But first, it may make you angry.
Then learn. Understand why. And take action for the better.
We Are Not Getting The Truth In The USA About How Poorly Public Schools Are Educating Most Of Our Children.
“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.”
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.
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.
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:
Sadly, that is what we have in Knox County, Tennessee.
Taking a quick look into how American high school graduates compare within the world market
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.
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 above and in other charts below.
The above graph shows how our spending per student and the number of employees hired by school districts increased since 1970, but the results did not. At the same time the world became more technical, robotics and software automation replaced a lot of low-end jobs, and the job requirements increased. That means that the public's general knowledge went down compared to the increase in knowledge that jobs required later. Education contributed to date by delivering lower and lower results than what jobs required.
Although we have many smart people, overall the education system dumbed us down. A school system in New York (32 school Success Academy Schools in NYC) proves that becoming one of the best INTERNATIONALLY is very possible. Of the black inner city students, only 1-2% are ACT-ready to be trained for a job out of high school everywhere generally. Such students, with a 32-school chain called Success Academy Schools of NYC, scored in the top 1% in math and top 3% in English in the entire State of New York, in its Common Core tests, passing not only most public schools but private schools as well. That result is within top ten international performance. ( 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) . So excellence is achievable even with the most challenging students, but not the way we manage education with hundred-year-old methods when the rest of the world improved and modernized.
98% OF BLACK STUDENTS ARE ALSO NOT READY IN TENNESSEE TO BE TRAINED FOR A JOB OR TO ENTER A TECH SCHOOL OR UNIVERSITY EVEN FOR A YEAR. WE ARE CREATING 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 remedial education to make up for what the public high school did not provide. That 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. See: Our educational decline has been jeopardizing our national security.
How does the ACT Readiness of high school graduates in public education relate to America's future economic success as a nation?
The ACT (or Scholastic Aptitude Test, SAT) scores are the key indicators of what students learn from grade one to twelve in Tennessee and other states. As an example, in Knox County, Tennessee, more than 80% of our children who entered 9th grade, have been and are leaving high school unprepared to be trained for a job, or to finish even the first year of a college or tech school.See ACT scores explained . According to community college professors, as much as two years of remedial college study is required to start the first year of a college freshman program, because of poor public high school preparation. Nationally the figure is a little better. A major issue is 98% of black students being unprepared for a job after high school in Knox County, Tennessee (95% nationally). IMAGINE SO MANY UNEMPLOYABLE YOUNG PEOPLE ON THE STREETS. WHAT DO YOU THINK WILL HAPPEN? YOU SHOULD BE SCARED. However, 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 the New York State Common Core tests in 2014, beating the majority of all state public AND private schools ( Success Academy Schools of New York City 1, Success Academy Schools of New York City 2). New York State is the fifth highest performer in the USA. Tennessee is close to the bottom. Clearly something is very wrong and major changes are needed in the public school systems in the way our school districts are managed.
The ELECTED 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, Tennessee, are JAMES MCINTYRE superintendent, and board of education chairs, if majority supported, INDYA KINCANNON, KAREN CARSON, LYNNE FUGATE, MIKE MACMILLAN.
In 2014, the World Economic Forum ranked the United States 49th in quality of mathematics and science education of 148 nations. World Economic Forum, The Global Competitiveness Report 2013-2014. We used to be among the top nations in 1970.
OECD PISA tests 65 nations' 15-year olds(includes OECD plus partner countries for taking PISA; partner countries are excluded to make us look better in many reports) every three years. The USA dropped to a new low of 36th in mathematics in the OECD PISA test results published in 2013. We used to be among the top nations in 1970.
See: OECD Study Based On The Top 65 Countries: What Makes Schools Successful?Since the US is 36th, this should be of great interest to those who want to improve.
Massachusetts' students rank 1st in the US in math. Hong Kong's students rank among the top 5 in the world. The US is 36th, a new low record in math in 2013 (OECD-PISA tests of 65 countries). The best in our country do not come CLOSE to matching even the top 20 in the world. 87% of the questions on the Hong Kong test require a higher level of thinking and knowledge. Only 6% of questions on the Massachusetts test are on the same level. These figures express how woefully behind we are( http://iadvocateforkids.org/PTA/wp-content/uploads/2013/10/CCSShandout4pg-FINAL.pdf, Page 3). Our example, Tennessee is close to last in the USA, worse than Massachusetts. The curriculum to get a high school diploma is more rigorous in the top 20 countries than ours. However, one needs well trained teachers in the subjects to be taught. Internationally that means a Master's degree in the subject that a teacher will be teaching. In most of the leading countries in education, the curriculum defines what each course is to achieve by year-end and the teachers who have a Master's degree in the subjects they teach, decide individually what and how they will teach and in what sequence to achieve the curriculum requirement. US teachers do not. International teachers come from the top 10-30% of their Master's program in the subject that they will teach. US teachers come from the bottom 30% of their classes with an education degree (BA or BS) that covers a little of a number of subjects. In US school districts one often finds teachers switched to teach a subject in which they had no training. We have some work to do. US teachers not only start with a handicap but are managed so poorly that their morale is suffering. THAT is a very bad combination for creating successful high school graduates in large enough numbers.
