There are over 15,000 individually run school districts. Some rich. Some poor. And others in-between. Those districts of the well-to-do benefit the schools in which they live more than those of the not-so-affluent. This should be obvious, but it’s an assumption not made evident to the masses. Keep in mind that the race to educate (No Child Left Behind) is a nice federal ideal, but it comes down to individual districts as to what happens. If there’s no money the national ideal dies. Also consider that most politicians run on short-term personal interest, more interested in drumming up support and votes than long-term fixes.

But there’s more.

Even if there is money, what of the intangibles?

For example, there is the divorced father with a gifted child who should be in a magnet school, but his wife-who has custody-does not want to drive the extra few miles. So the child goes to a public school is under-challenged and bored. The child may, in most likelihood, turn out fine and not be turned off by school because of a pressing intellect, but the father is distraught that he can’t do anything. Here’s an issue educational reform rarely addresses.

Also, reform often speaks of new programs or pedagogical theory that will enable children to learn, but how many and to what degree? What sounds good in theory is not always practical in applying to reality.

What is forgotten here is that children outside of any program or education technique will not learn if emotionally or intellectually disinterested.

Some are emotionally distraught coming from broken homes or living in situations that are not conducive to education. For example, I had a student who left home because his father’s girlfriend threatened him often; she did so especially after she had gotten high. The father did nothing.

What if a child is living on her own with a parent, stepparent, grandparent, relation or friend who doesn’t give the emotional support needed? With divorce hovering nationally around 50% this is not a rare occurrence.

Then even if the child is living in a healthy environment, if she is not interested in a particular subject she will not only most likely get poor grades but also never work in a field that uses that subject of disinterest.

I’ve taken informal surveys of my students in-class time and again, asking how many find themselves using algebra, geometry, history, biology, chemistry, literature, and so on extensively in their future. The majority of time I get no response to one or two out of thirty or more for each subject. So here’s something to consider. Maybe in achieving educational reform we should ask the students what they want.

Another point to ponder is that we need to be leery of politicians who tout educational reform, for even if they are sincere, it is a complex issue and not something that can be fixed by simply increasing the length of school days or the school year.

And a final point of interest is that if education, like health care, were so important something would have been done decades ago. But politicians are swayed by lobbyists who focus on monetary gain for their good not the educational good or improvement of opportunities for our youth.

In his book The Art of Loving, Erich Fromm mentions that if loving were a priority, not monetary gain and social standing, then best how to love one another would be our central focus. We may pay lip service to love and its greatness, but our “say” has not or will most likely never catch up with our “do.”

May those who are most interested in our children rise to the forefront of society to bear the truth to the masses that education reform has little to do with class size, length of school days or year, and more with understanding our children’s lives and their day-to-day challenges more intimately. And may parents, for whom their main responsibility is to educate their children (emotionally, intellectually, and spiritually), have greater awareness of the role they play in their children’s lives. Teachers are but the tip of the student’s education while parents the 99%, the foundation below.

First, to set the stage, let’s start by saying that most believe education to be critical. Education here meaning high school since it is compulsory and everyone is required to attend. But specifically the content of the “education” spoken to by the majority is quite different from what is essential to survive in today’s competitive world. (More on this later.) Nevertheless, the popular content of the general high school curriculum those in the media, political and public arenas speak of entails arithmetic, science, language, phys ed, history, and English.

And most have been conditioned to believe that this type of education is necessary or critical or that a child without a high school education and, in most cases today, a college education limits the average child’s chance for success in the job market. And this is true to a degree but less so than most believe. But to continue our definition, it should be pointed out here that education gained usually translates to “job,” meaning that the belief is that high school and / or college are preparing the student for her life’s work. But this is not true and our youth are being shortchanged. For after twelve maybe sixteen years of education, then what? Education stops because institutional education is complete?

Today such thinking is disastrous, for with the opening of the global job market and greater competition–therefore the greater creative destruction of capitalism–one needs to be on the ball and constantly updating skills, even deleting and re-learning new skills, a situation that requires less of educational standards and a greater understanding of the critical need for developing one’s self-education skills that readies one for the great changes ahead–not only numerous jobs but careers that are sure to come. Never before has it been more critical for students and workers to understand the need to keep one’s skills, attitudes, and knowledge in tip-top shape, up to date and forever expanding.

And of course, as I’ve mentioned before numerous times-but bears repeating-high school grads and even college grads are lacking fundamental skills, knowledge, and attitudes that are more critical today than ever before: self-educating skills (as mentioned), critical and intuitive thinking, financial IQ, honesty, integrity, work ethic, success principles (upwards of 64 of them!), ability to work well with others, public speaking / leadership skills, and so much more.

