On one hand, this is fair. On the other hand, when 19% of high school graduates are functionally illiterate, I don't think it's too much of a stretch to say that the system is obviously not doing what it says it is.
Out of curiosity, what do you perceive the system to say it is doing? I see statistics on number of meals served, students per classroom, faculty per student, $/student, % who graduate, % who get admitted to college, average salary per graduate, number of students enrolled, number of employees, various budget shortfall numbers and other indicators of money spent, athletic win/loss records, operating hours when students should be supervised by a professional, and lots and lots of other stuff the system says it does.
Are you saying that none of these statements are true?
Or are you suggesting that the system claims to be instilling some level of competency in various subjects? Or perhaps you meant that the system is not doing what it _aspires_ to do. Or perhaps what you aspire for it to do.
> Or are you suggesting that the system claims to be instilling some level of competency in various subjects?
I am. Otherwise why would there be standardized tests to attempt to measure this?
There's use in the education as a public babysitting service/meal delivery for young children, but that its it's main benefit, we should radically alter the way it's all set up. It could be radically cheaper as well as destroy way fewer children's love of learning.
> 19% of high school graduates are functionally illiterate
That bunch in encompassing people with massive learning disabilities including mental retardation, neglected kids and kids from severely disadvantaged situations.
That same exact bunch wont have better results when being homeschooled, with possible exception of some learning disabilities where homeschooling parent still needs a lot of support.
reply