We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Given the diversity of K-12 schools this is a very bad political outcome
In all areas of mixed nationality, the school is a political prize of the highest importance. It cannot be deprived of its political character as long as it remains a public and compulsory institution. There is, in fact, only one solution: the state, the government, the laws must not in any way concern themselves with schooling or education. Public funds must not be used for such purposes. The rearing and instruction of youth must be left entirely to parents and to private associations and institutions.
But even if we eliminate the spiritual coercion exercised by compulsory education, we should still be far from having done everything that is necessary in order to remove all the sources of friction between the nationalities living in polyglot territories. The school is one means of oppressing nationalities— perhaps the most dangerous, in our opinion— but it certainly is not the only means. Every interference on the part of the government in economic life can become a means of persecuting the members of nationalities speaking a language different from that of the ruling group. For this reason, in the interest of preserving peace, the activity of the government must be limited to the sphere in which it is, in the strictest sense of the word, indispensable.
Mises, Ludwig von (2010-12-10). Liberalism (pp. 115-116)
while I hate commies, comsymps, chicoms, anarcho-syndicalists, libtards, demoncraps and pinkos as much as the next guy, the article is kinda incoherent in connecting the dots between a Red plot from the 1920s with the current abyss wherein US edumacation lies.
American schools are as good as any others, and may be the best in the world. They do stupid things that I wish they wouldn't, and most of it is expensive and useless, but they still aren't worse. Asian-Americans outscore their home countries, except maybe Singapore; Caucasians outscore all Europeans except Finland and Estonia; American Hispanics outscore all Spanish-speaking countries. African Americans outscore African and Caribbean nations, usually by a lot.
Schools just don't matter that much.
Last year's PISA scores are now out. http://www.unz.com/isteve/2015-pisa-mean-scores-in-perspective/
Assistant Village Idiot
AVI, how do the inner city schools stack up? I'm guessing schools without discipline and kids running amok don't do well.
This is another example of what happens when people refuse to even discuss the possibility of racial differences. Nice teachers and nice policemen get blamed instead.
Fear and violence interfere with learning, certainly. But you can come very close to predicting a school's test scores by computing its ethnic mix times each group's average score. There are a couple of exceptions around the country - West Virginia, Hawaii being large ones.
No one wants this to be true. James "Flynn Effect" Flynn of NZ believes that some of the scores are tightening up, the races coming closer together. I very much hope that is true. At the moment, it isn't.
Assistant Village Idiot
I agree that too much attention is placed on what some screwball communist said a century ago. Lots of other factors have poisoned our culture since.
Not sure about the obsession with whole word reading. Chinese, Korean, Japanese can ONLY be read whole words at a time yet they're hardly illiterate.