Why are these intangibles, these often over looked skills, knowledge, and attitudes so important? Well, it is just the foundation of these very intangibles-which are rarely addressed in education-that will keep the average graduate on solid footing in regards to the many career changes guaranteed to come. After all this is, as Allen Greenspan states, the age of turbulence. The new grad must be adaptive, focused, work ready, and basically a company of one, ready and able to adapt as change occurs on the job, in the world national and international, and in ever changing career shifts. How market ready are you? How valuable and adaptive are your insights, skills, and attitudes? No longer can one rely on just one degree, skill, or job to see them through to retirement and its pension (by the way, pensions will have nearly evaporated by the time those who are just entering the work force have retired if current trends continue–they already are weakened and dissappearing).

This now brings us to the current state of education and belief that a standard high school education is necessary. Let’s bear down on the point at hand.

We often hear that schools are doing poorly or doing well in regards to testing and grades in the standard disciplines mentioned above–math, science, English, etc.. And it is generally taken for granted that we need these courses and that our children will benefit by taking them. However, how do we know this? What tangible evidence, research and verification tells us that what our children study is benefiting them five, ten, twenty years down the road?

As far as I know, there is none. To ensure that an education is critical it first must have value for the consumer, for if it holds none its hold on the consumer will be short lived. If we looked at the truth, we will find that not only are most not using that which they’ve learned in school and even college but they have little to no desire to retain it in the first place. Here are a few direct quotes from current and former students of mine.

“Got labs today. Can’t wait to purge this junk once the test is over.”

“Dude, that class is a joke. Do what we all do. Get the grade, dump the junk, and get on with your life.”

“Whoever thought we needed half this crap [knowledge gained from classes taken] should be shot, run over, then shot again.”

Some of these statements I’ve overheard or seen posted on various social media. (I’ve left out  the numerous comments that have an “R” rating or higher.) The point being that there’s a lot of precious “knowledge” out there that has little value for many in high school and college.

Why is this allowed to happen in the first place?

Well, most education is not for profit, meaning that if it were there would be a lot of asking of the customer what she likes and doesn’t like, as well as what is useful and not useful to not only retain  customers but to encourage them to come back. There’s little if any of that concern in education at any level. For emphasis, just consider where you get optimum service, at the DMV, US Post Office, or INS? Or maybe more so at Blockbusters, Wells Fargo, or Vons Supermarket? Yes, where the customer is king, in the private sector.

Most education is run by states and, therefore, talked about by those governing the country–those with short-term agendas to get elected or re-elected–not with the long-term picture in mind. And this bears out the point that most have little interest in or concern for what happens to grads after they’re gone and whether or not what they’ve studied is needed or necessary. Even schools and colleges are guilty of this offense. Have you ever been approached by your school or college with a survey to discern your consumer satisfaction? Then my question is, how do they have any idea that what they are doing is right? Good? Of merit or quality? Of need, even?
On top of it all, students attending school and college and their parents just take it for granted that authorities and governing bodies (regional accreditors that are academically oriented and not tied into the realities of the private sector) have selected curriculum that is appropriate for ever child’s needs, a ridiculous proposal at best. Does anyone ever question what they or their child is taking in school and / or college and how it specifically applies to them, their abilities, talents, character, skills, and desires? Trusting so much in governing bodies that do little to no checking to see if that which they are requiring students in schools and college is beneficial years later? If private companies were run like this they’d be out of business quicker than you could say “failed thinking.”

It is critical today more than ever before that consumers-students-understand thoroughly not only what education means, and its limitations, but what they need to ensure success not only in the workforce, but in their families, society, and spiritual life. There is so much that so many are missing out on with the current state of the education nation. It is in a sad state indeed and only its privatization or the seeking of a proper, thorough and adequate education by individuals in the know of what is needed will truly reform education. As consumers of education, we certainly need to be better trained in what we are receiving, what we need, and how to go about getting it.

Going with our original example, now flash forward a couple decades or more, what do you see? Around the age of thirty, maybe thirty-five your words and phrases, and mannerisms become familiar, and for good reason. Why it takes so long for us to realize (or are these things time released?) that who we are hearing and seeing is our parents I don’t know. It is our mom or dad or both. We may hear them when we get mad at our kids, run into frustration at work, or even in the joy we express; it is our parents coming alive in our own words and actions.

Now let’s get to the issue at hand: best teacher ever, greatest influence in our lives.

Well, of all the dozens of teachers I’ve had through elementary, high school, college, into grad school, who do I remember? Who stands out in my mind? Some teacher I think of now and again as I learn and move forward in life? Not one of them. But there is one teacher who comes back to me time and again through the good and the bad and the ugly, for our relationship as student / teacher was never a smooth one, yet one of the most personal teacher / student relationships I’ve ever had.

It is funny to me all the praise and great value we place on school teachers, as if their influence and words will be remembered through the years. It is like a great conqueror who desires to be remembered through the ages when he is lucky if people give him a few thoughts a few times a year for all his bloodshed and efforts. Greatness is fleeting if it is sought after without the focus being on the giving not the taking. And the best school teacher is one who works in the shadows to the betterment of the student.

