Fixing California – Part Eight, Restoring Quality Education

Pragmatism. Abundance. Optimism. If these are the principles that should guide public policy in California—and they are—what the public schools offer is the exact opposite.

Instead of pragmatism, they offer partisan ideology.

Instead of emphasizing the ability, indeed, the obligation, for a modern and prosperous society to deliver abundance, the message is that we must ration everything we use, and treat employment as a zero-sum game, where jobs and opportunities are allocated by race and gender instead of in recognition of merit and passion.

And instead of an optimistic view of the future, the mandated curricula are steeped in pessimism: the climate emergency, the crisis of systemic racism, the catastrophe of capitalist enslavement, a sordid national history., and an oppressive, exploitative society.

It isn’t necessary to engage in yet another in-depth recitation of how California’s public schools have devolved into indoctrination chambers, failing low-income students most in need of a decent education. Rebellion is in the air.

Suffice to say, classroom discipline is replaced with “restorative justice.” Teacher accountability, now more than ever, gives way to “tenure” and a job for life. Measuring academic achievement with standardized tests has become racist, and as redress, the University of California will no longer consider applicants’ SAT scores. Learning multiplication tables and other practical quantitative skills gave way to “Common Core.” Timeless classics may alienate or even threaten young readers, so reading material is selected based on the race and gender of the authors. Lessons in basic concepts of […] Read More