused the poverty increase.
This website lists the ten best tools that could make learning easier for students and make teaching easier for teachers, in any school environment: http://www.teacherswithapps.com/top-10-most-effective-online-tools-for-academic-classes/.

SOLUTION TO THE PROBLEM: All are needed, no exceptions.


Central management with all its employees is too large. It must be reduced to one percent of total school district employees, or 90 employees currently in the Knox County school system. Reference: Dr. Alan Ornstein, "Educational Administration". The "Office of the Principal" including its support people needs to be reduced to 2.5% of total school district employees. Same reference.

School principals must have sole authority to make decisions, within their approved measurable school academic and financial objectives and annual operating plan that covers the objectives of all management and supervisory employees in their school.

Teacher morale must be restored, by making their job more enjoyable, increasing their classroom authority to handle discipline problems immediately to eliminate class interruptions, and increase through a continuing education program their subject knowledge and improve their teaching methodology to the level of the top international performers. Eliminate any teacher activity that can be automated to free up more classroom and preparation time. In addition teachers must become more creative to deliver better results, with significant awards to teachers who developed new methods to achieve that and proved it over two years that the new ideas worked well as planned. Teachers must participate in any effort to develop better performance in the classroom, and to learn about how the best performing school systems achieve their great results, internationally or domestically.

We have objectives, but too many, vague and ineffective. Measurable goals and annual objectives that are a key indicator of success, such as an ACT score that is 5-10% higher than the previous one actually achieved, and an annual operating plan for every single school with monthly measurable objectives, are vital to achieve much better results. A ship will never get to a destination port unless they know exactly where they are at any one time, and know accurately how and when they will get to the destination port. Let us say that the “destination port objective” is 80% of the graduating students being ACT College or Career Ready (employability to make enough money for a family of four) when graduating. Today only 24% of those with a high school diploma meet ACT’s readiness percentage of diplomas in Knox County, Tennessee, and 26% only nationally. The public is not informed of this, and don't know unless they read ACT's Readiness Reports. About three out of four students will be in close to minimum wage jobs (in Tennessee more than 80% of those with a diploma), to be replaced by robots in just a few years. Why? Because there is no sense of a common objective among teachers and their management, what their part of the academic objective is and what they have to do about it. To make it worse, the state’s objective for education is too low. People rise to reasonable high expectations, but strangely, they have difficulty meeting low expectations. Many teachers have very low morale (this is a classic upper management problem). How can you motivate children if your morale is down? You cannot.

Having a single academic ACT score primary objective on the board and superintendent is a necessity in poorly performing school districts especially, that are producing less than 80% ACT Ready high school graduates. A proper objective would be an ACT objective that is at least 5%-10% higher than the last ACT score achieved. It is a vital necessity to focus the entire organization on this objective to increase the ACT score. To support the ACT objective, there would be monthly Grade Point Average (GPA) objectives under it on the level of every manager and class within every school. The key question to answer would be “How can we increase the GPA from last year’s GPA 5%-10% as well? What new tools and how we need to change what we do in every school to achieve it?” Do not use any other objective. What we had are two different groups of unmeasurable, unclear and too low objectives IN 2015 and before. One is on the board's website. The second set is in the Superintendent's Five Year Strategic Plan. THEY ARE EITHER IMMEASURABLE OR VERY LOW EXPLAINING THE POOR PERFORMANCE.

Many objectives dilute each other. A second primary objective is also needed, monthly, to not exceed the expense budget that the board approved at the start of the school year, with each and every school principal being responsible for meeting a corresponding expense objective and academic objective, spending and personnel decisions without interference. All other objectives are secondary objectives applying to specific management positions under the board or superintendent.

The objectives set in the past that one sees below, cannot achieve good results, because those who produce the results, the schools and support staff are not focused on the right two elements, a measurable academic and expense objective monthly. Schools are not research institutions. They are production institutions of the highest importance, whose national result has a vital impact on our children, every industry and our economy.


In the school district's website the superintendent mentions that: "In fact, you may remember that a key goal of our strategic plan is 100/90/90/90, that is:"
  • "100% of students completing high school" (What is the value of "completing" high school with 80% of those who entered 9th grade not being ready per ACT but for minimum wage jobs at best?)
  • "At least 90% graduating with a regular diploma" (What is the value of a diploma when 77% of those with a regular diploma are not even ready to be trained for a job or to enter a college or tech school per ACT?)
  • "At least 90% of our graduates taking the ACT, and" (All students take the ACT by law. What is the value here? Just taking a test has zero value in any case.)
  • "At least 90% of ACT takers scoring a 21 or better" (An average ACT 21 score means that 73-75% of those who entered in 9th grade are NOT ACT READY and are prepared for minimum wage jobs only. This is a shamefully low objective. A neighboring school district's objective is ACT 27. The top twenty countries in education are delivering high school students in an ACT equivalent range of 26 to 31)."
In the superintendent's Five Year Strategic Plan we have these different objectives that are also not appropriate, unclear, not measurable, neither academic nor spending related.
  • "Guarantee Excellence in Teaching and Learning."
  • "Personalize Learning"
  • "Facilitate High Quality Student Supports"
  • "Build & Support Our Community of Learners"
  • "Build & Support Our Community of Leaders"
  • "Value Our Hardworking People"
  • "Build & Strengthen Our "One Big Team""
  • "Invite & Earn Stakeholder Feedback"
  • "Improve Customer Service & Communication"


Are these easy to understand, clear, measurable academic objectives and a spending objective vs. the approved budget? Of course not. Can you tell what measurable result to reach in each one? Of course not. Can all workers be focused on these objectives so that the GPA and ACT scores go up in every school? Absolutely not.

That is the reason for poor performance. No one is going to pay attention to such objectives, and when they are not measurable, there can be no possible consequence. Ignoring it works. What becomes important is to please your boss and shield any complaints from him. Anyone can come up with excuses for the ACT score not improving. And the boss needs good excuses so he/she will appreciate you for it. That is the effect of too many objectives that are not measurable to see with certainty if they were met or not. Such a situation ends up with politics becoming important and achieving good results become less important. Poor, unmeasurable objectives increase the importance of politics in organizational behavior for survival.

You may want to read “Objectives are vitally important if you wish to accomplish anything” with a group of people - or even alone.




School results will not exceed teachers’ knowledge and ability to teach. School results are limited by the subject knowledge of teachers and their ability to motivate the students. Student scores are the results of our teachers’ work. US teachers are handicapped somewhat by the largest number of classroom hours in the world, too much testing in especially Knox County, Tennessee beyond what the state requires and too much paperwork that could be automated. Their union is not helpful to resolve such problems. There are many excellent teachers and some who would be happier in a different position. However, teachers need to understand that they, as a group are not the best in the world. That is why we have dropped to 36th in the world. The superintendent stopped supporting teacher efforts to get a Master’s degree: a big mistake. Teacher subject knowledge and teaching methodology needs updating to the top ten internationals' level:
Reference1: Why American students do poorly
Reference2: Research suggests poor quality of teacher training programs in US compared to other countries,
Reference3: Why students do better overseas,
Reference4: US science teachers are behind in training degree requirements.
Reference5: The impact of school leadership on student achievement

It is common in high performing nations to hire teachers who have a Master’s degree in the subject that they would teach, they send them back to grad school for learning the latest in teaching methodologies and in some cases diagnosing learning disabilities as well.

The high percentage of public school graduates who are not ready, especially black students, will be the fuse in the huge powder keg that we have been creating for years in public education. IT WILL BLOW SKY HIGH WITH SOCIAL UNREST. Our mismanaged school districts did it, and our governors created it by not taking actions that would raise the ACT scores above average 25. For black students, more than 95% nationally (98% in Tennessee) are in the same ACT measured unreadiness, when a 42-school chain called Success Academy Schools of New York City scored TOP ONE PERCENT in the NY State Common Core Tests, beating even most private schools WITH POOR INNER CITY BLACK STUDENTS - a great achievement! It CAN be done, but we do not seem to be interested in learning from high performing schools, domestic or foreign, the winning methods that they developed. Our public schools here are obviously doing a poor job at the public’s expense, ruining the lives of too many; more than 75% of our children year after year. Our state leadership does nothing that would raise the ACT or SAT scores - and those scores are the key indicators of how well our high school graduates are prepared for life.

FACT: Since 1970 the spending per student skyrocketed but the results went nowhere as job requirements increased. The ACT and SAT tests measure what children learned from grade one to twelve. Our leaders may claim that they have done many good things in education, but the ACT and SAT tests showed no improvement. Our leaders, representatives and elected school boards have done nothing to improve the results SINCE 1970! NOTHING!


Click on the picture to read the article.


That is why we are producing the 36th result internationally. Tennessee is worse. We were on top in 1970. Teachers do not take the initiative to find out how the best nations in education are achieving their excellent results. They are focused on resolving their own personal issues with management, they have been demoralized over the years and not even given the basic right of being in charge of the classroom with full backing by management over discipline issues in the classroom. That is demeaning to teachers and reduces their credibility and authority in front of their students. Although the states should do this centrally, we do not see teachers making an individual effort to learn about why the top competitors are producing much better results, learn about them and implement such new methods. Unfortunately such attitudes are understandable but not helpful.

Most parents are not pushing their children to study harder. A few decades ago only one parent worked and the other parent could focus on what needed to be done at home, including focusing the children on studying. Today, both parents are working, and most parents take the child’s side if a complaint comes from school about the child’s behavior. When the school district PR machine lies to the public about things going well, it is not helpful in getting single parents to help the school because they are working long hours every day. Many parents are not supportive enough to get their children to work harder today. It would be very helpful if the public was well informed about the poor performance of schools, to motivate them to help.

However, there are school systems that produce uniformly excellent scores from all students, minority or not, without parental involvement, e.g., Finland’s teaching method, or the 42-school Success Academy Schools in New York City that achieved in 2015 top one percent results with poor inner city black children, an amazing achievement. Finland’s teacher selection and teaching methodology is better than ours. We are covering them in more detail later. Unfortunately our children pay a heavy price for all this. Four out of five graduates are unprepared for better jobs and robotic automation will replace them. All because our schools are not doing a better job. Parents we cannot control. Schools are to be controlled by their elected board and elected board members do not have the experience to do so.



Some people show better OECD PISA results for the USA by showing only OECD member country results (35 countries), a smaller number. OECD publishes both member and non-member countries’ results, 65 total, on the same page in its results. We dropped to 36th in the world in math.

The potential working years of a high school graduate is 40-45 years. More than 75% of graduates in Knox County, Tennessee (more than 80% for Tennessee) are not prepared for any employment other than close to minimum wage jobs with increasing unemployment during their short working life, as robotics replace the low-to-medium level jobs.

Excellent high school results are critical for our nation and individual graduates to be employable or what is called ACT Ready. Not just by one student in five being ready for employment as we have it now, but at least by four students out of five. Those who are ready, become part of our workforce. We need an outstanding well-educated workforce to create competitively priced outstanding products and services that our various industries can sell worldwide. Our workforce declined in skills. Our national income, GNP, and tax income depend on the success of US industries worldwide. Our GNP has been under 3% in growth for the past ten years. That’s not good enough. It is the result of the poor readiness we deliver from our high schools. It is vital for us as a nation to fix our schools’ performance.

The world is everyone’s market. That means that we must become competitive in the world market and that means that our high school output must be one of the best. It dropped to 36th in math. CLICK HERE TO SEE HOW WE COMPARE TO OTHER COUNTRIES IN PERFORMANCE.

“The only thing necessary for the triumph of evil is for good men to do nothing!!”
Edmund Burke, Irish statesman, 1776






What the Board members could do differently to improve education.

Between 1995 and 2014 Knox County, Tennessee students increased only 14% but administrators increased 130%. The spending would have been more appropriate in the classroom. BUT THAT IS NOT ALL. Administrators hire people to work for them. The real increase ends up 650-900% if they hire 4-6 people per administrator for only a 14% increase in students. However, with this huge increase in management, the ACT results dropped like a stone setting an all time low record in 2013 with a score of 20.2! ACT Readiness reports indicate that as a result more than 80% (statewide 89%, nationally 76%!) of those students who enter 9th grade are ready only for minimum wage employment, the types of jobs that will disappear. It is common knowledge in management that if you increase management numbers beyond standard operating ratios, managers (administrators) will start justifying their management positions, and such efforts actually hurt results.