“A teacher is one who makes himself progressively unnecessary.” ~~ Thomas Carruthers

“The kids in our classroom are infinitely more significant than the subject matter we teach.” ~~ Meladee McCarty

“The teacher is but the catalyst, the poker and prodder, the tweeker standing quite in the shadows, a magician casting spells, the child thinking she has done it all herself.” ~~ Jeff Brown

“Instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand what he learns and the way he understands it.” ~~ Soren Kierkegaard

But my teacher is one I remember, my father, for he was with me always. Little did he leave my mind when I was younger, and little does he leave my mind now as I achieve, as I come to understand it was the curiosity and imagination he instilled in me; the discipline he formed; the tenacity laid in foundation; the honor and honesty that keep me at my best; responsibility and sticking to the task at hand, all that he taught me, my greatest, my only teacher, that has enabled me to succeed at work, in public, and at home. For what school teacher is close enough to teach the essentials, the critical lessons of life, love, and home to make the better man the best-of-all men?

“The one real object of education is to have a man in the condition of continually asking questions.” ~~ Bishop Mandell Creighton

“He who has imagination without learning has wings but no feet.” ~~ Joseph Joubert

“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” ~~ Clay P. Bedford

My father taught me those things no teacher can, things of the heart that are not, unfortunately, fiscally in demand but oh so much more important.

“Education without values, as useful as it is, seems rather to make man a more clever devil.” ~~ C. S. Lewis

As the years go by, school teachers we’ve had over the years will fade in our minds, few if any ever coming to the forefront again. So if you want your child to succeed, if you want the best education your child can have to come to light, teach him all that you know and everything will turn out alright in your imperfect educational role, a parental delight.

“Spoon feeding, in the long run teaches us nothing but the shape of the spoon.” ~~ E.M. Forster

“Educating the mind without educating the heart is no education at all.” ~~ Aristotle

“Children learn to smile from their parents.” ~~ Shinichi Suzuki

“It is the responsibility of every adult to make sure that children hear what we have learned from the lessons of life and to hear over and over that we love them.” ~~ Marian W. Edelman

If we desire our children to get the best education, then we must desire the best from us and to pass it on, to encourage and instill in the child a solid sense of self, character, responsibility, work ethic, honesty, honor, accountability, tenacity, discipline, focus and all that goes along with success, for if we don’t prepare the vessel and prepare it adequately regardless of what we put in it, that which is so secondary, it will not matter. For the vessel will spill over all that it has taken in and never achieve regardless of all the knowledge, ability, skill, gifts and desire.

It is time for parents to take responsibility for teaching their children and teaching them well all that they need to know to prosper them to the end of their time.

Teach your children well,

Their father’s hell did slowly go by,

And feed them on your dreams

The one they picked, the one you’ll know by.

Don’t you ever ask them why, if they told you, you would cry,

So just look at them and sigh and know they love you.

Crosby Stills Nash Young — “Teach Your Children

But there are other problems.

First, this is a federal law superseding what is state sanctioned territory, so states don’t have to adhere to its requirements, but more on that later.

Second, schools that don’t meet the standards will be forced to initially develop an improvement plan; by the third year of failing to meet AYP, free tutors to failing students will be offered; by the sixth year of failure the school may be turned into a charter school, a private company hired to run it or the state office of education; or it may just be shut down. Since the law’s enactment, various schools have been shut down as a result. So what’s a poor school to do?-poor here taken literally, for it is usually the schools in poorer cities that get shut down.

Because the effect of poor test results can be quite devastating, to avoid being taken over by the state or shut down, many schools have simply lowered test standards-certainly encouraged by the dummying down of text books to increase inclusion mentality brought about in the 70s. Today, close to twenty states have lowered standards in reading or math or both.

Some schools even do what is called “creative reclassification” with drop-outs to reduce unfavorable statistics.

Another issue is teaching to the test. If teachers know that the math test, for example, will ask students rote knowledge / skill items rather than well-constructed, high-order items that’s what will be taught. A teacher may get the students to understand how to produce the right answer but not teach more practical applications. Teaching to the test is oftentimes limiting and narrow in focus. And keep in mind that a good portion of grades three through eight spend a great deal of time preparing for these tests, so how much of the rest of their education is being sacrificed to the tests?

Another problem arises because of the pressure put on schools to achieve minimal standards in reading, writing, and arithmetic, programs for gifted students are often neglected.

There is also the narrow curriculum effect of students losing out on a broad education. Three quarters of public school principles believe that art, social studies, foreign languages, and even physical education have been slighted to a great degree. Some principles believe that because of the NCLB, obesity has increased with a lack of focus on physical education.

Another issue, brought up previously, is the fact that the direction of schooling traditionally and constitutionally is done at the state level. States don’t have to comply with the NCLB law, but if they want funding they do.