The most important outcome of K-12 education (grades 1 to 12) is to have at least 80% students who entered 9th grade prepared to be employed or ready for the next level of job or university training. Currently in 2015, less than 20% are ready in Tennessee, and 24% US wide.If not employable with enough income to live on, he/she will have a terrible life. We have been creating too many such children leaving high school. The ACT has been shown to be a reliable measure of those outcomes yet we have not included it in our education district's objectives. Instead, school districts use vague objectives and give themselves excellent ratings to mask the poor performance from the public. A goal must be to lower the current 80%+ ACT (average score 20.4) UNREADINESS/FAILURE RATE, counting from 9th-grade entry of those leaving high school. We must lower the ACT Unreadiness percentage of our high school students from 80%+ in Tennessee (or 76% in the US) to 20% to be competitive. See ACT scores explained. "UNREADINESS" means no tech school, college or trade job training possibility, with minimum wage opportunity only, most of which will be replaced by cognitive robotics, a new class of robots, by 2020-2022. 20% ACT UNREADINESS would require a 25.5 to 26.5 ACT average. A 5% average ACT score increase per year until an acceptable performance is reached, is minimal and reasonable. Also reasonable would be tying the superintendent's performance review to something measurable such as this minimal 5% ACT increase. As of now the Knox County, Tennessee 5-year strategic plan created by James McIntyre, superintendent, is filled with unmeasurable goals and objectives that are assuring poor results year after year. It is full of claims that are not true like "Excellence for all children". Go to example of Knox County, Tennessee School System objectives.
Experts predict robots will take over 30% of our jobs by 2025, only ten years away.The start will be gradual from 2016. That means that 25% of today's high school graduates who are ACT Ready (that is less than 20% of those who entered 9th grade), will not have but only ten years of working life unless they increase their job-related knowledge beyond what the job requirements are at any one time. Job requirements have always increased and will continue to increase faster. We cannot keep saying that some people are just not suited for college. Unless they are seriously learning disabled, it is not true. It is the poor high school education that MAKES THEM LOOK LIKE NOT SUITED FOR COLLEGE. A big difference. College education will be the way to have the needed knowledge. The time will come when a graduate degree in demand will be needed to ensure a normal working life. Those 80%+ who are NOT ACT READY today, will become jobless faster unless they keep improving their education to stay in knowledge above the cognitive robots that can communicate, understand, learn and make decisions. I noticed during the 1980s that it was common practice in Japan for the large Japanese companies to support employees to obtain an advanced degree. Experts believe that one third of jobs will be replaced by robots within ten years. Computers making decisions in robotics.
Some say that private or charter schools do not have to take all children, but public schools do, and that is why public school results are worse (80%+ ACT Unreadiness upon graduation in public schools vs. 10% or less ACT Unreadiness in private schools.). Charter and private schools have a very small capacity to take in such children. Public schools are huge compared to them, so any impact would be small, if any. Some also claim that charter and private schools take money away from public schools leaving only the poor performers. Public schools get funding based on the number of students they have. The US is the fifth largest spender per student in the world (OECD PISA data) creating the 36th result in math. With 80%+ of those leaving our high schools not being ACT Ready, we need other schools that can create better results than most of our public schools do. Parents deserve the right to send their children to the best schools and we feel that the per student allocation of about $10,000 for public schools should be transferable to a school of parental choice. We need competition among schools and let the best performers get the money by parental choice. If a public school's poor performance becomes worse because of this, then let them figure out how to become better. IF THEY CANNOT IMPROVE SIGNIFICANTLY ENOUGH, THEN WHY WASTE MORE MONEY ON THEM? TRANSFER THE MONEY WASTED BY POORLY PERFORMING SCHOOLS TO THOSE ABOVE THEM.
Look below what McDonalds and others are moving to in 2015. They are not the only ones.
McDonalds move toward robotics: Customers love them. They're quick, easy, and customers avoid all the "wad U say" frustrations. They get orders in, get their food the way they want it, and they're on their way. That's fast food. And odd enough, people SPEND more when they're on kiosks. The Harvard Business Review said they found the average check size was 30% higher. They found that 20% of customers who didn't initially order a drink would buy one when it was offered. The result is: no more $15 minimum wage earners for taking orders.
The ELECTED board of education is totally in charge of all decisions under the state law. The people who are responsible for the poor results, low teacher morale and high teacher turnover in Knox County, TN, are JAMES MCINTYRE superintendent, and board of education chairs, if supported by the majority, INDYA KINCANNON, KAREN CARSON, LYNNE FUGATE AND MIKE MACMILLAN.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.