This huge percentage of management increase was not reversed to this day, and it did absolutely nothing but cost a lot of money! So...money is being shifted away from the classroom producing poorly prepared children in large numbers. Management overhead was increased purposefully, but the results dropped like a stone. I am sorry, but the wisdom with which the public's money and these decisions appear to be handled by boards and superintendents is mind boggling. No one in leadership appears to have the wisdom to stand up and reverse such foolish spending. Why is the state allowing the wasting of so much of the people's money and dumb down virtually the entire workforce? That is what the ACT results indicate under the governors.






In our state's plans to improve math and English requirements, we are focusing on public opinion about what is needed. Education spending per student rose aggressively since 1970, and student performance went down. None of our leaders suggested any changes to our education system that increased the ACT and SAT scores, the key indicators of what children learned before graduating from high school. The public became less educated, was dumbed down as a result, and public opinion would not know anything about what our international competition accomplished and plans, and what our employers need. As you see many foreign products around us, it should be very clear that we are competing with foreign countries whose education systems passed ours. We must catch up with the best. It will not be the local public advice that will improve us. After all, it did not do any good so far, especially since they are misinformed about the school district PR groups. It will be the detailed knowledge of what makes the top performers in the world much better than we are in the OECD PISA tests, and the correction of our weak spots in the education system. We need to forget the old slogan that "WE ARE THE BEST", be honest with the public, and have objectives and operating plans to become the best.



Click on the picture to read the article.


One should be friendly and fair, but never become personally attached to anyone who works for you. It will bias your judgment about them. You may have to make hard decisions about them. If they are your close friend, you will not be able to do that. You have to judge your employee’s performance through measurable key indicators of success in their job, their specific objective. THIS IS NOT BEING DONE.

Board members must understand VERY WELL what ACT’s definition of Readiness means (go to ACT scores explained), as it is impacted by the increase in robotics to replace low end jobs. THEY DO NOT. They must appreciate the impact of new technologies on existing jobs, and also the new job opportunities they create and the education required for them (go to robots). THEY DO NOT. They must understand that we are competing internationally, and that we therefore must compare our progress to the countries that passed us. THEY DO NOT. It would be important for board members to be familiar with two high performing countries' education system, Singapore and Finland. THEY KNOW NOTHING ABOUT THEM. It would be important to know exactly what Singapore and Finland cover in each subject in their curricula and try to do better than that. The state education department should be doing such work. But if they do not, we need the school boards to be creative. One can request that from the Ministry of Education in the country. ACT does provide in their annual readiness report statistics about how to increase the ACT scores. At minimum, Board members must understand these areas well. THEY DO NOT.

If the board member was a teacher, they need to realize that we have to become much better. Our teachers did not improve in subject knowledge, teaching methodologies and education management like other nations who passed us. THEY ARE NOT AWARE OF THIS AND WE ARE INCLUDING REFERENCES. We have some serious work to do.

A potential superintendent is very experienced in operating in a political environment whether he/she accomplished excellent results or not. Superintendents last in a job only 3-4 years for a couple of reasons: they take direction from a board who may or may not agree, and he/she is more experienced in the job than the board members. Or he or she cannot produce better results. In interviewing them, ask meaningful questions about what you know something about plus you could find out what the true answer is, such as:
  • How would you measure what a school district or a school achieved academically at year end?
  • How can you tell which high school graduates are prepared to get a job after high school that can minimally support a family of four?
  • What does ACT Readiness mean?
  • What ACT or SAT average did you achieve during each of the last three years?
  • What mistakes did you make in each of the last three years?
  • How do you know that morale is high or low in your organization?
The superintendent is the board's employee and not the board's boss. Board members must understand what ACT Readiness and ACT scores the superintendent is to deliver. That is the superintendent’s responsibility. If the superintendent is delivering poor results for seven years and the board gives the superintendent good performance reviews, the Board is responsible for the poor results. The board has destroyed the future of up to 76% (those not ACT Ready) or more of our high school graduates. If the board cared about them, this would not happen - or perhaps the board had no idea what to do and made no attempt at learning what to do.

When the results have been bad for decades, one must focus the entire organization on one performance and one spending objective like the ACT score and spending vs. budget in education. Without such focus, there is no chance for recovery.

Look at the chart below about ACT results. If only 24% of the high school diplomas are "ACT Ready" qualified, we are doing and extremely poor job, and both the Board and superintendent do not deserve a good performance evaluation. Yet that is what we gave year after year. It is not acceptable to do a job under which 76% of the graduating children’s jobs will be subject to replacement by robots within a few years, and they have not been educated well enough to learn a more sophisticated new job. 76% not being ACT Ready means that they have no chance to complete even the first year of a tech/vocational school or a college. Science and engineering programs require a 26 ACT achievement in math, in addition to the ACT Readiness benchmark in math, and that is way above 24% ACT Readiness. Also in addition, look at the examples listed here for immediate robotic applications. Some of these are replacing employees with four-year college degrees. It is fair to conclude that those who are not ACT Ready have only a few years of employment, because robotic capabilities will increase rapidly from now on. See examples of robotics.



The above two objectives need an operating plan. The operating plan requires a monthly year-to-date objective per school in two areas: one is an academic objective to be determined, most likely a GPA average, and the second a spending objective not to exceed a monthly year-to-date expense budget. It is necessary to have a monthly year-to-date progress measurement in both objectives for schools to identify any shortcomings early toward meeting the annual average ACT and budget goals for the school district. Performance-related objectives are needed for all supervisory positions in schools, in central management and for teachers also.

All objectives at all levels need to be measurable, a key indicator of success for the job of the individual, that contribute to ACT district objective achievement. They have to be brief and simple enough to be remembered precisely at all times by the individual. No current objectives at any level meet that criteria today in 2016.





Click here to see ACT scores explained for the graph below http://www.usaedustat.com/1actscoresexplained.html .

The American public school system consists of approximately 14,500 school districts with elected boards who are entitled by law to receive at least as much money as they received the previous year, without performance requirements that would raise the ACT or SAT scores. Management experience is lacking, and teachers are demoralized. Elected district boards do not have the experience to oversee 100-10,000 employees and a $100,000 to one billion dollar annual budget. Although we are the fifth largest spender in the world per student, we, the USA, dropped to 36th in high school math of 65 countries in 2013. Our example, Tennessee is at the low end of performance in the USA. The chart below is shocking.

A useful document to read would be this guideline from the Organization for Economic Cooperation and Development (OECD) that covered 65 countries’ primary and secondary education, with the best in the world among them.



THE SHOCKING COST OF ONE CAREER AND COLLEGE READY PUBLIC HIGH SCHOOL GRADUATE'S EDUCATION WITH A REGULAR DIPLOMA


A USEFUL STATISTIC COULD BE "THE COST OF ONE ACT READY STUDENT'S 12-YEAR EDUCATION AT CURRENT RATES, AND HOW WE COULD REDUCE THAT COST BY INCREASING THE PERCENTAGE OF ACT READY STUDENTS WHO GRADUATED". The average per student cost in Tennessee is above $10,000 per year including capital and interest expenses. We will assume $10,000 for easy calculation. For twelve years the student cost is $120,000. Remember that we pay for all students and therefore the cost of 12 years of education for those who leave high school with not even being ACT Ready to be trained for a job, becomes part of the cost of all those students' education who ARE ready to be trained for a job or go on to college. We spent $10,000 per student in 2012 in Knox County, Tennessee that included almost all education-related expenses. These expenses are rising every year. This is the public's money - our tax dollars. Under these conditions, the 12-13 year MINIMUM cost of one career (job) or college ready high school graduate, with a regular high school diploma is sky high, because we also pay for those students who dropped out and those who did earn a regular diploma, but who are not career or college ready according to ACT. THAT makes the cost of one ACT Ready student as high as presented hereunder, because their ACT Readiness percentage is so low. We did not consider inflation adjustment on these dollars because the twelve year education could be spreading to the past (less $) or future (more $) in different degrees, and the future ACT Readiness may vary up or down.

One ACT Ready Black Student: $3,960,000
One ACT Ready Hispanic Student: $1,200,000
One ACT Ready Average Student: $600,000



...because we also have to pay for the many students who are not prepared and ready in the same demographic group.

If 75-98% of those students who earned a regular diploma (plus dropouts, and those who "finished" high school but did not earn a diploma) are not ready to be trained for a job, then our diplomas are worthless - and they are. So why brag about a 90% graduation rate? That means very low income for the majority of those entering our high schools with increasing unemployment and a huge negative impact upon our economy for lack of a well-trained workforce.




AN EMERGING SUCCESS IN AMERICAN EDUCATION:
HOMESCHOOLING


http://www.homeschool.com/articles/mostimportant/


Over 2.3 million children are being homeschooled in all K12 grades. They are growing in numbers at a higher rate than public schools. That’s a 75% increase since 1999. Homeschooled children typically score in the 84-89% area vs. public school children around 50%. More homeschooled children graduate from college than public school children. Homeschooling a child costs less than seven percent of a public school child’s education in 2015. References:

Public schools are graduating over three million children each year, so the number of children being homeschooled is only about five percent of the number of public school children in 2015. However, homeschooling provides children with better education, at far less cost, and without the bullying and bad behavior problems that can influence children in public schools. Private schools still provide the best education, but the parents have to pay for it. Public school spending per student based on our taxes is much higher than the majority of private schools.

The Internet is an excellent source of education materials. Today one can find the best teachers and professors presentation on the Internet or a DVD. Some companies produce outstanding tutorials on any subject that are not only tutorials but hold the child’s interest such that the supervision required is minimal (e.g., The Khan Academy). Try them. It could be an excellent tool for teachers. Public schools are not using them. Parents homeschool their children because they are aware of the superior education they get that way and know how poor our public schools became since 1970.



“The only thing necessary for the triumph of evil is for good men to do nothing!!”
Edmund Burke, Irish statesman, 1776


"A half-truth is a whole lie” is a popular proverb that’s been directed at newspapers and politicians since the 1880s. Why are we allowing incomplete representations at PUBLIC EXPENSE to the public? Who is to correct at whose expense such damaging marginal statements by the school districts’ Communications Groups and the editors of some newspapers AT PUBLIC EXPENSE? Who is to pay for this consequential damage upon more than 75% of our high school graduates? Who is responsible? We think that this needs to be clarified in the interest of our children and our workforce. The public deserves the complete truth and nothing but the truth.



When performance is excellent (more than 80% ACT readiness), teachers are trained very well and are totally responsible for class room decisions. Objectives in such a case are not so important. When performance is poor (less than 50% ACT readiness), an ACT objective that focuses the entire school district on an ACT objective and how each person is to contribute to it, is very important.



We can see in the OECD chart above spending per pupil for each of 65 countries. We in Knox County, Tennessee are one of the top spenders per student compared to these 65 nations. But in results, we, the USA, are 36th - very poor. Tennessee is at the low end of USA performance. Knox County, Tennessee would be much worse than 36th. That means that we spend enough money, but the money is not being spent in the right places. For example not enough money is getting to the classrooms that results come from, and there are requirements on teachers that cut down their preparation and teaching time, so that they cannot do their best. See chart below.

The chart below shows very poor, unacceptable ACT scores and readiness percentage of regular diplomas. With such figures more than three out of four high school graduates will be unemployable within a couple of years and replaced by robotics. Although the board of education and the superintendent have done a very poor job, they give each other excellent performance reviews against unmeasurable and vague objectives, that they wrote for themselves. This is an incredibly foolish system for many decades, that our state leaders did not replace. One wonders why.



Credit For The Poor ACT Performance And Overspending

...goes to Jim McIntyre, superintendent and the board of education in Knox County, Tennessee. McIntyre joined in 2008, with his job ending in July 2016. As you can see from the chart below, his results were uniform every year, showing that 78-84% of high school graduates were not ready for more than a minimum wage job. Robotics will replace such students very soon.

Jim McIntyre was offered a position by the University of Tennessee before July 2016, to head its Center For Education Leadership. On its website the function of this center is represented as "The Center will take an innovative multi-disciplinary approach to school leadership development, which will seek to integrate research-tested education leadership theory with proven, effective practice. A unique partnership between the University of Tennessee and local school districts will define a new era of university-school district collaboration in the formal preparation and career-long professional development of educational leaders." We could benefit greatly from such a group, if its management came from a high performing area such as Canada, Finland or Singapore. We wish them a lot of success because both this county and its neighbors provide very poorly prepared public high school graduates.

The problem is that when board members look at a chart like this they do not recognize and/or have no time to learn and understand poor results and do not insist that the superintendent improve them. Unfortunately, some or sometimes most elected board members believe that they are to help what the superintendent wants to do. The results show that most superintendents are highly political and do not know what to do to increase results.