But is 100% efficiency possible?

Well, it’s actually 95% because students with learning disabilities are taken into consideration. But not every student is equal in skill, ability, and development. Some students are just not “proficiently” gifted in math and reading / writing.

Since 2001, however, there has been no great improvement in reading and math scores. Some educators and administrators are yelling that they’d better get going and fast to meet the 2014 deadline. But there are others who say that the NCLB needs to be scraped all together.

In February 2007, the Aspen Commission on No Child Left Behind, announced the release of the Commission’s final recommendations for the reauthorization of the No Child Left Behind Act. The Commission is an independent, bipartisan effort to improve NCLB and ensure it is a more useful force in closing the achievement gap that separates disadvantaged children and their peers. After a year of hearings, analysis and research, the Commission uncovered the successes of NCLB, as well as provisions which need to be changed or significantly modified.

The Commission’s goals are summarized as follows:

• Effective Teachers for All Students, Effective Principals for All Communities
• Accelerating Progress and Closing Achievement Gaps Through Improved Accountability
• Moving Beyond the Status Quo to Effective School Improvement and Student Options
• Fair and Accurate Assessments of Student Progress
• High Standards for Every Student in Every State
• Ensuring High Schools Prepare Students for College and the Workplace
• Driving Progress Through Reliable, Accurate Data
• Parental involvement and empowerment

Whether it is the Aspen Commission or another group, the NCLB over the last eight years has severely under performed. There are too many problems: excess focus on testing, limited education, and states fearful of punishment and lack of funding who avoid creative curriculums that excite students and encourage learning.

Ultimately, education needs to first and foremost begin with parents and their commitment to their children’s future. Why parents are rarely in the picture in regards to our children’s education is a mystery to me. They must be trained to work with their children and teachers to improve education to instill an enthusiasm for learning, not merely producing students who are grade focused and purge information after testing like it’s poison. I’ve seen thousands of students over the years who not only lack an enthusiasm for learning but go about their education like zombies merely waiting out the week for the weekend.

In today’s unsure, shifting job market mere math and writing skills won’t cut it. As a matter of fact, the majority of those in the work force don’t use or need to know anything beyond basic math. High math, algebra to calculus, is required only by 5% of the workforce which works as engineers, scientists, architects, and so on. The majority of jobs do not require high end skills. We certainly don’t want to get behind other countries technically, but the greatest efforts should be focused on creating life-long learners, those with an enthusiasm for learning, and a focus on transferable skills: critical thinking, creativity, intuitive thought, a passion for learning and a compassion for helping fellow humans.

According to Kathy Kristof, “Crushed by College,” the above attorneys were “victims of an unfolding education hoax on the middle class that’s just as insidious, and nearly as sweeping, as the housing debacle The ingredients are strikingly similar, too: Misguided easy-money policies that are encouraging the masses to go into debt; a self-serving establishment trading in half-truths that exaggerate the value of its product; plus a Wall Street money machine dabbling in outright fraud as it foists unaffordable debt on the most vulnerable marks” (Forbes, Feb 2, 2009).

There’s also the myth that if you go to college you make about $1 million more on average than a high school grad, once again, failed thinking. The belief is that it is college that is enabling the individual to make more money. Maybe it’s just that smart people go to college and are more likely to make more money than high school grads because of their smarts, and it has little to nothing to do with the degree. It’s failed cause effect thinking. There are many who have never gone to college or dropped out, like Bill Gates from Harvard, who don’t have a degree who are making cash hand over fist.

Even if you get a degree, there’s no promise that you’ll use it, need it, or that it will prepare you for the work you desire to take up. For example, I hear time and again that those who are now in business have little use for their business degree. Personally, I obtained a certificate in programming and had to get in at the entry level shuffling reports. I eventually got into programming, but I didn’t use any of the languages I learned and acquired all of my know-how on the job. Even my BA and MA in English did little to nothing to prepare me to teach grammar, mechanics, punctuation, and composition, all of which I learned on the job, once again. Interesting to note that an English major was not required to take even one grammar or composition class.

But there’s more to the story.

If you add the expense of going to college (tuition, fees, books, room & board: $46, 700 / yr. public schools; $99,000 yr. / private schools) what isn’t taken into consideration is that the “$1 million college over high school grad” advantage doesn’t kick in until the grad has been out of school twelve years or more (don’t forget to include the four years of college where no money is earned) before the loan is paid off.That is if you graduate (half entering college never do), don’t default on your loan (17% write offs), aren’t delinquent (upwards of 24%) and pay without interruption (many defer payments or file for hardships while interest continues to accrue).

On top of all this is the fact that private lenders add 10% “origination fees” onto 18% variable interest rates (there’s no legal limit). These private loans are now twice as profitable as government loans and has attracted financial institutions like Citigroup, Bank of America, and Wells Fargo.

