I blogged only the other day about the hare-brained thinking that characterizes the meetings I attend at my children’s public school. (See this post too.) I’m constantly amazed at how foolish these teachers and administrators are, and are they are absolutely lacking in general knowledge or analytical skills. However, because they have “education degrees” they have a monopoly on our public school children. No one who hasn’t attended a teaching college can get near these kids. This means that thousands of people like myself — professionals with huge funds of knowledge (and, if I do so say myself, pretty good communication abilities) — are barred from reaching the kids unless we too want to subject ourselves to a time-consuming, expensive and foolish teacher’s education. Walter Williams has more about these teachers:
American education will never be improved until we address one of the problems seen as too delicate to discuss. That problem is the overall quality of people teaching our children. Students who have chosen education as their major have the lowest SAT scores of any other major. Students who have graduated with an education degree earn lower scores than any other major on graduate school admissions tests such as the GRE, MCAT or LSAT. Schools of education, either graduate or undergraduate, represent the academic slums of most any university. As such, they are home to the least able students and professors with the lowest academic respect. Were we serious about efforts to improve public education, one of the first things we would do is eliminate schools of education.
The inability to think critically makes educationists fall easy prey to harebrained schemes, and what’s worse, they don’t have the intelligence to recognize that the harebrained scheme isn’t working. Just one of many examples is the use of fuzzy math teaching techniques found in “Rethinking Mathematics: Teaching Social Justice by the Numbers.” Among its topics: “Sweatshop Accounting,” “Chicanos Have Math in Their Blood,” “Multicultural Math” and “Home Buying While Brown or Black.” The latter contains discussions on racial profiling, the war in Iraq, corporate control of the media and environmental racism.
If you have a fifth-grader, his textbook might be “Everyday Math.” Among its study questions are: If math were a color, it would be (blank) because (blank). If it were a food, it would be (blank) because (blank). If it were weather, it would be (blank) because (blank). All of this is sheer nonsense, and what’s worse is that the National Council of Teachers of Mathematics sponsors and supports much of this nonsense.
Mathematics, more than any other subject, is culturally neutral. The square root of 16 is 4 whether you’re Asian, European or African, or even Plutonian or Martian. While math and science literacy among white 15-year-olds is nothing to write home about, that among black 15-year-olds is nothing less than a disaster.
Few people appreciate the implications of poor math preparation. Mathematics, more than anything else, teaches one how to think logically. As such, it is an important intellectual tool. If one graduates from high school with little or no preparation in algebra, geometry and a bit of trigonometry, he is likely to find whole areas of academic study, as well as the highest paying jobs, hermetically sealed off from him for his entire life.
Having been so harsh, both directly and (through the Williams quotation) indirectly, let me add a few ameliorative statements. There are absolutely wonderful teachers out there, people who are truly gifted at communicating with young people and at leading them to knowledge. There are deeply committed people out there. Indeed, even though I don’t respect professionally many of the teachers at my kids’ schools, there are some who do deserve professional respect and, with few exceptions, all of them deserve respect for their good will and their good intentions.
My complaint is the same as Williams’: we have a system that drives to the bottom, rather than aims for the top. The monopoly of education degrees, degrees that turn out people practiced in certain methodologies but often woefully uninformed or incapable of thought, means that there is no way to allow others who are informed and able to help lift up the education system. And that’s a crime that no amount of federal and state monies can fix.