If we want 80% of those with a diploma to be ready to get better than minimum wage jobs, we need to be at an average ACT score above 25. That simply cannot be done with the poor management performance shown in the above charts. A diploma generally means that the person is fully prepared for a job or further education. With a 20.7 (Knox County, TN 2015) ACT score we produce only 24% of those who are ACT ready. That makes our Tennessee diplomas - worthless. Graduation from high school in Tennessee - worthless for our children. What is the point in issuing worthless diplomas?

We are raising both at home and in school very soft children for a much tougher and more competitive world after high school. Schools and families must get tougher so that our children can survive in this tougher market. Otherwise they will not survive.

“The only thing necessary for the triumph of evil is for good men to do nothing!!”
Edmund Burke, Irish statesman, 1776






The Public Is Purposefully Misinformed About How Poorly Our Children Are Prepared In High School. It Is Done Both By The State And The School Districts. They Employ Professional PR People At Public Expense For Which The Public Pays With Their Hard-Earned Tax Dollars

It is the ACT or SAT scores that indicate every year how well our children have been educated from grade one to twelve. They can claim that they have done many things, and they blame teachers and parents - but they have not initiated any program that raised the ACT or SAT scores since 1970. Those are the only tests that count and are given every year. But they organize big celebrations if we show even tiny gains in tests that do not count, because they are easier to show higher scores. This is how they misguide and lie to the public, who pay more and more every year for the poor results.

"Anyone who doesn't take truth seriously in small matters cannot be trusted in large ones either."
Albert Einstein
Are school boards and superintendents telling the public all the truth and nothing but the truth about their results?



Raising the minimum wage instead of increasing public high school performance and improving behavior to internationally competitive levels, accelerates the demand for the less expensive and more productive robotic automation.

Among black high school graduates, 95% were not ready. 95%! At the same time a charter school chain in NYC (Success Academy Schools 1, Success Academy Schools 2) with poor, inner city black students in 32 schools scored top one percent in math in the New York State Common Core Tests in 2013 beating even most private schools. They demand excellence in teaching and in student behavior. New York State is the fifth highest performer in the USA. Tennessee, a state we use for some examples, is in the bottom half of US performance. Or better yet, look at a world top performer, Finland with methodologies developed that are pure genius to produce excellent results in less teaching hours and lower cost than ours, although their cost of living is higher (Finland 1, Finland 2). Excellent results are possible, but not the way we have been running public schools in any state for the past hundred years. We do not visit those who excel to learn from them.





A new superintendent was hired in 2008 above. ACT test performance at end of high school was and remained poor with no significant ACT score improvement to date. The school board gave the superintendent an excellent review and contract extension every year.



Note how disorganized the individual high school ACT trends are, especially after 2008. The superintendent resigned 2016, but the voting majority of the board supported him, although the ACT results were poor. The school district's annual budget is half billion dollars, and there are 9,000 employees. How well qualified is the voting majority of an elected board to oversee effectively such a large organization? Do they know how well we should be doing and why?

Poverty is mentioned as a reason for low performance. But Success Academy Schools in NYC shows that the poverty effect can be changed by a good school. Don’t let it become an excuse - like it is for the schools that cannot overcome it.


Education is the only way out of poverty. We are not doing well as a country with public education. Tennessee is worse. We must correct this situation if we want more employable people. We must educate significantly more of our children with university degrees that are in demand. That in turn depends on how well they are educated in grades one through twelve.

Unfortunately, the lack of proper interest in our poor education downtrend to date, and lack of action to increase ACT and SAT test scores significantly by now, presents a disturbing outlook. Lack of interest means that no change was introduced that raised ACT and SAT levels.
  • Five million of our current jobs will be replaced by robotic automation as early as 2020 according to the World Economic Forum (see article 1, and others predict much higher numbers for the USA article 2).
  • The rising minimum wage is an incentive to employers to replace employees with robotic automation. Example: MacDonalds
  • The sophistication of the jobs replaced by robotic automation is increasing. Read about anesthesia robots as an example (Robots vs. Anesthesiologists).
  • Not informing our population about the poor performance of public schools will create a lot of public anger when discovered. We have been building a powder keg that will explode unless we turn this situation around aggressively.
  • Our GNP being under 3% since 2007 indicates that we will not have enough money to solve the resulting unemployment. The GNP depends on how well educated the workforce is, which in turn depends on how well our high schools prepare their graduates. We are not doing well enough.
  • No objective existed to date to achieve an ACT score that is at least 5% higher than the last achieved ACT score. No objective existed to achieve the ACT score without overspending the budget. Similarly no measurable academic and financial objectives existed for all management and supervisory positions within each and every school and central management. The ACT measures what students learned from grade one to twelve. Such lack of focus did not and cannot achieve good results.


"All truths are easy to understand once they are discovered; the point is to discover them."
Galileo Galilei, Italian astronomer & physicist (1564 - 1642)


The graph below shows a very dangerous situation. We graduate from high school about 3.7 million children. 74% of them are "NOT ACT READY" nationally (2015). Some groups and states are much worse. That means not ready for job training or to enter a college or tech school, unless it is for remedial training that makes up what they did not learn in high school.



The poor public school performance goes back several decades. What do you think will happen to our children and grandchildren in such huge numbers? This is like a powder keg, ready to explode. What is much worse is the fact nationally that 95% of ourblack children with a regular high school diploma are also not ready. 95%! In Tennessee it is 98%. WE HAVE CREATED A SITUATION THAT CAN BLOW UP ANY TIME, unless we fix public education fast, grades one to twelve, with a sense of urgency. Not just "patching" by providing an additional two years of education. That just puts more financial burden on the public instead of fixing the real problem: poor performance from grade one to twelve. A patch will not correct but a small percentage of the 80%+ ACT Unreadiness, the system's failure rate. Children can learn bad habits, bad attitudes during the formative years. A free additional remedial two year college education will not fix that. That is why it is the entire K-12 system needs to be fixed or replaced.

"With the long-term declining of primary and secondary education, we are developing a nation of sheep.
A nation of sheep will beget a government of wolves."

Edward R. Morrow, Journalist, 1908-1965




"The truth is incontrovertible. Malice may attack it, ignorance may deride it, but in the end, THERE IT IS."
Winston Churchill


See: Our educational decline has been jeopardizing our national security: http://www.forbes.com/sites/jamesmarshallcrotty/2012/03/26/7-signs-that-americas-educational-decline-is-jeopardizing-its-national-security/.

TCAP state test results for Tennessee show a much higher score than the national ACT or NAEP tests, because the state tests are easier tests. In addition, if the percentage score of right answers is low, e.g., 45%, normally it would be a failing grade. To make it look better, the state translates the low 45% score to a "B". They call this failing grade translation "Cut scores". The result about how well the students know what they were taught, becomes a lie to the public. The TCAP's rigor or toughness was 58% lower than the ACT. Tests are never designed to show less than the intended results for a grade. In other words, the much easier state test shows much higher grades, putting into good light performance that is a disastrous failure using these "Cut scores". As a result, we hurt a very large percentage of graduating children who are not ready for a meaningful job or for more education without two years of full time remedial courses.

Praising and calling a superintendent a Miracle Maker with our TCAP results is not a true representation of the actual results for which the public is paying with their hard-earned tax dollars. Frankly, one would reasonably expect a more truthful representation made to the public in an article like the one below, by any journalist or especially an editor or publisher of any newspaper. The ideals and standards of journalists have changed unfortunately.

All the above shows a planned, willful and purposeful misrepresentation of the truth, to create an impression that the school district is doing well, when, in fact, it is doing very poorly according to ACT's impartial job training and college readiness figures. The misrepresentation starts with the Boards and superintendents of school districts who are not telling the entire truth. The public is paying for it. The public is misinformed PURPOSEFULLY. And most of our children and workforce get hurt for life as a result. This will lead to very dangerous public unrest at minimum.





HOW DO WE COMPARE TO OTHER COUNTRIES IN THE EDUCATION OF OUR CHILDREN AND WORKFORCE QUALITY?


Isn’t it obvious then that we should be comparing our high school output to the international competitors, instead of always comparing against our own poor 36th performance in the world? Isn’t it a necessity to be competitive worldwide today with our high school results, since our industries compete with the best worldwide?

Technology like video conferencing, the Internet, airplanes made almost every country easily reachable in the last few decades. The world has become “much smaller”. Anyone can sell in any country products or services, and we compete against products or services from other countries. A worldwide competitive product or service needs to create a well-trained workforce that is better than its competitors. The competence of the workforce depends on how well educated they were coming out of high school and how much they improved after that. We were on top in 1970, but in math we dropped to 36th at the end of high school of 65 countries by 2013 (OECD PISA). According to the 2014 World Economic Forum’s Global competitiveness report on 149 nations, the USA is:
  • 41st in Quality of Primary Education, and
  • 66th in Primary Education Enrollment Rate. We do not educate all of our children as some claim, but a list of countries do.
  • 49th in the Quality of Math and Science Education,
  • 49th in Secondary Education Enrollment Rate,
  • 18th with Internet Access in Schools,
  • 12th in Extent of Staff Training (teachers),
  • 9th in the world in grade 4 math, (TIMSS - Trends in International Mathematics and Science Study given every four years),
  • 12th in grade 8 (TIMSS) math of 49 nations and
  • The fifth highest spender per student in 2013 of 65 nations.
These are the latest figures as of 2016. The big challenge for the USA is high school performance where we are 36th (OECD PISA) of 65 countries or 49th of 149 countries (World Economic Forum) in the world.








Hong Kong, Macao, Shanghai, South Korea, Taiwan and Japan methodologies may not be culturally transferable to the USA, because the high achievement is the result of parental pressure, e.g., homework until midnight, and getting on the train to school by 6 AM. In addition, Shanghai admits only the highest performing students into its public schools.

The graph below provides an international view of expenses per student per country. The US is one of the highest spenders, but unfortunately, our performance is poor. THAT MEANS THAT THE MONEY IS NOT SPENT IN THE RIGHT PLACES.









THE IMPORTANCE OF HIGH TEACHER MORALE


The knowledge and motivation of high school graduates to become self-supporting is most important. It is limited by the knowledge and ability of teachers to motivate and teach them. It is also limited by the board's and superintendent's support of teachers to ensure their high morale and proper support. High teacher morale is essential for success. We are not doing well in these areas.



The Knox County, Tennessee performance-trend is close to our poor national average that became 36th in the world. More than 75% of high school graduates with a diploma are poorly prepared for employment or further learning. Such poor preparation is weakening the workforce, a major concern to companies.

TEACHERS’ DILEMMA


Teachers having total authority to manage the classroom is very important but lacking.

Teacher support is weak, limiting their ability to deliver their best. Management does not help, listen to them or support them in most cases. The “informal” management structure above teachers interferes. Principals do not have enough authority over their school budget. Twice as much money allocated for poorly performing schools as if that solved their problem. It has not in more than 15 years. People in central management can interfere. There is too much testing and paperwork, cutting teacher preparation time. Teacher authority is very limited in dealing with discipline problems with serious punishment that would make an offender and his/her parent think twice before such an offense is ever repeated. Teacher objectives are poorly defined and teacher performance evaluation is prejudicial. Teachers need to be completely in charge of their classroom, with full support from above, in order to do their best. 50% of teachers leave the profession within five years because they are not treated fairly. Much work needs to be done to correct such problems because teachers are our only resource to prepare our children properly to strengthen the workforce to improve our struggling economy. As of 2016, it is clear that all prior boards’ voting majority and the superintendents they hired did not have the expertise to produce good results in Knox County, Tennessee.