The arm of abuse extends far, for according to New York Attorney General Andrew Cuomo’s office, investigations have discovered “troubling, deceptive and often illegal practices . . . involving lenders, educational institutions and financial aid officials.” So those “sacrosanct” college and university staff are not as many perceive them to be.

Another thing that colleges, universities, and other institutions of learning (for profit) don’t tell American Dream hopefuls is the reality of what their degree can actually get them. Often times, as stated above, the curriculum to job or reality match is not even close. Some students are preached to about the great paying jobs they’ll get only to discover that it is those with years of experience or a greater degree and years of struggle that has “ensured” said success.

Here’s another sobering factoid:

“One in four college grads takes home considerably less than the top quartile of high school grads, according to a College Board study” (Kathy Kristof, “Crushed by College”).

Also, if you’re thinking of taking the traditional path to “job security” and the American Dream through being a doctor and opening up your private practice, think again.

In a recent survey only 18% of physicians deemed their practices financially stable. What with liability, exorbitant student loan debt ($155,000 average which has jumped from 20% of their average pay to 60%) and the fact that the self-employed don’t get considerable tax breaks like business owners or investors, the American dream here has moved into nightmare territory.

One day at a McDonalds, my wife and I were sitting next to a nanny with two children. Speaking in Spanish, she told us that she worked for a couple with private practices. They worked from seven in the morning until seven in the evening seeing their children for an hour before putting them to bed and going to bed themselves.Why? To survive.

Another consideration is a single income stream and its overall disadvantage. Even if the employee happens to be a college grad who has optimized her income (some $30,000 / yr. over what high school grads make), what happens when that steam dries up in these economically challenging times? where cost of living to income ration is the worst it’s ever been for single income employees. Never before has it been so challenging just to pay the bills never mind put away a little money for a “rainy day.” If the employee can’t work any longer for whatever reason (health, business or industry collapse, competition), what is a single-stream income employee to do?

It’s old thinking, out-dated thinking, failed thinking, and most of all, dangerous thinking. Never before has it been so critical, so essential that the individual understand that he is responsible for his financial future and that financial IQ is one of the most important elements of his ongoing education.

The American Dream has changed along with the economy and few are aware. There needs to be an awakening to the facts that achievement of the American Dream through college and “job security” are things of the past and that people need to quickly get up to speed as to what needs to be done to survive financially through the working years into retirement. Little of what is needed relies on a college degree. Just ask the experienced. They’ll tell you the truth. No lie.

But if a child is to learn, spending at least the required twelve years in school in America, why this “education”?

For one, there are certain, as Allan Bloom believed, education standards required to enhance not only communication amongst a people but understanding. In addition, there is a certain level of significance to the fact that children must learn reading, writing, arithmetic, science, literature, history and such, for intellectual and vocational satisfaction. However, specifically what the depth and breadth of that knowledge should be is widely debated.

But there is more.

As we all know, there is quite a bit missing from education: for one, the heart and soul little touched.

“Educating the mind without educating the heart is no education at all.” ~~ Aristotle

And imagination is given lip service in the arts (it should be used in all disciplines) but our students are little encouraged to fly, rather working to the test ingesting fact, theory, and formula.

“He who has imagination without learning has wings but no feet.” ~~ Joseph Joubert

In addition to an under-stimulated imagination, we do little to encourage independent intuitive and critical thinking, the student marching on for the academic machine; or as one of my students claimed “To serve.”

“The cure for boredom is curiosity. There is no cure for curiosity.” ~~ Dorothy Parker

“To control and sort young people for the sake of institutional efficiency is to crush the human spirit.” ~~ Ron Miller

And little is done to encourage individual thinking that which comes through quite reflection and solitude, especially in a day-n-age of constant motion: texting, television, games, and chatting.

“The monotony and solitude of a quiet life stimulates the creative mind.” ~~ Albert Einstein

But I am here to tell you that even though all of these greater things are missing, the argument as to what of the lesser (fact, theory, formula) should be taught in school matters little.

But “Why?” you say. Because most of what is taught to the student is not only of little interest but most of it is never thought of or used again.

But there’s more.

As long as a child is exposed to a good variety of knowledge and, probably more importantly, an enthusiasm for gaining discipline and consistency in obtaining that knowledge, when the child obtains young adulthood she will, through proper training or happenstance (which unfortunately is most often the case), learn what she desires to end up doing the majority of her waking hours here on this earth. And from here she will take the necessary steps to seek satisfaction, if she is fortunate. Unfortunately, within 5 to 10 years after graduation, 70% of college grads are no longer working in a field related to their major. After all that which has been learned in high school has been forgotten and that which has been learned in college no longer of use to the majority, one can see the waste this so called “education” is.

