School Inc. – Series Overview
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School Inc. – Series Overview

Why haven’t our classrooms been transformed by that same pattern of improvement and innovation that we take for granted in every other aspect of our lives? It’s not that we haven’t tried. Schools have adopted all sorts of new technologies over the years, from projectors, to personal computers, to “smart” white boards. The trouble is that none of these new inventions has improved outcomes – measurable outcomes – on a global scale. Let’s take a look at something. American test scores at the end of high school have been flat since we started keeping track of them all the way back in the early 1970s, and the same thing is true in most other countries as well. Basically, educational quality has been stuck in the era of disco and leisure suits for 40 years, while the rest of the world has passed it by. Classrooms and clothes look a little different now than they did back then. But we’ve changed the trappings of education without really improving the substance. The best schools haven’t grown and taken over the less successful ones. The best teaching methods haven’t been replicated on a mass scale. And while our top athletes and pop stars reach huge audiences, our greatest teachers seldom reach more than a few dozen kids at a time, despite all our technological advances. Why not? That’s the question at the heart of this series: why doesn’t excellence scale up and spawn imitators in education, the way it does in other fields? We’ll travel the globe in search of an answer to that question. And we’ll take a few detours along the way, because the shortest route isn’t always a straight line.

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5 thoughts on “School Inc. – Series Overview

  1. Government-run — not "public" — education is a violation of the First Amendment and should be abolished on that basis alone, not even considering that it doesn't work very well for too many students. I have yet to see someone try to explain to me how the government deciding what ideas will be taught, how they will be taught, who will be allowed to teach, etc. etc. is not a violation of the First Amendment. (Similar problems attend government-funded academic research.)

    Beyond that, this massive transfer of wealth subsidizes parents at the expense of child-free people/couples. I'm tired of having a large percentage of my meager income stolen by these people via city, county, and state decrees so they can more readily afford to take care of their children. (Not too mention tax-funded daycare, health care, buses, etc. etc. that disguise the actual cost of people having children.)

    Enough is enough. There is zero Constitutional authorization or moral authority for the government to be involved in education on any level for any reason. At best, the government should be there to punish fraud/theft. It shouldn't be the primary perpetrator of such rights-violating behavior.

  2. Text books teach Algebra in separated subjects yet few come up with systematic rules to bridge these barrier between math subjects. First American algebra created on the foundation to make solving algebra equations unnecessary longer, as result it don't work very effective for more complicated problems. Second, most text book still teach kids rule base (which is memory base math) rather than tried to develop kids learning skill through common sense with mental state that can complete replace memorization by understand initial concept. Another problem is polynomial still teach in the traditional way that take a lone time to learn yet grade school kids can by pass it with much easier method that need little time learn. Pure Algebra can be made very simple that most preschooler have capacity to learn and master it. It can made to handle random equations rather than only only went through each subject.

  3. The the single most important math problem is that both private and public schools don't even aware there is mach easy systematic approach to teaching math with much simpler methods. Even preschooler can master core, pure algebra and calculus skill by 5 year old.

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