We permit classroom behaviors with very light punishment that obstruct teacher effort and disturb an entire class for at least a day. For example, a student threw feces at a teacher during class as he returned from the men's room. The punishment by the principal was sending him home after the principal "cross-examined" the teacher and the offender in his office. The teacher and offending student "cross examination" together destroys the teacher's authority further. The next day the offender came to school and now he had five more followers in misbehavior in the same class. Making a hero out of the offender as we do with light punishment is very foolish. One cannot help but wonder about the people being employed in decision making position in the state department of education and in the education districts themselves.
  • It reduces the ability of any teacher to teach these underperforming or ill behaved children.
  • Offenders take great pleasure in insulting teachers, and even hitting them. The teacher becomes the "punching" bag for bad children. The light punishment makes it cheap entertainment, elevating the offender's image to his/her friends.
  • American teachers have to do: the most classroom hours in the world, the most paperwork, and the most tests. However, they have no authority to instantly rule on discipline problems. That is what teachers need to keep the teachers' image and authority high in the eyes of students.
  • There are many good teachers and some who would be more successful in another profession. There is vocational match-testing for teaching in many countries at the university level but not in the US. Two tests correlated in the US would do an excellent job in this area: the Strong Interest Inventory and the Myers-Briggs Intelligence Inventory. Unfortunately, we have many teachers who chose teaching as their major in college because the original major they picked was too hard. Many US colleges and universities have a weak curriculum for a degree in teaching. Within our school districts, teachers are transferred from the class where they know the subject to teach classes for which they had no training. In the high-performing countries a teacher above 4th grade has a master's degree in the subject in order to teach that subject. Our situation requires continuing education support for teachers. In Knox County, Tennessee the superintendent stopped supporting teachers to obtain a master's degree.
All of the above reduces effective teaching time. We need a continuing education program in most subjects, as other countries are doing to create more excellent teachers.
  • The teachers need to be in command of the classroom if we want better results and measure teacher performance in an effective manner.
  • Low teacher morale is very common. 250 teachers came to a board meeting in Knox County, Tennessee to express their dissatisfaction in August 2014. When people go public with complaints, there are at least ten times as many who feel that way. That makes approximately the entire teacher group dissatisfied in this county. Low morale is always a top management problem, the board or superintendent cause it or fixes it.
  • Most superintendents and boards look at teacher complaints as a bad thing to be hidden or avoided. They do not want to find out what the reasons are behind it for fear of having to make changes elsewhere in the organization.
  • Some superintendents need to learn that managing by fear autocratically makes things worse. You will not be able to replace all teachers. Why has not the board and superintendent fix all such problems even if it required a request to the state for legislative action?
  • Employee turnover is very expensive. It costs 6-9 months of salary minimum for every single college educated teacher or person who leaves, resigns, retires or is fired - plus the cost of damage the poor hiring choices have done after being hired. This applies to all positions including the superintendent, who delivered Knox County, Tennessee more than 80% of the students who entered 9th grade NOT ACT READY after high school, since 2008. That is huge damage. The education board members, with more than one year on the board, did nothing about it.


No laws exist to achieve a good average ACT or SAT score by the end of high school and to do it all based on the budget that the district board approved before the start of the school year. More importantly, MANAGEMENT GUIDELINES from the state to the school boards do not exist to achieve some uniformity for better performance at normal expense levels. Under any state law, one cannot blame the superintendent and the board if they have poor results, unless the board created a specific objective first to reach better results. If such an objective was not created by the board, poor performance is making most children failures for life. No one can create a change under current education law. Boards and superintendents avoid such "liability" by purposefully not having objectives about things like average ACT score achievement or not exceeding the approved budget. Just look at the examples of objectives below.

Why would anyone be motivated to put in the extra effort to correct a poorly performing education system as measured by the ACT:
    • If their income is certain, regardless of the results they produce,
    • If they have no specific, measurable academic objective to meet, like an average ACT score,
    • If they receive at least the same amount of money to spend as the year before, regardless of results they achieve,
    • If they can spend that money in any way, they want by law. When asked what the ADDITIONAL money requested will be used for, a board of education chair (I.K.) replied to the Knox County Commission at its meeting in 2012-13 "You just give us the money! We will decide how to spend it!". And,
    • If they can tell the public only the good part of the truth and hide the bad part, to create a better opinion of the school system in the public eye, than the entire truth would. "A half-truth is a whole lie" - says a proverb.


Sadly, that is what we have in Knox County, Tennessee.

History of American public elementary and secondary education: it appears that since 1970 spending per student skyrocketed. So did staffing with small increase in students. However, what students have learned, went nowhere to this day, although job requirements and related knowledge have both increased.
The ACT scores show what a student learned from grade one to twelve. These scores declined and stay in an area showing poor readiness to be trained for a job or to go on to further education in college or a technical school (data and sources below). A long book goes further back in history providing information about influential groups, some of the wealthiest families, and Congressional decisions that negatively influenced American education with actions starting during the 1800's. We suggest reading at least Chapter 2: Deliberate Dumbing Down.

A shocking example from Knoxville, Tennessee is all too common. Local manufacturing businesses hired several times high school graduates with a regular diploma from Fulton or Central High Schools with identical results. The boss asked the young man to mark a 2 and 3/8" by 4 and 2/3" rectangular area from the corner of a sheet of material, handing him a ruler and pencil. The young man did not have any questions AND HAD NO IDEA WHAT TO DO. He was a high school graduate!! Another young man was taught what number to dial into each of three dials in a machine and press the start button, given this info in writing. The supervisor had to correct him every single time FOR TWO WEEKS before deciding that they cannot use this employee with a high school diploma. This is what the ACT UNREADINESS means in actual practice.

The public is given by the school district's PR Department education-related news that is more positive than reality. Even the easy state tests have a low score. For example, the maximum score on the state test in Tennessee, the TCAP, is 500. A typical score range achieved by students would be 200-250. For our example we are using 250 or 50%. 50% normally would be an "F". Since it looks bad as an "F", the state education department translates it with the governor's approval every year through a process called "cut scores" to a "A", TO MAKE IT LOOK BETTER THAN AN "F" - WHICH IT IS. Any test, especially a state test, was designed for a specific subject to test a specific end-of-course knowledge-level of a grade like the 4th or 8th grade. Why is it necessary then to "translate" its result to something much better in the extreme than what the students actually achieved with the test that was specifically designed for a specific subject in a specific grade? It was either designed with an enormous mistake (not likely), or the designer purposefully made it twice as hard as it should be (not likely), OR THE SCORE IS BEING MISREPRESENTED PURPOSEFULLY TO COVER THE POOR PUBLIC EDUCATION RESULT AND MAKE IT LOOK MUCH BETTER TO THE PUBLIC, WITH THE LEADERSHIP HAVING THE NERVE TO CELEBRATE THE "CUT SCORE" RESULT! If a score without misrepresentation is improving but stays at the "F" level, why do a big public celebration with the media, superintendent and he governor present? Will that increase the ACT Readiness of the students? It does not.

The State of Tennessee puts emphasis on increasing the percentage of high school graduates with a diploma as THE objective for high schools. Many other states do the same. However, too many "graduates" cannot do the simplest things. More than 80% of such graduates with a diploma are not ready for job training, or to finish even the first year of a non-remedial college or tech school program. The national percentage was 74% in 2014. The minimum requirement for being elected a school board member is...to be a high school graduate. Some school districts have a BILLION dollar annual budget - all budgets are guaranteed by law not to be less than what was spent the previous year. It can only go up - and the ACT scores keep going down or stay in a poor area. The elected boards of education write vague objectives FOR THEMSELVES - and write THEIR OWN performance evaluation. They make ALL DECISIONS under the law, and some school districts have close to ten thousand employees - yet no management training and experience. According to ACT, some high schools graduate 95-97% (national average 74%) of their students WITH A REGULAR DIPLOMA WHO ARE NOT READY TO BE TRAINED FOR A JOB! The result is - unknown to the public - that a high school diploma is worthless today in 2015. Such a child will have a terrible life because cognitive robotics will take their jobs. Our education system, and ultimately the governor is responsible. They will argue that the parents are responsible for the poor results, and they need more money! Well, we are the fifth highest spender per student in the world, delivering the 36th result. WHO DECIDED TO GIVE SUCH UNEDUCATED CHILDREN A DIPLOMA?! How can our governors be so uninformed and indecisive that they allow such things to happen for decades?! Why didn't our legislators and elected leaders solve this problem decades ago? The skyrocketing education spending and the results going nowhere were documented since 1970! Not a single elected leader acted on it such that the ACT and SAT scores went up. They are the ones that count.

The state laws put all decisions into the hands of the elected school district boards. There are about 14,500 of them nationwide. THE ELECTED SCHOOL DISTRICT BOARDS DO NOT IMPROVE THE EDUCATION OF OUR CHILDREN. WE CONCENTRATE ON MAKING GRADUATION EASY. 74% OF ALL THESE GRADUATES NATIONALLY CANNOT EVEN BE TRAINED FOR A JOB ACCORDING TO ACT, THE TESTING ORGANIZATION. SUCH A DIPLOMA IS WORTHLESS. The public is already experiencing that. "NO JOBS!" - The public complains. Not exactly. THERE ARE NO CANDIDATES FOR JOBS THAT MEET THE EMPLOYERS' NEEDS! THERE WERE THREE MILLION SUCH UNFILLED JOBS IN 2015!

Who is responsible for such poor results? Boards and superintendents carefully point at the teachers, after all, the students are the products of the classrooms. However, when management restricts teachers so that they cannot do their best, management is responsible. If state laws restrict management, then the state is responsible. See this area in more detail here:come http://www.usaedustat.com/1sevenactions.html.

The school boards do not want to have an ACT or SAT score objective that is just a little, e.g., 5-10% higher than the last one achieved. They don't know how to achieve that. This would be important to focus the leadership of the education district to start producing better results. 5-10% is a small percentage when your performance is as low as ours. At least 80% of our children should be ready for job training or tech school or college upon graduation. Only 26% are ready nationally according to ACT. A 10% increase would place readiness from 26% to 28.3% readiness. Is that too much to ask? If the ACT score is at 20, would it be too much to increase it 10% to 22? School districts fear such objectives because they and their superintendents don't know how to increase performance as history shows. 74% of our high school graduates nationally are not ready for any job that could support a family of four minimally. That's very low.

We are the only country that does not set national standards in education and provides such standards for uniformly excellent performance. No one can argue the fact that our results declined to a very low level. We dropped to 36th in math internationally (OECD PISA) in 2013. Since 2014, 74% of high school graduates in the US are not prepared to be trained for a job or to enter further education other than remedial education, according to ACT's Readiness Reports. Student results are the product of the teachers. It is a fact that in other countries who do a better job than we educating their children, teachers were in the top third of their Master's program in the subject they will teach. They are also matched to the teaching profession using psychological tests and then they are educated about the latest teaching methodologies. We don't do that. Most of our teachers are less prepared. Our teachers are also poorly managed, they have very low morale. Since teachers produce the results of an education district, it is the job of the board and the superintendent to HELP the teachers to improve instead of hindering them. They hinder them. More about this later.

Some people have been convinced that they want local control in everything as if that will raise performance. That is what we had all these years. We dropped from the top to 36th in the world. IT...DOES...NOT...WORK! 74% of those children with a high school diploma are not ready to be employed but only temporarily. In some places like Knox County, Tennessee, board members receive $25-28k compensation and they have no term limits. They also have a professional PR group with power to elect a new candidate or not. People get used to such a compensation, and that creates problems. Most school districts do not have such compensation for board members. Board membership is a voluntary position in many school districts. The decision-making majority of locally elected boards proven over decades how poorly they will do with every little school district setting its standards.

There are very strange thoughts coming out of the school districts against ideas and entities. For example, "corporate ideas are bad" whatever they are. Another is the "bad" Gates Foundation that donates billions per year to many causes. Bill Gates started Microsoft in his parent's garage, worked hard, created millions of jobs and made many millionaires in his company. Another "bad" thing is "schools for profit", whatever they are, and charter schools, claiming that they take money away from public schools. Doesn't the public, who pays for the public schools, deserve a choice of schools for their children, instead of being sentenced to the many bad public schools that destroy their children's lives? There is an excellent solution to this "problem". Public schools, do a better job than the other alternatives! WHAT WE NEED ARE EXCELLENT SCHOOLS THAT TEACH OUR CHILDREN WHAT EMPLOYERS NEED, AND DO IT MUCH BETTER THAN IN THE PAST. To achieve excellence in any field, one needs competition. To have competition in education, parents need the right to send their children to any school that accepts them. Vouchers would enable the parent to afford that financially if the voucher's value to the school of parental choice equals the average expense of a student in the same school district. WE NEED A VARIETY OF SCHOOLS COMPETING, BY ANY NAME, THAT DO AN EXCELLENT JOB TO ENSURE THE EMPLOYABILITY OF OUR CHILDREN AND GRANDCHILDREN, WHATEVER THEY BECOME. ISN'T THAT WHAT IS MOST IMPORTANT TO ALL OF US?