The key issue here, as alluded to above, is that the student needs to know how to self-teach, for it is here and only here where most of her development will occur. (An inward understanding of desires, talents, abilities, and gifts is also necessary to waste less time working where one should not be, a critical point I have spoken to often). It is interesting to note that the majority of those seeking improvement from the mislabeled field of self-help (interesting that ideally this is where the help should come from–the self) begin to do so around the age of twenty-seven. It is at this point in life when the majority get an inkling that “education” has failed them and that they must personally make amends.

But why is this self-educating critical to one’s greater education?

For those who go the extra mile, students will complete their formal education at the age of twenty-two. Of course some later, some sooner, and some will return, regardless, for those who maximize their education they will do so after completing 16 years of a formal education.

Then what?

Since school systems force what is to be learned upon students in a rigorous manor with little desire for input or feedback from them as to feelings, concerns, or thoughts, this has turned off the majority to learning; because of this there is little hope that learning will continue beyond those 12 years, 16 if going on to college. And since learning by wrote to the test is often the plight of most students (after all this “training” they get it and do little other than look to nurture their grade average), learning how to think creatively, intuitively, and rigorously to see the more stimulating and enlivening bigger picture is a moot point. Unfortunately, we are creating drones with little imagination and ability to adapt and think creatively, intuitively, critically in an age when job security and even career security (some experts say up to 10 career changes over a workers life span) is a thing of the past.

Bottom line, if education does not instill a passion for learning in the student, the student has been shortchanged emotionally, spiritually, and intellectually.

Another related point to consider is that education fades. Consider that within 24 hours of reading one forgets 80% without review, what does that say of an education months, never mind years, after completion if, first, that knowledge gained is repulsive (many taking the test and then purging what has been learned like a bulimic), second, that knowledge is never revisited for lack of use.

We fool ourselves as a nation if we think education has any great redeeming or lasting importance under these circumstances. People treat education as if it were a saving grace, the knowledge and understanding gained to be used for greater human good or “job security” (to be a good human one learns wisdom–difference between right and wrong–not facts, stats, and formulas). Yet the majority of knowledge is taken in and lost faster than you can say “Senior skip day.”

“Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.” – Allan Bloom, Closing of the American Mind

Some of that “completion” may entail a standard education, but not much. There is so much beyond what schools teach our children that is not only never taught but never mentioned and is, in most cases, stumbled upon as graduates real from trying to discern why their lives are out of control and missing so much satisfaction not only in career pursuits but greater pursuits of the emotional and critical strengthening of the character.

“As it now stands, students have powerful images of what a perfect body is and pursue it incessantly. But deprived of literary guidance, they no longer have any image of a perfect soul, and hence do not long to have one. They do not even imagine that there is such a thing.” – Allan Bloom, Closing of the American Mind.

May our minds remain open to the possibility of the need for the greatest of change to bring about a better education so that formal education does not simply expire and fade away. May we seek the best answers for our youth now and in the future.

Teachers . . .

If you listen without judgment and with your child’s best interest in mind, they can tell you a lot. And remember, they are not the enemy. What? You think they went into teaching for the power, fame, glory, and prestige of it all? No. They do it because they love teaching and they love your children. Help them by listening to what they have to say below. This is a compilation of thought from experienced teachers from several states.

But if we really want to improve education, we may turn to another source . . .

Students.

What’s wrong with the system? Since they are on the receiving end, you’d be amazed what they can tell you. Maybe adults too far removed from the process in experience and in mind (PhDs over-thinking with impractical theory) don’t really get it.

Why we’ve stopped listening and supporting teachers and never really gone to the source in asking students what’s wrong may just be two of the most important steps we can take in improving education.

So take a listen at this juncture to at least hear what one half of the solution has to say, won’t you?

What Your Child’s Teacher Won’t Tell You

1. My first year of teaching, a fifth-grader actually threw a chair at me. I saw him recently, and he told me he just graduated from college. That’s what makes it all worthwhile.

2. I have parents who are CEOs of their own companies come in and tell me how to run my classroom. I would never think to go to their office and tell them how to do their jobs.

3. We don’t arrive at school 10 minutes before your child does. And we don’t leave the minute they get back on the bus. Many of us put in extra hours before and after school.

4. We are not the enemy. Parents and teachers really are on the same side.

5. The truth is simple: Your kid will lie to get out of trouble.

6. Encourage your child to keep reading. That’s key to success in the classroom at any age.

7. We can tell the difference between a parent helping their child with homework and doing it for them (especially when they’re clueless in class the next day).

8. Teaching is a calling. There’s not a teacher alive who will say she went into this for the money.

9. Just because your child says he did his homework doesn’t mean it’s true. You must check. Every night.

10. Teaching is not as joyful as it once was for many of us; we get jaded too. Disrespectful students and belligerent parents take a toll on us.

11. Parents give their kids the pricey gadgets and labels, but what kids really crave is for you to talk to them. They want to know you are interested in their lives.

