Betsy DeVos may be unqualified to be Secretary of Education, but her “qualified” predecessors have made a spectacular mess of education, especially for inner-city minority youth trapped in awful schools. From James Howard Kunstler at kunstler.com:
By her public utterances, Betsy DeVos seemed spectacularly unqualified to lead the bureaucratic enterprise called the US Department of Education. But you really have to wonder: could she do any worse than the exalted mandarins of educational bureaucracy who preceded her?
There is so much not right with public education these days that it could be the poster child for institutional collapse in America. Certainly in terms of the money spent per student, it illustrates perfectly Joseph Tainter’s classic collapse dynamic of over-investments in complexity with diminishing returns. Young adults are floundering in high school, or “graduating” as functional illiterates despite the vaunted widespread application of computer “technology.” They can do Instagram on a cell phone, but they can’t read an application for a driver’s license. And the mania for “diversity and multiculture” has left kids without the armature of an American common culture to successfully mold a life onto.
That common culture, by the way, is exactly what allowed waves of immigrants from the early 19th century until the Second World War to find a place and thrive in an American life that was new to them. It also enabled the sons and daughters of former slaves to enter professions and business, even despite Jim Crow segregation. Today, according to the official diktat of the Department of Education, and the propaganda of the politicized teacher corps, the very mechanisms that made previous success possible are essentially outlawed or banished beyond the pale of a functional consensus. For instance, instruction in speaking English correctly.
I have said this before to the scorn and derision of my auditors: it should be the primary mission of schooling to teach kids how to speak English grammatically and intelligibly. Without that capability, they may not be able to learn much of anything else. That this is not regarded as important anymore is a spectacular disgrace. It also brings us to the horrifying issue of race in American schooling. (Yes, this is part of that “conversation about race” that the professional race relations establishment calls for incessantly but doesn’t really want to have.)
To continue reading: Left Behind