Under education laws, if individual school boards do not have an ACT score objective, they cannot be held responsible for it. No penalties for bad results. If they do not have an objective to stay within the budget, they can exceed the budget. No penalties. They do every year, and no one does anything about it. No penalties for overspending. Our results are poor nationally. Superintendents are responsible for the poor results with few exceptions. THE FOX IS IN THE HENHOUSE DESTROYING THE FUTURE OF OUR CHILDREN. In some places, the fox with a silver tongue is the superintendent, destroying the majority of our children and grandchildren getting paid above $200,000 with the parent's, the public's money. The elected board is helpless and gets paid $20-25K per board member in Knox County, Tennessee, for doing what they are told! Just think about this. The governor initiates programs with a great public celebration to increase the results, which do not make a dent in the school district's failure ( ACT UNREADINESS) rate. The governor could do something meaningful. For example, starting to use the right objectives. Such an objective would be an ACT score that is 5-10% higher than the last one achieved. The ACT measures what children have learned from grade one to twelve. The governor could initiate annual operating plans with objectives for every administrator or supervisory employee to fix the poor performance of the public schools. We hear that he says "that's too difficult". Why? Because then he has to tell the public the truth about how poorly our public schools are doing, with few exceptions.

Unfortunately, our legislators and political leaders do not have the courage to do anything to change this situation. We are being destroyed internally by an enemy called public education, that produces worse and worse results as the years pass with very few exceptions. Don't believe it? Just look at the record below. Recommendation: if you can, please send your children to a school district that produces a consolidated average ACT score of more than 24.

Student results are limited by the teachers' ability to teach a subject in an excellent manner, and how well the school district's management is allowing and helping the teachers to do their best. John Merrow, PBS: "Schools underpay and mistreat teachers and eventually drive them from the profession; inept school districts cannot find the qualified teachers living under their noses, and substandard training ill prepares educators for the realities of classroom life".

This website is based on published ACT (American College Testing, Inc.) results for the USA ACT scores explained: http://www.usaedustat.com/1actscoresexplained.html , and OECD PISA reports for international performance in education (Organization for Economic Co-operation and Development - Programme for International Student Development), in addition to other named publications below. We made an attempt to identify all sources and examples here for the website to be clear to all readers. We also consolidated the data in charts to show trends. The ACT shows what children learned from grade one to twelve.

"With the long-term declining of primary and secondary education, we are developing a nation of sheep.
A nation of sheep will beget a government of wolves."

Edward R. Morrow, Journalist, 1908-1965




The Art Of Spending More, And Achieving Less

Many give excuses for the public schools' poor performance (e.g., "we must take all children", "we cannot be more strict with discipline problems", "we cannot help teachers more for better results" and so on). How many times did the boards of education and superintendents petition the governor for changes for the better, to remove these problems? If they did not, they own the problem.

We have many in our leadership with suggested programs with promises of improved academic results for which we spent and spend many millions of dollars each year, and the performance (ACT or SAT scores) did not rise. They are the indicator of what our children learned from grade one to twelve. They are the only certain indicator of education improvement, going nowhere. All such moneys need to be reversed and transferred to the classrooms to increase the ACT results. AT THE SAME TIME, NO ONE EVER VISITS THE BEST PERFORMERS IN THE WORLD TO FIND OUT WHAT THEY ARE DOING TO ACHIEVE SUPERIOR RESULTS. THAT IS HOW WE DROPPED TO 36TH INTERNATIONALLY. We not only do not ask the state for help to solve problem areas. We also seem to be not interested in how the winners learned to do things better to achieve high results.

Most private schools cost less per student than public schools. Private schools deliver 90-100% ACT READINESS after high school, when public school ACT READINESS is a terrible 2-26% only, for more money per student than the cost of many private schools. Given the poor public school performance, our objective needs to be to deliver more than 80% READINESS per ACT's definition instead of the 2-26% delivered by our public high schools today in 2015. "We must take all children with all behaviors" is an unacceptable excuse. Allowing a child to remain in or return to a class who ruin learning for 10-15 times more children is not just unacceptable but self-defeating. Did any board member or superintendent petition the state leadership to place children into a different place if they cannot or are unwilling to learn and make an entire class performance worse by creating discipline problems? If not, you own the problem.

If the public schools cannot improve dramatically, as they have not improved for decades with few exceptions, then why object to ANY TYPE OF SCHOOL that prepares our children much better for work or college than the poorly performing public schools and do it at lower cost per student?


Why do we allow public schools to exist without closing them if more than 50% of their students with a high school diploma are not even prepared to be trained for a job?! WHY DO WE GIVE STUDENTS WHO ARE NOT READY A HIGH SCHOOL DIPLOMA?

Why do we continue operating high schools at public expense for MORE THAN TEN YEARS if more than 90% of their graduates were not prepared for job training, AND WE ARE SPENDING TWICE AS MUCH PER STUDENT ON THEM THAN IN THE BETTER PERFORMING HIGH SCHOOLS? THE INCREASED SPENDING MADE NO DIFFERENCE! HIRE A SUPERINTENDENT WHO CAN CHANGE THEM WITHOUT SPENDING DOUBLE PER STUDENT...OR CLOSE THEM.

Why do we make excuses for such poorly performing public schools instead of making changes to improve their results? If a superintendent cannot make such changes within a couple of years, one needs a different superintendent, instead of letting hundreds of children become not educated well enough to survive.

We hear objections against "corporate ideas" in education, but no one can explain what these are. It would be better if public schools and leadership worried more about their results and improved them.

Why does anyone have to complain about the Gates Foundation, or charter schools or vouchers?

Bill Gates dropped out of college and started Microsoft in his parent's garage with his friend. They worked very hard for decades to make Microsoft a very successful company, creating millions of jobs and making many millionaires of employees. And now he gives away many billions of dollars that HE MADE for many good causes to help those who need help in the world. He has given more than $400 million to education. It would be better if public schools and leadership worried more about their results and improved them.

Many different schools and programs offer much higher ACT READINESS than most public schools. Why should not the public, who pay for public schools via taxes, be able to choose a different school such that their child will succeed instead of having to attend a poorly performing school? If you don't like such choices, do something to make sure that the public schools perform better. Why should anyone support schools that prepare our children so poorly that the great majority, as much as 95% of the students, are likely to become homeless? We pay more than twice for more than a decade per student in the poorly performing schools without any improvement, than what the good schools spend per student. Is that good management of the people's money?

Considering the long-term decline of performance of most public schools, having the parental option to send your child to a private or charter school with vouchers so that they are better prepared for the future is a necessity that we should understand. We are graduating almost three million high school graduates who are not ready to be trained for a job, and we have three million open jobs for which the employers cannot find properly educated candidates. If a public high school cannot produce a greater than 50% ACT READINESS, how long should they be educating our children? Look at a charter school chain called Success Academy Schools in NYC. They produce one of the best results from the worst demographic area, with poor inner city black children from NYC.

May the best schools survive and replace the schools with poor results. Makes sense?

THE GOAL NEEDS TO BE TO DELIVER BETTER EDUCATED CHILDREN WHO ARE READY TO BE TRAINED FOR A JOB OR GO TO COLLEGE OR A TECHNICAL SCHOOL UPON GRADUATION. It is not to preserve poorly performing schools (public, private or charter).



Taking a look into how American high school graduates compare to other nations within the world
"The most pressing task is to teach people how to learn."
Peter Drucker, 1909-2005, Father of 21st Century Management By Objectives


Most national income tends to be generated internationally, because the international market is huge. That happens only if American companies who sell internationally are selling competitive products in quality and pricing. Such competitiveness depends on the quality of their workforce, which in turn is dependent on the competitiveness of the high schools. That in turn depends on the nation's position on the OECD PISA tests, how wisely that nation spends money on education per student, and how teachers are prepared and managed to educate the coming workforce.

The following chart covers the test results of 65 countries, among them the best above us. We were on top in 1970. Today we dropped to 36th in math. Going from the top to 36th is not good, and it has created our unemployability problem that is getting worse.



This graph below provides an international view of expenses per student per country. The US is one of the highest spenders, but unfortunately, our performance is poor. THAT MEANS THAT THE MONEY IS NOT BEING SPENT IN THE RIGHT PLACES. We have a major problem the way we manage and conduct education if the results are poor with such level of spending.



Education results depend on the quality and management of teachers. That quality needs to be high internationally to have internationally competitive children in the workforce after high school graduation or to go to higher level learning. The graph below shows the excessive hours that US teachers have to work in the classroom compared to the high performing internationals in education. They also have a large load in paperwork and in tests relative the competition. COMPETITIVELY THESE ARE EXCESSIVE AND DO NOT IMPROVE THE POOR PERFORMANCE. The results of the teachers are not good, since we dropped internationally to 36th in math.



"Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource."
John F. Kennedy (1917-1963) Thirty-fifth President of the USA


The very low black student performance is likely to become the fuse in this "powder keg", that our state departments of education and elected school boards in our school districts allowed to happen, unknowingly.

Before anyone says that improvement is not possible, a charter school system called Success Academy Schools in New York City with 32 schools and poor inner city black children, scored in the top one percent in mathematics in the New York State Common Core tests in 2014. They beat the majority of all state public AND private schools (Success Academy Schools of New York City 1: http://educationnext.org/what-explains-success-academy-charter-network/, Success Academy Schools of New York City 2: http://successacademies.org/about/, A virtual tour: http://virtualtour.successacademies.org/tour/#welcome). The big difference between a charter school and a public school is the board of education who are in charge. In a charter school, the board members are appointed by the school system management. In a public school district, the board is elected. The results mirror the quality of the voting majority on these boards. New York State is the fifth highest performer in the USA.

In our opinion, we are facing a national emergency.No one took sufficient action in any state's leadership to raise the ACT (or SAT) scores, yet the Success Academy Schools clearly show what can be accomplished! At what average ACT score level should we be to be ACT Ready for a job or to enter a college? Assuming 80% ACT readiness ( note that we are 80%+ NOT ACT READY) of high school graduates. More than an average ACT score of 25 would be needed, instead of 21 nationally and close to it in other states for 80% of our high school graduates to be ACT Ready.

We are not doing as well as the school districts’ PR groups tell us through the local newspapers. The education laws allow the school districts to conduct their business in any manner whatsoever. They get fully funded under the law. They don't have to be competitive. The public has to be reasonably satisfied, and the school district PR Groups achieve that. Lenin, the father of "disinformation" theory said that "A lie mentioned often enough "becomes the truth." The public who pays for it all does not get the entire truth. Under Hitler, master propagandist of the Nazi regime, Joseph Goebbels, his information minister added the following practice: use half-truths to build a case that the public will buy. "A half-truth is a whole lie" - says a proverb. A group can get away with it only until the majority discovers that their children cannot get a job. That moment is coming close.

Programs with very small growth in objectives reflect low expectations and the gains produced will hardly justify the expense. When people face high objectives, they rise to the occasion and meet objectives. When people face low objectives, they have difficulty meeting them.

For example if Tennessee is producing only a 14% ACT Readiness, and starts a program that will raise it only to 20% ACT Readiness, with the rate at which job requirements are growing, they accomplished nothing. That is exactly the kind of low expectation objective that is being implemented and celebrated. You do improve somewhat with it if delivered, it will look good to the public, but it means nothing. And then cognitive robots come into the market and the majority of your children will have no chance for a job.

"Educational failure puts the United States' future economic prosperity, global position, and physical safety at risk", warns the Council on Foreign Relations Task Force, chaired by Joel I. Klein, former head of New York City public schools, and Condoleezza Rice, Director, Stanford University, former U.S. secretary of state. The country "will not be able to keep pace - much less lead - globally unless it moves to fix the problems it has allowed to fester for too long," argues the Task Force. US Education is a national security problem: http://www.cfr.org/united-states/us-education-reform-national-security/p27618.

Our failure level and market size we are demonstrating make us an ideal target market for the new cognitive robots. That has a positive side, because many companies are dissatisfied with workforce quality and are holding funds so that they can move to states or countries with a better trained workforce. Experts believe that one third of jobs will be replaced by robots within ten years. Computers making decisions in robotics.



Look at the example for turnover analysis below. It is very costly. We are not showing total turnover expense, but only the portion that could be saved with better people management.



The majority of nations spent less per student than we did and delivered superior results. This is the result of far superior management. Poor management: poor results with MORE THAN ENOUGH FUNDING. THE MONEY IS NOT BEING SPENT IN THE RIGHT PLACES. And the poor inexperienced management keeps making the same mistake every year. This is NOT a right or left wing, Republican or Democrat problem. It happened under both parties since 1970. IT IS AN AMERICAN PROBLEM, and we keep doing nothing about it. It is time for some big changes.

We have a big problem. IN EVERY SCHOOL DISTRICT OF EVERY US STATE, IT IS THE ELECTED SCHOOL BOARD THAT DETERMINES WHAT OBJECTIVES AND PLANS THE SCHOOL DISTRICT WILL FOLLOW. With more than 14,500 school districts nationally, performance standardization and achievement becomes an impossibility.