12. We spend money out of our own pockets to buy things our students need, such as school supplies and even shoes.

13. Supportive, involved parents are crucial. But some are “helicopter parents”–they hover too much.

14. Having the summer off is great, but many of us have to take on extra jobs–teaching summer school, tutoring–to make ends meet.

15. Success is not achieved by just making kids memorize flash cards and prepping them for an Ivy League school. Sensible parents know there is a college for every kid, and that responsibility and good citizenship are what really drive success.

16. Nobody says “the dog ate my homework” anymore, but we hear a lot of “I left it on the kitchen table.” And then Mom will send in a note to back up the story.

17. We wish parents would make their kids own up to their actions instead of pressuring us to bend the rules.

18. Please stop doing everything for your child and allow them to make mistakes. How else will they learn? Kids are not motivated to succeed because they feel their parents will bail them out every time.

19. There are days when I just want to quit, but then that one smile from that one kid, changes it all.

Sources: American Federation of Teachers; interviews with elementary and middle school teachers in California, Connecticut, Georgia, Iowa, Minnesota, New York, and Texas. Adapted from interviews with teachers by Neena Samuel

The term “No child left behind” is often bandied about by politicians when talking reform. But can that federal ideal be achieved? when how children are educated and what they learn is not determined at the state level or even the district level-of which nationally there are roughly 15,000-but rather at the school and classroom level, even.

Why is this true? To get to the answer, let’s get a little history first.

Teachers used to determine on their own how to teach the chosen content going from one fashionable method to another: from students sitting in rows and columns to circles; from quiet classroom to lively, controlled classrooms; and so on. But amongst all this, it was still up to teachers as to what should be taught as well.

However, over the last 20 years states have generally begun to agree on standards, but the problem is defining clear and teachable standards that are not too broad or too narrow which often creates confusion. Ironically, this confusion often results in the states putting the responsibility of what to teach back on the teacher.

But even if a “standard” is determined, how is it determined? It’s generally done so by groups consisting of teachers and content experts. However, the proof is in the pudding. How do these groups know that what they are having children learn is actually used in the workforce to the greatest degree? Are these education-standard decision makers lost in pie-in-the-sky academic theory or feet-on-the-ground practical application?

How practical and useful is the education today’s grads receive?

Personally, I’ve done informal surveys in my classes and have asked students if they feel they will have a “great need” in their lives / careers for, say, algebra, geometry, chemistry, biology, English literature, history, and so on. Rarely do I see more than a hand or two go up for any discipline I choose. An interesting result.

Administrators and trustees may come up with educational guidelines and content standards, but how many surveys are taken five years or so after graduation to determine how much of what was learned is used by students and to what degree? Maybe a realistic analysis will not only take the guesswork out of building curricula but also motivate teachers and administrators to teach to a “practical” standard curriculum.

To take the informal analysis a step further, let’s look at what’s being taught and whether or not it’s actually needed by the majority who go into the workforce. Let’s begin with science and math, certainly twin stars in the eyes of educators and parents alike (”If only my little Johnny were into math or science . . . ahhhhhhhh . . .).

Let’s be practical. It’s wishful thinking to believe that the majority will use higher math (algebra, geometry, trigonometry, etc.) or science. Of course, the current desire by our government to encourage more math and science centered students is merely economical. It believes that the more people we can get into high-tech jobs the more competitive (read more money) America will be. Bottom line, will we catch up with the six countries we lag behind.

Certainly there are jobs in major occupational groups such as computer and mathematical; architecture and engineering; life, physical, and social sciences; but according to the U.S. Department of Labor, Bureau of Labor Statistics that’s roughly about 5% of the labor force, give or take a few percentage points. The majority of jobs are in management, sales, health-care, protective services, food preparation and service, office and administrative support, construction, maintenance, production, and transportation. When is this reality ever addressed?

As an aside here, one reason we get lost in an inadequate perception of educational need is the peer pressure put on teachers and administrators to not only support popular ideas but to perpetuate their own jobs through self-fulfilling propaganda. Here’s an example:

According to Karin Chenoweth, senior writer with the Education Trust and author of How It’s Being Done: Urgent Lessons from Unexpected Schools, she states that “To be ready for, say, a plumbing apprenticeship or to get a job on an automobile assembly line or as a sales representative requires that students have fairly high reading and writing levels and have mastered math at least through Algebra II.”

Hardly.

If they desire to move up out of these positions, maybe. However, sometimes even the very successful need little education or desire to be educated beyond relevant or specific knowledge that directly pertains to their skill.

I personally know a man who did graduate from college–a prestigious California college– barely, and avoids books like the plague, but has developed a successful commercial real estate business. Another friend of mine never graduated from high school but runs a successful tree business that employs 80. And how about Bill Bartmann? a high school dropout who eventually went to college and graduated without a grade higher than “C,” then went onto law school, graduated to became a lawyer, quit that job and moved into business where he has made billions.