"Things may come to those who wait...but only the things left by those who hustle!"
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.
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:
For black students the percentage of those not ready for a job is 98%. 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 THE ANNUAL OPERATING PLAN: 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 SUPERINTENDENT'S FIVE YEAR STRATEGIC PLAN.
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.
We were on top in 1970. Neither party's administration has done anything to raise the ACT scores.
The results are poor. 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 24-25 ACT average to have 80-90% 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.
INTERESTINGLY, A DIFFERENT SET OF OBJECTIVES APPEARS IN THE FIVE YEAR STRATEGIC PLAN. NEITHER THAT ONE NOR THE ABOVE WILL MAKE ANY DIFFERENCE IN PERFORMANCE BECAUSE THEY ARE VAGUE, INAPPROPRIATE AND INEFFECTIVE OBJECTIVES IN BOTH. DOESN'T THE SUPERINTENDENT AND THE BOARD REALIZE THAT SUCH VAGUE OBJECTIVES ARE USELESS IN FOCUSING THE STAFF ON THE TASK OF IMPROVING EDUCATION?
School districts like to prepare beautifully produced FIVE YEAR STRATEGIC PLANS. They are loaded with information that looks pretty and sounds good, 40-60 pages worth. However, the most important achievement by far is to have high ACT scores and ACT READINESS percentages at the end of high school, to tell the public how well they have prepared our children for employment or further learning. Unfortunately our children are very poorly prepared because education districts are not focused on an ACT or SAT objective, whichever is supported by the state.
It stands to reason that if a school district is spending $560 million per year in 2014, including ALL education-related expenses not disclosed to the public, like capital and interest expenses, AND the fact that their ACT Career and College Readiness percentage of regular diplomas is only 20% counting from 9th grade entries (meaning that 80% with a regular diploma cannot even be trained for a job), a large portion of the money is not being spent correctly to produce good results, and they have serious management problems. The FIVE YEAR STRATEGIC PLANS do not focus on what is important, and they are not strategic. I have looked at many in several states. They have much in common. There are nine objectives listed in the new FIVE YEAR STRATEGIC PLAN of the superintendent of Knox County, Tennessee. Remember that objectives have to be measurable to be able to tell if you achieved them or not. They also have to be important in that they better reduce the existing ACT Unreadiness of more than 80% of the children after high school to get a job that provides enough money to live on or to enter college or a tech school. Do you see any objective below that deals with that?! For example:
The above cannot qualify as objectives. Objectives have to specify a specific achievement, preferably a numerically expressed achievement that in this case must be a higher number than what was previously achieved, because the result was too low. One has to be able to see clearly that the objective has been achieved or not, the result not being subject to any argument. Numbers don't lie. In addition the objectives described need to become the personal objectives for the people intended for their performance evaluation. If the objective(s) do not possess the qualities stated, they become useless in focusing a team of any size on what needs to be achieved. The above objectives cannot perform as objectives. The person who wrote them simply did not have management training for a management job, not to know such a basic requirement. Such a person who writes vague objectives is not sure about what needs to be achieved, and how it will be achieved. They do not want responsibility for results. And such management, no one needs and wants because they lose every time and produce poor results as the ACT performance history shows. HOW DOES ANY OF THE OBJECTIVES ABOVE FOCUS THE BOARD, THE SUPERINTENDENT, CENTRAL MANAGEMENT AND ALL THE SCHOOLS TO DELIVER AT MINIMUM A HIGHER AVERAGE ACT SCORE, THAN THE LAST ONE ACTUALLY ACHIEVED? HOW DOES IT FOCUS ALL SCHOOL DISTRICT EMPLOYEES AND THE BOARD TO IMPROVE THAT TERRIBLE 21% ACT READINESS PERCENTAGE OF REGULAR DIPLOMAS TO ONE THAT SHOWS THAT WE IMPROVED THE RESULTS TO 41%, AND WE ARE STILL NOT WHERE WE SHOULD BE BECAUSE MORE THAN HALF OF OUR CHILDREN WILL BE JOBLESS?!
DOES ANYONE IN LEGISLATURE UNDERSTAND THE DIFFERENCE BETWEEN A SNOW JOB, AND WHAT IS NEEDED FROM A MANAGEMENT PERSPECTIVE TO IMPROVE OUR POOR RESULTS AGGRESSIVELY?!
If anyone believes that immeasurable and vague objectives like the ones above will improve the poor education of our children, they do not have the experience to make anything successful. Just like the person who wrote the above objectives.
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.
Peter Drucker, 1909-2005, Father of 21st Century Management By Objectives
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.
John F. Kennedy (1917-1963) Thirty-fifth President of the USA
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.