The elected boards have more authority than the state or federal government in areas relating to education results, spending and operating ratios. Board membership requires only a high school diploma. The end of high school results (ACT and SAT) are very poor. Imagine that in the case of Knox County, Tennessee, our example, such an elected board oversees an organization with more than 8,500 employees with a budget of more than half billion dollars. That is a huge management task requiring management training and experience on the highest level. Such background and experience is not available in school boards even on the individual level let alone for the voting majority. The results can only be terrible under such circumstances.

Who was responsible for these poor results and bad teacher morale in Knox County, Tennessee?

The board of education is totally in charge of all decisions under the state law. The people who are responsible for the poor results in Knox County, TN, are JAMES MCINTYRE superintendent, and board of education chairs INDYA KINCANNON, KAREN CARSON, LYNNE FUGATE AND MIKE MACMILLAN.

Superintendent Jim McIntyre taught for one year, then managed food service, security and accounting with less than 150 direct employees, never managed a single school before the board hired him with a 5:4 decision to manage 89 schools, more than 8,500 direct employees and a half billion dollar budget.

Read this website. Verify the sources. Decide where the truth is, and what they don't tell you. "WILL MY CHILDREN AND GRAND CHILDREN BE EMPLOYED?" Your child's future depends on them.

"Things may come to those who wait...but only the things left by those who hustle!"
Abraham Lincoln



THE PLAN IN 2008 - THAT WAS IGNORED TO DATE:
Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education
Click on the title to read the plan.
A report by the National Governors Association, the Council of Chief State School Officers, and Achieve, Inc.


  • Action 1: Upgrade state standards by adopting a common core of internationally benchmarked standardsin math and language arts for grades K-12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive.
  • Action 2: Leverage states' collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards and draw on lessons from high performing nations and states.
  • Action 3: Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world.
  • Action 4: Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices.
  • Action 5: Measure state-level education performance globally by examining student achievement and attainment in an international contextto ensure that, over time, students are receiving the education they need to compete in the 21st century economy.

THE ABOVE PLAN WAS APPROVED BY MORE THAN 40 STATES AND THE US GOVERNMENT. This plan was not created by the US Government. The intent was clear: study the top international performers, determine what made them more productive in education than the US, and implement the new practices and standards in the states to produce significant improvement. Nothing of significance was implemented as of August, 2015. If implemented, the ACT (and SAT) scores would have risen significantly. They did not increase and went down in many states like Tennessee, where we set an all time low ACT score. Look at the results below.

The Success Academy Schools of NYC, having achieved top one percent status in the entire State of New York with 32 schools of poor black inner city children, is an example of what is possible, when everywhere else the same children are on the bottom Look at the example for turnover analysis below. It is very costly. We are not showing total turnover expense, but only the portion that could be saved with better hiring practices. Sadly, we are killing the country and don't want to change in order to save the jobs of those who are creating the problem.



Good student results appear to depend on:
  • Very few objectives that focuses the organization on the best indicator of academic and financial performance (an ACT or SAT score that is higher than the last one achieved, plus expenses vs. the approved budget),
  • A sound annual operating plan with appropriate performance and financial objectives on the level of every management and supervisory personnel in the schools and in central management,
  • Excellent continuing teacher education program in the subjects they teach and on teaching methodologies that seem to be improved every year in the highest performing countries,
  • High teacher morale ensured by caring management on top: the board and superintendent, and
  • Class size kept under 30.



The Organization for Economic Co-operation and Development (OECD) has an Education Department that tracks the performance of 15 year olds in 65 countries and presents excellent reports on where improvements are needed. Key indicators of success per country: http://www.oecd.org/edu/educationataglance2013-indicatorsandannexes.htm#Annex3. Test results (PISA) and detailed reports per country (USA Status Report, http://www.oecd.org/edu/EAG2014-Indicator%20D4%20(eng).pdf). Per country education analysis and polices: http://gpseducation.oecd.org/Home. What countries' teachers spend the most hours teaching (compare to top performing countries Finland and Korea): http://www.oecd.org/education/skills-beyond-school/48631419.pdf. Class size makes a difference in outcomes if less than 20 students: http://www.classsizematters.org/research-and-links/.

A presidential project, "Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5 (2010)", concluded that "disparities in U.S. K-12 education compared to those of many other nations, impose the economic equivalent of a permanent national recession- one substantially larger than the deep recession the country is currently experiencing." You can read it here.

Good education is the only certain way out of poverty. Unfortunately, our education system has become so poor that it can drive even children who are not from poverty, into poverty.


For years now, our education system in Knox County, Tennessee has been creating more than 80% of the students from 9th grade who are not prepared for jobs beyond minimum wage after leaving high school, according to ACT. The State is worse at 86%.

For black students the percentage of those not ready for a job is 98% in Tennessee (95% nationally). The public is unaware of these facts. The black student figures are very disturbing. A chain of charter schools with poor black inner city children ( Success Academy Schools of New York City 1: http://educationnext.org/what-explains-success-academy-charter-network/, Success Academy Schools of New York City 2: http://successacademies.org/about/, A virtual tour: http://virtualtour.successacademies.org/tour/#welcome) worked hard and had outstanding results with 32 schools in 2014.
These black inner city children from poor families scored in the top 1% in Math and the top 3% in English on the difficult Common Core tests in the entire State of New York, the fifth best performing state in US education. THE PROBLEM CAN BE SOLVED, BUT NOT THE WAY OUR PUBLIC SCHOOL DISTRICTS ARE MANAGED.

We have created a powder keg that will surely blow up.

All of this, because state law delegates ALL decisions to the school districts' elected board everywhere, whose majority has no management experience on the scale of the school district. Important: The states do not provide MANAGEMENT GUIDELINES.

POOR OBJECTIVES AND AN ANNUAL OPERATING PLANS NOT EXISTING are the biggest reason for the poor performance! In a school district or any organization with a hundred employees or more, one MUST HAVE AN EASY-TO-UNDERSTAND, SINGLE SENTENCE, VERY CLEAR, MEASURABLE, PERFORMANCE-RELATED OBJECTIVE THAT NEEDS NO FURTHER EXPLANATION FOR EMPLOYEES TO UNDERSTAND IT, SUCH AS "IN THE 2015-2016 SCHOOL YEAR, KNOX COUNTY SCHOOLS SHALL ACHIEVE AN AVERAGE CONSOLIDATED ACT SCORE OF 22.5". WE MUST ALSO HAVE A MONTHLY REPORT AND OBJECTIVE ON SPENDING VS. THE APPROVED BUDGET FOR THE SAME MONTH AND YEAR-TO-DATE. LET'S CALL THESE PRIMARY OBJECTIVES THAT ARE ASSIGNED TO THE BOARD AND THE SUPERINTENDENT FOR THEIR PERFORMANCE EVALUATION PURPOSES, WITHOUT ANY ADDITIONAL OBJECTIVES. The clear measurable objectives continue down to all supervisory employees focusing on their measurable performance-related and spending objectives in every single school. THESE ARE SECONDARY OBJECTIVES. This would be called the ANNUAL OPERATING PLAN, not to be confused with the Five Year Strategic Plan. We are missing these important elements IN THE SUPERINTENDENTS' PLAN. They would be correct...if the results were not extremely poor.


Poor teacher morale is very common and it is a major impediment to good performance:
ACT Readiness, unreadiness (not being ready) and how we calculate the results are explained at http://usaedustat.com/1actscoresexplained.html.

The poor primary and secondary education will create increasing unemployment. This will result from more advanced cognitive robotics entering the labor force slowly in 2016 and increasing job requirements by employers. Our public school district in Knox County, Tennessee is creating an 80%+ failure rate, or 80%+ mortality from the employability point of view (98% for black students) with homelessness, crime, jail time, violent life and perhaps early violent death.



Look at the Knox County, Tennessee high school ACT score trends for 11 years in the second chart below. One has a slight increase and the rest are declining. According to ACT in 2014 the best high school, Farragut, had only a 45% Readiness (first chart). That means that 55% of the graduates were not ready to be trained for a job or to enter a college or tech school. In the worst high schools 98-99% are NOT ACT READY (e.g., Austin East and Fulton). The worst high schools have been getting more than twice the funding per student of the best high schools over the 11 year period. IT MADE NO DIFFERENCE. The poor performers just keep going down. THE MONEY IS CLEARLY NOT BEING SPENT FOR THE RIGHT THINGS TO RAISE RESULTS. We as a country also are delivering the lowest result among the industrialized countries. In a chart further down, we can see that we are spending more money per student than most of the high performing countries in the world. We have become the fifth highest spender per student in the world. "Unreadiness" means spotty minimum wage jobs with eventual homelessness. Starting in 2016, cognitive robots will start eliminating employment possibilities for these poorly prepared children, except for those who enter a university to pursue a degree in demand. The more difficult degrees. The future looks discouraging for marginal students who graduated from our high schools. That's more than 80% of those who entered 9th grade in Tennessee, will not be ready for job training after leaving high school. The Governor and his leadership initiate only small impact programs that will not make any difference, when the entire school system needs to be made more productive. We need eight education laws amended. Experts predict that one third of jobs will be replaced by robots: http://www.businessinsider.com/experts-predict-that-one-third-of-jobs-will-be-replaced-by-robots-2015-5.



We were on top in 1970. Neither party's administration has done anything to raise the ACT scores.



No wonder why. Read below about the mystery of two sets of different objectives - when not any of them make sense and are unmeasurable.

On the board's website, the superintendent's presentation says this about HIS OBJECTIVE:
"In fact, you may remember that a key goal of our strategic plan is 100/90/90/90, that is: The Tennessee Code Annotated, TCA 49-2-702 (a)(2) controls two areas above that may need to be amended because they set the minimum standards for performance that is too low for today, although the Board has the right to select higher goals than what the state law specifies. Sub. (A) here wants a graduation rate of ninety percent (90%) or higher; The ACT shows the readiness of regular diplomas at 19-23% that is very poor, with 77-81% graduates with a regular diploma NOT READY for a job that is better than minimum wage.
Sub (B) Exhibits an average student ACT score of 21 or higher etc. This ACT score (21) and the corresponding SAT score has a readiness of 25% only of those achieving it. We would have to be at 25-26 ACT average to have 80% readiness. The readiness for today's and especially tomorrow's job requirements need to be much higher. Since the elected boards control all such decisions and therefore uniformity of performance becomes elusive, the amendment of these two laws would go a long way to raise our poor performance. "Low expectation" objectives produce results below low objectives. With "High expectation" objectives people rise to the occasion to exceed such objectives and that is how one achieves higher results. The superintendent likes to claim "high rigor world class performance with excellence for all children". Our performance is the opposite. It is very poor. Why? Because the primary objective is wrong, and an annual operating plan per school does not exist. But we certainly spend a lot of money, more than the high achievers do.

When one does poorly with an organization that depends on public dollars like the Knox County, Tennessee's school system, one needs a large PR group to make things look better for the public, because the truth would make the public very unhappy. Unfortunately, this is how our boards and superintendents think. It is sad that the kind of leadership does not exist where one can admit openly that we failed and have to take action, however, we will correct it with serious objectives and operating plans and not with five year plans that had a tendency to fail ever since they were started by the communist countries after WWII. We do not see PR groups in the top performing countries. The results THAT COUNT speak more loudly than PR stories.


All things are possible - if one is smart.


If we just keep providing more and more money, the school districts' results will not improve without a single ACT score goal and spending limited to the approved budget, as described here. Taxing the people to provide more money for our poorly performing school districts is just more wasting of the people's money, unless we see changes in the objectives as described here.

These problems are solvable. More about that further down.



Excessive administrator overload




In Knox County, Tennessee, we have increased administrators by 130% between 1995 and 2014 while students increased only 14%. Administrators have people working for them. That number is unknown. When a commissioner requested a couple of years ago a list of people from the superintendent who are not performance reviewed by a school principal or his/her in-school supervisors or managers, the superintendent would not supply him with such a list. I requested the same from the superintendent on June 1, 2015. The resulting administrative increase beyond normal in Central Management does not disappear until all those employees with the excessive number of administrators go elsewhere. Reference to normal is presented below.

The ACT test measures what children learned from grade one to twelve. They also predict accurately who is ready for a job or further learning beyond high school, or not ready. The ACT results did not improve with the addition of all those administrators and their employees. The school district's ACT score went down setting an all time low ACT record in 2013. If money spent on administrative excess was spent in the classrooms, we would have had a much better chance for improved ACT results.

All Central Management employees, meaning all school district employees who do not work for a school and whose performance evaluation is not performed by a school principal or the principal's staff, must not exceed 1% (one percent) of the school district's total employees. Reference the second graph below. The Knox County, Tennessee school district exceeds this limit by more than 600%!




