Recognize the Past, Embrace the Future

Our nation should embrace the cause for which our forefathers sacrificed their lives and the full measure of devotion so that we here might highly resolve that they did not die in vain. Our forefathers (and mothers) were not fully justified in all of their motives and behaviors, nor always free to choose the paths they followed, but with a greater set of options today for all we should consider the following.

  • