Devaluation: The False Value of Twelve Years of Free Public Education


Unfortunately, most American adolescents and their pre-adolescents don’t understand how much their free education means to them as it is today in the second decade of this century. Approximately 99,000 public schools in approximately 16,000 school districts across the US provide, on average, the most comfortable and technologically advanced classrooms and laboratories for these approximately 50 million primary, middle, and high school students. Around 70% of those millions of pupils don’t find going to school for free, cognitively interesting, and educationally gratifying, thus I’ve referred to their bodies instead of their minds. School attendance is obligatory by law for these physically healthy children, but they choose to park their bodies in the cosy classroom tables and leave their thoughts elsewhere.

Think about it for a moment: The majority of the 18-year-olds who graduated from high school in the United States in 2012 really graduated on a cumulative 10th-grade level. Yes, you read that correctly. Students in the United States are allowed to learn as much or as little as they like from first grade through twelfth year. However, as the saying goes, “You can lead a horse to water, but you can’t make him drink.” Students in the United States have been graduating in the 10th or 9th grade for the last 40 years. Interestingly, though, the exact opposite occurred from 1920 to 1969.. Eighty percent of all elementary, junior high, and high school students performed well academically throughout those years, and the majority of them completed 12 years of schooling and graduated on a 12th grade level.. level.. of education. The fact that the majority of recent high school graduates require remediation in basic learning abilities illustrates the depressing drop in educational quality that began around 1970. (reading, writing, and mathematics). In 2012, around 68 percent of all high school graduates in the United States had to re-learn basic academic abilities (reading, writing, and basic finite math) that they should have learned in elementary and middle school if they wanted to be admitted to a major institution. As of 2012, just 32 percent of all high school seniors were eligible to attend four-year colleges and universities at the time they graduated from high school.
When considered objectively in connection to the variables of public education, which I have explored in great depth in earlier essays, these terrible results can be comprehended. Many of these dependent variables can be traced back to the styles of parenting that children of school age got from their mothers, fathers, and other primary caregivers in the years preceding 1970. For the most part, public schools have never been able to fill the void left by parents who do not prepare their children for school by providing a nurturing, loving, and caring environment.

More parents saw the value of being actively involved in their children’s public education between 1920 and 1969 than after that date. More high school graduates went to trade schools, vocational schools, apprenticeship programmes, and the military in those years because of the greater learning those pre-1970 public school students had during their twelve years of formal education. More high school seniors were graduating with a thorough understanding of the basic rudiments of learning and realised the long-term financial benefits of becoming skilled carpenters, electricians, plumbers and masons than those students who came after them. Industry and science at that time required a greater number of technicians than engineers. A time when high school graduates used their 12th grade reading and writing skills to continue their education in order to progress in their different fields of work was once upon a time. As a result of a lack of appropriate parenting in American homes and families during the 1970s, millions of youngsters entering the first-grade are ill-equipped to learn. You can’t expect kids to grow in their education if they haven’t learned all of the skills that they will need in the second grade if they didn’t learn them in the first grade. By the time an incompetent student gets advanced to sixth grade, she will be working at a third or fourth grade level. In order to properly prepare the same student for high school-level work and to read to understand the topics she does not know, she will require significant remediation at a greatly increased expense to the taxpayer.

Public school pupils now have the alarming belief, more of a mindset, that they can learn what they need to know in college if they don’t learn it in high school. Ask any 17-year-old nowadays what they plan to do after high school, and you’ll get the same answer: “I’ll be going to university.” One of the most alarming things is that this is coming from children who have only managed to maintain (C-) averages throughout eleven years of public education and have spent more time not working on their homework than working on it. After failing their high school diplomas, thousands of young people have joined the US military and are now receiving military training equivalent to the ninth or tenth grade. These recruits will later be encouraged to enrol in college-preparatory coursework while still receiving credit for their military training. Isn’t there a lot wrong with this picture? Students who are not well-prepared for college or university will miss out on the institution’s genuine purpose since they will not be able to benefit from the educational opportunities that are available to them. Students who are unable to perform at a high school level will not be able to succeed in college.



2022-06-21 11:30:00

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