The actual pages of the referenced book can be examined by clicking here.


These problems are solvable. More about that further down.



"Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource."
John F. Kennedy (1917-1963) Thirty-fifth President of the USA



Minor programs at more public expense without improving the ACT scores



Most important question: did they raise the average ACT scores? The answer is "No". Someone who destroys the job-readiness of 80% of your children is NOT your friend. I am not sure that our leaders recognize the difference, or act accordingly.

80% of those children who entered 9th grade have not been prepared by the high schools for gainful employment of further learning. The remedies from the top are programs that will cost more money because it is not financed from the failing education systems that failed: 2 years of remedial schooling offered after high school, 5% of low performers getting a voucher, and a lot of talk to increase charter schools under the influence of the long poorly managed school districts. I hope that you see what I see: poor strategy, big effort to maintain the failing monopoly in the style they are accustomed to, and spending more of the people's money while we are dumbing their children down. How about a slightly different idea? Let's fix the badly failing school districts. Just look at the MANAGEMENT GUIDELINES I am providing. They could do a turnaround instead of pouring more of our citizens' money into poorly managed Failure Factories. None of these new help programs will remedy the huge 80%+ failure rate in our public school districts.

We have become the 5th largest spender per student as a country. In performance, we dropped to 36th. It appears to us that instead of spending more money for two more years of education, we should learn from the top performers in education systems in the world since we are 36th and correct ours in order to produce much better results. Why are we not raising high school performance INSTEAD OF MORE SPENDING so that our graduates' ACT Readiness is at 80% instead of under 20%? WE ARE CERTAINLY SPENDING MORE ON IT THAN OUR INTERNATIONAL COMPETITORS, EXCEPT FOR FOUR, ALL OF WHOM OUTPERFORM US WITH CLOSE TO 100% READINESS.

I understand that some concerns exist among some legislators about the PR power of school districts, teachers' unions and a fair number of foundations who are pro status quo.

WE HAVE TWO OPTIONS AS WE SEE IT. We either keep allowing the destruction of our children's future with more than 80% of those who started in 9th grade at a very high expense to the public. They are prepared only for short-lived minimum wage jobs that will be replaced by cognitive robotics. Or, the second choice is to start a major campaign to inform the public of the truth about our children's education and the necessity for some important changes in education laws to manage each education district more efficiently and uniformly to ensure a better future for our children. The suggestions are made under "MANAGEMENT GUIDELINES" below.

I even heard explanations stating that we want to start small with the new ideas so that we will face less opposition. We are starting with small steps against public education who are destroying 80%+ of our children's future. That is not an effective counter strategy. They are a monopoly and act exactly like one.

Every year the board and superintendent convinces the county commission to receive additional millions for some project that sounds impressive. However, the subject of how much such a spending will increase the average ACT score for the county is always avoided. Although such projects are not successful, the money committed to them remains in every future years' budget.

I am going to suggest a few MANAGEMENT GUIDELINES to propose as legislation if you do not want to keep our failing education, that destroys so many young people's future today. In my opinion, we will keep failing without implementing such guidelines.

The listed MANAGEMENT GUIDELINES are a necessity when one is a poor performer. We are not focused on achieving higher ACT scores that represent more than 15-25% of our graduates being ready for job training or just one year of college or tech school according to ACT. Our significant overspending beyond the approved budget, with certain education expenses hidden in other cost centers in school districts, is not only reckless management of the people's money, but it damages the employment prospect for more than 80% of the children who entered high school in 9th grade in Tennessee education districts like Knox County.



Superintendent of the Knox County School District in Tennessee claims that the drop in ACT scores in the chart below is due to the state mandating 100% student participation in 2009 to take the ACT. Knox County's ACT performance is higher than the State's. 92% of the children in 11th grade took the ACT before the 100% requirement. The increase was announced two years prior in order to allow school districts to prepare. We did not prepare. The state dropped 1.0 point. Knox County dropped 1.3 . We had four years since to catch up. Instead we set an all time low record ACT score at 20.2 in 2013 in Knox County, Tennessee. We need to have much better results.





These problems are solvable. More about that further down.



"Education is not just the learning of facts. It is rather the training of the mind to think."
Albert Einstein

What is happening to our workforce as a result?

Today, more and more foreign students with M.S. and Ph.D. degrees in science and engineering from American universities are returning home because the opportunities there are better.In talking to graduate school professors in our universities one finds that before 2005, foreign students who were the best performers aspired to get a job in the USA and stayed. This made-up for the shortfall in American students with advanced degrees in science and engineering. That has been changing. Since 2005, more and more American students come out of our high schools poorly trained and unmotivated. They do not work hard and are unprepared to do college-level work. Look for the ACT "UNREADINESS" and how it is calculated below under RESULTS. Serious changes need to be made in education law to get our education on track.

Our leaders talk about job creation a lot, but no employer will hire anyone unqualified and insufficiently educated for any job. No employer will offer a job unless the candidate has a job history with good references, education and experience to guarantee that such a potential employee will be able to do an excellent job. Job openings do exist. Well enough educated potential employees need to exist FIRST before an employer can offer a job. They do not exist in sufficient numbers thanks to the poor results our public elementary and high schools are delivering - with very few exceptions. We are certainly spending enough money on them. The 80% of 9th graders who leave high school are NOT ready for other than minimum wage jobs. Unfortunately many have a bad attitude and no motivation to deliver an honest days work. Too many feel unjustly that they have the right to receive more than what they are getting. Serious changes need to be made in education law to get our education on track.

We hear from US companies more and more often that they do not value tax and property incentives any more from the states, because the available workforce is poorly educated. State leadership is aware of this everywhere. These companies are looking to expand elsewhere. There is no action taken yet that would improve the only thing that counts: average ACT or SAT scores. Serious changes need to be made in education law to get our education on track.



The results of poor management

Promotion to higher levels from teachers upward, are on the basis of friendships with someone in central management or nepotism, instead of being based on excellent job performance and readiness for the new job. Titles do not make a manager or supervisor, yet management training before promoting someone into a management or supervisory position is nonexistent in education. It is also rare to see a person among the elected school boards who has management experience even at the level of one tenth the size of the school district in number of employees and budget size annually who actually had experience producing good results. Board members are not trained in basic management skills like interviewing a person for a superintendent position, do not even realize the need for such a skill, and tend to hire superintendents in their own image and experience, purely on the basis of appearances only and not on the candidates accomplishments. It is very common to find superintendents without the management experience that would be required for the size of the school district.
We can even find boards hiring superintendents without the candidate ever having managed even a single school as a principal. That is exactly what happened in Knox County, Tennessee in 2008, and the result since then is declining ACT performance and bad teacher morale http://www.wate.com/story/24207001/knox-county-teachers-worry-current-policies-are-causing-more-educators-to-quit.



Teachers or any employees treated without respect, unprofessionally, restricted in their jobs resulting in the poor ACT score results, fooling the public with higher scores from the much weaker state tests, pushing teachers to change test results by changing scores, unemployable high school graduates in large numbers like more than 75% of those with a regular diploma not being ready to be trained for a job, are all signs of poor management. Teachers have very low morale. People with low morale cannot do their best. There are major problems in the classroom that remain unsolved because teachers are given no authority to solve them. Vague unmeasurable objectives on the board and superintendent level, politics replacing real performance and achievement of real objectives like an average ACT or SAT score; covering up of bad news about the important tests because their scores are poor; and publishing only news for the public that sounds positive is actually very damaging. As an end result, such school districts produce the majority of high school graduates WITH A REGULAR HIGH SCHOOL DIPLOMA, such that 74-90%+ of the students (depending on the state) with a regular diploma are NOT EVEN READY TO BE TRAINED FOR A JOB according to ACT. All of this is created by school districts that are managed very poorly on the elected board and superintendent level. The great majority are like that unfortunately. THEY ARE ACTUALLY CREATING AND RUNNING FAILURE FACTORIES, INSTEAD OF GRADUATES DEVELOPED READY FOR JOBS OR FURTHER EDUCATION. http://www.schoolsmatter.info/2011/12/broads-jim-mcintyre-gets-2-earfuls-from.html.

The needed improvement of our education results depends on how quickly we will recognize both our management and teacher challenges, and act to solve them all at the earliest. When 250 teachers show up at a board meeting to complain, as in 2013 in Knox County, Tennessee, in an autocratically managed school district, that is very significant. In business, if you see a complaint, there are more than ten behind it with the same feelings who did not want to go public. That makes this entire school district's teachers very dissatisfied in this case: http://www.wate.com/story/23897839/knox-county-teachers-voice-opposition-to-new-evaluations.

Fixing our poor education cannot happen without the public being informed of all the truth about education. Public support for changes is very important, and that is why our school districts have substantial numbers of full time professional PR staff on board, some more than we have seen in billion dollar corporations. One could legitimately ask why even one is needed in any school district to develop articles for the media that put the school district into a better light than what the entire truth really would about the school district's performance.

There is much more information of importance about teachers: click here .

What do three high performing countries do to retain teachers long term? The chart below explains. See also What brings success in other countries?







"Learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn."
Peter Drucker, 1909-2005, Father of 21st Century Management By Objectives

Good Morale, The Right Objectives, Annual Operating Plans, And Operating Ratios Without Which Success Will Be Elusive


Good morale is most important in every part of every organization. It is the result of all professional employees being well matched to job and well treated on the job.That does not mean selecting a friend or relative for the job, but someone who is experienced in what the job requires, and someone who is well matched to his/her job requirements, coworkers and bosses. This last one requires tests, like the Strong Interest Inventory correlated with the Myers-Briggs Psychological Inventory. I was fortunate enough to work in a company that did that. The result is happiness in the job, and looking forward to it every day. When 250 teachers complain openly in front of a board meeting, there are at least 2500 teachers who feel that way. The worst thing that any senior manager can do is to do a specific satisfaction survey with leading questions, as our superintendent, James McIntyre has done, and decide that money is the problem but we could give only 2-3%. Money is never among the leading issues in morale problems. The workers' treatment by management is. Money is not effective because people get used to money very fast. Compensation needs to be competitive.






"Things may come to those who wait...but only the things left by those who hustle!"
Abraham Lincoln



Hiding the bad results from the public

"A half-truth is a whole lie” is a popular proverb that’s been directed at newspapers and politicians since the 1880s.
"A lie told often enough becomes the truth." - Lenin
"Present good news to the public and repeat often, no matter how insignificant it is. Do not present the bad news to the public, no matter how important it is" - Goebels and Hitler
All are instruments of most PR organizations in school districts.

We overspend the people's money every year in education in Knox County, Tennessee and produce one of the worst results at the same time within the USA. Internationally, we dropped to 36th place in math, a new all time low record - that's the bottom of the industrialized countries. Our education spending per student is the fifth highest in the world. Our school districts are always pushing for more money as the solution to fix the poor results. We also do not identify for the public all of the money we spend on education. Some such moneys are comingled with non-education related expenses and hidden in different cost centers. I think that the public who is paying for the poor results and high expense levels deserves to get a detailed accounting of how much money we really spend on education-related expenses.

We need a forensic audit to identify exactly where the money went and why it was not getting to the right place in the school district, destroying most of our children's employability, our workforce and our economy as a result.

The poorly educated workforce, mostly untrainable (80% per ACT), is a major concern of corporations who are paying most of the taxes. To do well, they need a well-trained workforce. They are holding onto cash instead of hiring. To survive, they will have to expand elsewhere or move entirely, or depend on the new generation of cognitive robots. This trend just started happening. Read about the first example in Japan ( hotel staffed with robots) and in China ( Shenzhen China, FOXCONN, a million workers replaced). China and Japan have much better education results than we do. Their objective is clearly to provide the best quality services or products at the lowest cost in a competitive market without falling behind in either quality performance or cost. Expect such changes happening here on a much larger scale. We will not survive the poor objectives and lack of a professional annual operating plans on the school district management level.

Proposed programs costing additional tens of millions of dollars in each state by school district management, did not and do not deliver higher act or sat scores. They are the only tests that show the real end of high school results.Could these kinds of ineffective actions be accidental after more than 40 years? No, they cannot and they require uniform statewide control via laws.

SCHOOL DISTRICT PR CAPABILITIES:There has been a significant increase in PR professionals over past decades within school districts to present "good" news and make sure that the poor ACT or SAT are kept from the tax-paying public who pay the bills.