Learning how to learn, to think well (critically, intuitively, creatively, etc.), to build one’s knowledge base, skills, a productive attitude and good character are critical to success. But a formal, standard secondary education? One needs to understand its limitations, first and foremost. And the fact that no student is going to be forced to learn, or better yet, retain anything that is not of interest must be considered. Therefore, schools that unrealistically focus on what “We want kids to learn” is failed thinking and leaves out the most important part of the equation: the recipient. Do schools ever really focus on what the student wants? For once the formal institution’s influence is gone, the student left alone unto herself will in most cases begin to see what she desires and focus and build from there regardless of any institution’s “want.”

Another often forgotten point is the fact that even if a child loves a particular discipline all is lost if that knowledge is not kept fresh through constant use. Consider that within 24 hours 80% of what one reads is forgotten if not reviewed, then where does a high school grad stand months after graduation, especially graduation with grades that represent knowledge crammed in and spit out as quickly as possible after testing? An all too common event. Very rarely if ever do I run into students who focus on knowledge gained. The majority work to the grade not to the knowledge (another issue educators don’t address or overlook all too often).

But let’s get back to the national focus on math and science and finish our thinking on this issue.

Sure, I’d like an ideal world where we all have great paying, challenging jobs (utilizing high-end math skills, science and so on), but it’s not practical. The majority of jobs don’t require anything beyond arithmetic, something the majority of politicians, school board members, and parents don’t talk about. Math is pushed like everyone should learn it and that once that happens we’re in a safe haven, it’s the end-all and cure-all, life is good. Utopia here we come. But believing that marketing and selling math and science will get more interested, forget it, I’ve seen the level of math anxiety of anti-math students. It’s not a realistic fit. And also consider that less than a third of incoming college freshman are proficient, I said proficient, in basic math and writing skills, therein lies a major inhibitor in the belief that we are going to have an abundance of math and science students to fill the void.

Nevertheless, there should be a standard, and what the specifics of that standard entail should be determined by following graduates into the workforce seeing what is greatly needed and what is not. But once that’s accomplished that’s only the beginning.

Next, you have to get every teacher in every school in the nation on the same page which will greatly smooth out transition for the millions of students who move to a new school each year. Consider that not only does the new student have to adjust to a new culture, routine, students, but new curriculum as well. With a national standard, at least here the student will find familiarity.

By creating a national standard that means that teachers will have to collaborate. However, that’s not something that is part of the teacher’s professional development. And certainly teachers get together for meetings, but these meetings are often unfocused and waste time. By getting together with other teachers to discuss how to teach the new national standard, consult with each other and experts about a systematic, detailed way to teach it is, unfortunately, going against the norm. A complete overhaul of educating educators will have to be made in this regard.

And in order to get these norming sessions into practical action, teachers must focus on the controllable and on instruction not wandering into complaining or gossiping or rambling on about things not addressing instruction.

But other issues concerning what is not taught in schools that is so essential to our youth’s education that goes beyond standard curriculum are rarely addressed. Here’s a short list:

1) Finance: few students have the slightest inkling as to what they will need to survive on or thrive on while working toward and through retirement. Financial IQ is such an essential aspect of a responsible citizen of society it should go without saying, yet with the average American $10,000 in credit card debt and 95% of retirees relying on family, government, friends, and poor paying jobs to get by you’d think someone would have added this to high school curricula decades ago.

2) Relationships: One’s ability to get along with others is priceless. The number of employers, colleagues, and peers who prefer likability over skill and know-how (much more easily taught) should point to the dire need for relations and relationship building to be taught in high schools. And with the foundation of any society relying on the family and with the divorce rate hovering around 50% . . . need I say more?

3) How to Deal With Adversity: What happens when one loses their job? What happens when a business goes under? What happens when a rift occurs at the work place? These critical situations must be discussed and worked through as best as one can without having actually experienced them to at least prepare the individual so he / she is not completely caught off guard when a difficulty in this regard arises.

4) Character: No amount of education, talent, ability, skill or gift can compensate or make up for the self-sabotaging nature of poor character.

5) Ongoing personal development

6) Understanding and utilizing motivation

7) Self-improvement for personal and professional gain

Leadership skills to optimize one’s overall potential

9) Goal setting and achieving to optimize one’s knowledge, skills, attitudes

10) Self-confidence

11) Imagination and critical / intuitive thinking

12) Self-control; concentration / focus

13) Tolerance

So there’s a lot of work to be done, a lot of rethinking, retraining, and re-opening of minds needed. This issue is complex, critical, and won’t go away. All of what I listed in this article and much, much more is involved in getting our children up to speed for their transition from the dream / theory based world of academia to that of the harsh work world. May those with insight, courage, and level heads lead us to where our education system needs to be for the benefit of our children and all our children’s children.