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Public Schools in the United States: Agenda Mills or Academic Institutions

by Martha W. Daniels

112 pages; quality trade paperback (softcover); catalogue #02-1232; ISBN 1-55395-517-X; US$15.50, C$18.50, EUR12.10, £8.40

Feeling confused and helpless about our schools? A vetern teacher gives data and explanations in "public-friendly" terms.

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about the book      about the author      sample excerpts or Table of Contents      catalogue info

About the Book This book gives a synopsis of American public education in a style that is "public-friendly." Its content is comprehensive, but pithy. It offers insights into public schools that merit attention and action by the public. Education jargon is defined in lay terms; educational tenets are uncovered; and educators' credentials are exposed. It is meant to inform you... and it may surprise you.

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About the Author Martha W. Daniels has taught (for twenty years) intermittently in the public schools since 1973, with stints as an auditor filling her non-teaching years. As a military wife, she moved every three years, teaching in six states at numerous elementary, middle and high schools. That broad range of experiences helped her understand the climate of public schools and observe the trends in education. She admits that she received far more from her students than she ever gave to them, but she knows that she made a difference. Her concern for students led her to write this book, with the hopes that educators and the public would be receptive to its message and act upon it.

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Sample Excerpts or Table of Contents

PREFACE American public schools are failing to provide society with educated, literate graduates. This book reviews several facets of history and culture that influence public education in America today. The ideological foundations for public education are juxtaposed to the demands of our global society. A presentation of differing philosophical views as to the purpose of education provides insight into the vast domain of human learning. A discussion of what defines the public school curriculum serves as a springboard for a multitude of conflicting ideas. Finally, a portent of the future is given in light of historical cycles, current trends, and projected demands. The concept of public schools means various things to people. The ideas presented throughout the following pages are controversial, but merit objective consideration by educators and laypersons in the spirit of open-minded communication. Our lives are filled with activities, ideas, pursuits, demands, interests, obligations, and distractions that compete for our time and energy. Consequently, we as a society seem too busy to seriously notice the condition of our educational system. This must change. Education has survived many vicissitudes over the past two hundred years in America, just as in ancient times. In spite of these challenges, advancements because of increased learning support the positive impact that education has made for humanity. With this in mind, history shows that the pendulum swings from conservative to liberal agendas with regularity, although implementation of ideas is not always congruent with public preference. Special interest groups, educational elitists and other parties often are able to superimpose their agendas on the rest of society. Eventually, these ideologies fade or are questioned, and result in further changes. My research indicates that over the past forty years, the educational community has majored in social issues and minored in academic excellence. Thus, we are witnessing the decline of American dominance in academic fields and the demise of her role as the bastion of opportunity and prosperity. Four key domains comprise the basis for this book: an orientation to the conceptual framework of public schools; an introduction to the theories and jargon of educators as well as the social components of school curriculum; an abstract of the teaching profession; and an analysis of test results. After reviewing the historical background of education in the United States, we will explore many of the various ideologies and theories that have imbued our schools over the past forty years. An analysis of standardized test results will help us measure the effectiveness of our schools as compared to those of other countries and to private schools. Likewise, an examination of the teaching community will provide insight into the professionals who influence our children. Our schools are no longer institutions of learning, but have become places of social indoctrination. Is this their purpose? I think not! I propose that we refocus on the real purpose of education and adopt policies to insure that our children obtain the knowledge, skills, and wherewithal to function responsibly in our world. It is imperative that we transmit to each generation a body of knowledge upon which our society exists. Likewise, we must ensure that our children acquire such basic skills as reading, writing, and arithmetic in the most expeditious manner possible. Additionally, we need to instill ethical behaviors among our children by enforcing consequences, demanding honesty, upholding justice and expecting each person to (do his best) work. These principles may seem simplistic, but I believe that they should be the heart of our educational system. So what is being done in America's schools? A lot! But much of it is not academically oriented. The reasons for this lack of scholarship in our schools are varied and cumulative. One ideology has given rise to another and now academics constitute only a small portion of the schools' missions. For example, learning theorists have convinced the educational community that the process of learning is superior to the acquisition of content. Therefore, teachers are advised to not instruct students, but to act as facilitators for student exploration. Another element that dilutes the academic strength of our schools is the inclusion of various "relevant" subjects in the curriculum. Sex education, diversity, gay, lesbian, alternative studies, multicultural studies, self-actualization courses, values clarification studies, drug and alcohol resistance courses and a myriad of others fill the hours of many school days. Another aspect that merits attention is teacher quality. Teacher certification requires completion of a teacher education program emphasizing teaching methods instead of strenuous study in an academic discipline. Consequently, many teachers lack expertise in their particular field. Finally, athletics and sports are such influential entities in our schools that academics are often subservient to them. No wonder our public schools are substandard as compared to those of other industrialized nations. It would serve us well to scrutinize these counterproductive activities and resolve to focus on educating our children! Now let us turn to the historical highlights as we begin our journey. Chapter 6 - Commentary      At this point, I will attempt to summarize the gist of what the data in chapters one through five imply and extrapolate about national and global trends that subtly impact our way of life. I will give possible explanations as to why public schools function as they do and offer insight into the motives behind educational policies. Likewise, I will make assessments and projections of how public schools could change in order to optimize scholarship.      In the past, educators have excused the failure of American schools with various "edspeak," but objective data make it impossible to deny the deplorable state of public education. Educators are responsible -- and should be held accountable. Our schools teach less, expect less and settle for less than do those of other countries. "Higher order thinking skills" have taken the place of concrete facts and knowledge, but they have not proven to improve success in any work arena.      Employers consistently bemoan the weak basic skills of entry-level employees. Quotes from employers express their frustration. Such comments as, "The education system is falling apart," and "The students don't have the three Rs," are recurrent.      The inferior reading and writing skills of American students is directly attributable to the way those skills are -- and are not -- taught. Invented spelling and whole-language reading are examples of ineffective and detrimental instructional methods.

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Catalogue Information

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