This effort goes so far that school districts like Knox county, Tennessee, distribute the pr capability over several different groups and "partnerships" to increase the number of pr people significantly, hoping that this increase would be hidden. Why cover up the results that count to the public who actually pay the taxes to fund their children's education? The management people make a good living in the school districts and do not want to risk that with bad news. There is no state requirement to promote or publish the tests that are more meaningful (ACT or SAT or NAEP) with the same or higher frequency than the weaker state tests that show higher scores because they are easier tests. The exception is the new Common Core Test and many oppose it for this reason only. The Common Core test results must be published to the public with its scores in the original form. New York State was the first to publish it in August 2013.

We would recommend for reading OECD-PISA's analysis of US academic performance at http://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf. This organization tests the best educational performers internationally with 34 member countries, plus associate countries totaling 65 countries in total. The following article presents a broad and accurate overview of worldwide education spending and performance and how we fit into it: http://www.huffingtonpost.com/2013/06/25/oecd-education-report_n_3496875.html.



“Things may come to those who wait... but only the things left by those who hustle!

Abraham Lincoln



The future of American education looking ahead to 2020-2022



What is certain in this world is change. Faster change than before.What is also certain is that some people will be hurt by change and many others will be afraid of change, perhaps made fearful by the people who do not want change and the unknown. BUT HOW CAN ANYONE IGNORE THE FACT THAT 80% OF THE CHILDREN WHO ENTERED 9TH GRADE WILL BE PUT INTO A LOSING SITUATION WITH THE POOR JOB WITH WHICH THEY ARE LEAVING HIGH SCHOOL. WE CANNOT LEAVE SUCH A SYSTEM IN PLACE WITHOUT A MAJOR CHANGE. WE DO NOT HAVE A CHOICE. WE MUST CHANGE OR WE WILL BECOME A THIRD WORLD NATION WITH A TERRIBLE LIFE.

Teachers are the part of the education system who deliver the necessary level of knowledge to our children to get them ready to learn more for higher level jobs, or to be trained for a job by an employer. Today, the best lectures, the best tutorials are available from the Internet from the best minds on ANY subject (go to "Great Learning Tools" in the menu above). TODAY, the best universities like MIT and Stanford offer the public for their child to learn on the Internet and earn a fully accredited high school diploma OR MORE, for much less money than what public education is costing us per student ( Example 1: http://www.pgbovine.net/advantages-of-name-brand-school.htm, Example 2: http://ohs.stanford.edu/, Example 3: http://www.lincolnonlinehs.com/index-landing.php?gclid=CKKey_KCs7wCFZRr7AodGH8A6g). It should be very obvious to everyone that primary and secondary education will change, and the old schema of public education that is producing poor results will disappear whether we like it or not. Who are the best positioned people to take advantage of this opportunity? They are the great teachers of today who understand this picture, and who want to deliver an excellent result: high school graduates who match the best international performers in the world. Nothing remains the same. Things are changing faster and faster. Public schools will not go away. Some will change and become excellent. Others will disappear. In the best performing nations like Finland, Canada and Singapore, public schools are very successful. In Finland even private schools are financed by the government and their standards are controlled by the government. Any fears about people like Bill Gates or Common Core Curriculum and its test are totally unfounded, spread by people who want to preserve status quo.

No changes would come if the results were not so poor and damaging to the great majority of our children's lives and to our economic future.

The trio that wants to preserve status quo at any cost:Boards of education in education districts, teachers unions, and foundations that solicit funds from the public to support only the education districts, do promote the state of education in a much more positive light than what reality is. Many people in the management of these organizations make an excellent living from our schools' poor performance by pressing for and getting more money "to save our children". The system worked a hundred years ago, but it is not working well enough today. THERE IS NO PERSONAL INCENTIVE FOR THEM IN THE SCHOOL DISTRICTS TO DO OTHERWISE. Boards and superintendents having to meet an average ACT or SAT score objective would change that in a hurry. Teachers are not treated well by central management and their morale is low. Many of them would welcome change.

THE UNSOLVED DESTRUCTIVE DISCIPLINE PROBLEM IN THE CLASSROOM:Imagine working in an office where a few employees call your boss derogatory four-letter names to his/her face and pour pee in his/her coffee behind his/her back or throw various objects or even feces at him or her; all of this in front of other employees. Can you imagine what would be done immediately with such an employee in any place of employment? He or she would be fired immediately. This is done to our teachers(the "boss") by a minority of students ("employees") and it disturbs the entire class for a day or more in each and every case. The worse the school, the more often this happens. Unfortunately we have many such poor schools. The teachers can report it to the principal but can do nothing about it. The offending student may be sent home, but will be back the next day, a hero now to a few other kids. The teacher's authority suffers another blow and he/she becomes an easier target, because he/she has no authority. How can anyone expect a teacher to have high morale and do their best without any authority to deal with such behaviors on the spot? How could anyone achieve anything under such barbaric conditions? See more important data about teachers at www.usaedustat.com/index.html#howareteachers.


The biggest impact will come very soon through a new generation of robots that are cognitive, multilingual and can learn and make decisions. Artificial intelligence passed average human intelligence in 2014. We will see the first cognitive robots entering the US in 2016 very slowly and quietly, that will compete for the jobs of many with a high school education or less. They will certainly be welcome by businesses who cannot find workforce without a bad attitude, who can communicate well and know more than basic math. They will cost less than minimum wage, and they will rapidly improve, just by downloading artificial intelligence and job knowledge, like a PC can today. One of 125 jobs being implemented with them is an assistant teacher. We think that the end of employability for those not having been well prepared in high school is within two years, by 2017.

When things are not going well, good performance results only from setting the correct objective, making it a personal performance objective for the board, superintendent and central management leaders such that it counts for their annual performance review, and the importance of having an operating plan to ensure the achievement of the annual objective.

A measurable objective has to exist first, one that is a key indicator of the entity's successful operations. The objective cannot be vague, like increase the number of graduates in a school system, because just getting a diploma does not mean that all graduates with a diploma are ready for job training or to enter a college or technical school. The objective also needs to include a numerical target, in this case the percentage or number of students graduating. Unfortunately in virtually all states in the USA only a small percentage of high school graduates with a regular diploma are prepared to be trained for a job (24% according to ACT in 2013), or to go on to further learning. The school systems promote the percentage of diplomas achieved in order to look good, but not the readiness figures. Furthermore, some states created their own readiness definition of high school graduates, that present better results, than the readiness figures published annually by ACT that tests students nationally and conducted empirical research since 2000 in order to provide precise readiness indicators.

For testing, ACT, SAT and NAEP are the reliable national tests. For percentage of high school graduates with a regular diploma, who are ready for employment training or to finish only the first year of a college or technical school, the ACT is a reliable source.

Objective setting needs to start at the top of an organization, as with a school board and superintendent, and then trickle down through the management layers to teachers, in order for the entire organization to be in harmony to work toward the same objective. Unfortunately education is unique in not investing in management training, and therefore management problems are common (e.g., low teacher morale, autocratic management styles, poor results). Again the objective must be THE key indicator of the school system that measures academic performance, such as an average ACT or SAT score, or ACT's Career and College Readiness Percentage of Regular Diplomas, for the school district or a high school. For elementary schools the state test would suffice, provided that the average raw score is used for an objective and not a "cut score" that is used to "translate" the poor raw scores to better looking scores for the public.

If one wants good performance, then such objective like an average ACT score must constitute at least 60% of the annual performance evaluations for the board, superintendent and central management senior staff at minimum. Lastly a professionally prepared operating plan per school and for Central Management is essential with monthly objectives, to ensure that the school district ACT, or SAT annual objective is achieved.



"Learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn."
Peter Drucker, 1909-2005, Father of 21st Century Management By Objectives



How is the public misinformed?

“A lie told often enough becomes the truth.”
Lenin (1870 - 1924)

Disinformation or misinformation is created not only through repeated lies, but also by presenting news frequently that sounds good although it may be meaningless, but keeping important news quiet if it is not positive. In both cases the entire truth is not presented, especially the truth that is more important and significant for the good of the public, e.g., ACT scores and ACT Readiness at end of high school. Unfortunately, it is very common in the way education districts and the media present our education results.

We feel that the public who pays their hard-earned tax dollars for our public education system, deserves to know the entire truth about how well their children are educated, and what the education they receive will do to prepare them for a reasonably tough but successful life to be able to maintain a family of four. The important thing is not just to present good news to make a good impression on those who pay the bills, as we currently do. The important thing is to tell the truth, the good and the bad, so that we can together go after what is not going well and correct it. I fear for what is happening to our country.

Is a good grade or grade-improvement promoted by a school district or newspaper or the media always means the truth about our children's education? Are articles in the local newspapers, that are telling the population how great a job the school district is doing, always truthful and tell the entire truth?

Unfortunately, not. Positive comments about state test-based scores are meaningless, except for Florida. Florida's state test rigor is in the ACT, SAT, NAEP rigor whereas other state tests are much weaker. Such state tests are weak for the purpose of showing higher grades, and the difference is so great that an A or B grade can mean a failure in reality. Such tests are used to qualify for federal aid dollars and to create the impression for the public that the school system is doing well, when in fact it is doing poorly.

The national test results (ACT, SAT, NAEP) on the other hand represent the students' knowledge correctly as it relates to becoming employable or entering a college or technical school after high school, or being internationally compatible. There is very important good news in Tennessee in 2013: the NAEP test results for grades 4 and 8 have improved more than any other state, coming close to national average, setting an all time high for the state (Statement from the national institute for excellence in teaching on the 2013 NAEP results and Nations report card).



GRADE IMPROVEMENT sounds positive, but it may or may not be important. The maximum ACT score is 36. As the average ACT score increases, it does not represent a proportional (linear) increase in the regular diploma holders' readiness to be ready to be trained for a job. For example, an average ACT score of 21 means that only about 20% of those with a regular diploma will be ready to be trained for a job, and 80% will NOT be ready to be trained for a job. But the situation changes fast once we get the average ACT score above 22. To achieve an 80% readiness for job training or to finish only the first year of college or a technical school those with a regular diploma would need to be close to an average ACT score of 24. Job trainability readiness is not something to celebrate. A 0.5-1.0 average ACT increase at the lower numbers does not change job training readiness much. But such a change above an average ACT score of 22-23 brings big improvement in the "readiness" percentage of regular diplomas for job or college training.

Unfortunately our poorly performing school districts make any improvement positive news, sometimes so extreme that a publisher in Knoxville, Tennessee called the superintendent a Miracle Maker for an A or B Tennessee state test result that is meaningless because it represented less than 30% good answers on a test. The Tennessee state test (TCAP not the NAEP) is too easy in order to produce high grades, but in reality it represents F level performance for a 45-50% score when compared to ACT's measurement for job or college readiness; not an A or B as represented to the public. Under the same superintendent also in 2013 we set an all time low record in the average ACT score at 20.2 that represents only 21% of the regular diplomas being ready for job training or to complete only the first year of college or a tech school; with 79% of those graduates with a regular diploma not being ready. They are minimum wage candidates. But the publisher chose not to mention that, when the ACT score was the more important information. This is what journalism has become in many places. We are presenting that article as an example further down below. The point is that the public is informed only by what appears to be good news, but they are not told about the bad results that really count. One can legitimately wonder why such journalism misrepresents the results coming out of our schools, when we, the public, are paying for it.



Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource.
John F. Kennedy (1917-1963) Thirty-fifth President of the USA



UNFORTUNATELY THIS IS WHAT WE HAVE:
WHEN WE NEED THIS!
WE START WITH THEM...
AND THEN, OUR SCHOOL BOARDS AND SUPERINTENDENTS DO THIS TO MOST OF THEM...ON OUR DIME AS THEY BLAME OTHERS.
PLEASE...JUST LOOK AT THE EVIDENCE WITHIN THIS WEBSITE. IT IS UNBELIEVABLE...BUT THIS IS WHAT IS HAPPENING AND IT MUST CHANGE.


"The most pressing task is to teach people how to learn."
Peter Drucker, 1909-2005, Father of 21st Century Management By Objectives

WHY WE MUST IMPROVE URGENTLY: It Is A Good Idea To Peek Into The Future With The Videos Below To Understand Why Better Education Than What We Currently Have Is Absolutely Vital For The Future Existence Of Our Children.



Dr. Michio Kaku, world famous scientist, in "America has a secret weapon":


What will the future look like? The reason for more education:


...and if you would like to understand more about the future in depth, here is Dr. Kurzweil, a world famous scientist.


"Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource."
John F. Kennedy (1917-1963) Thirty-fifth President of the USA



Copyright(c) 2008-2016 V. Spencer
This is a work in progress.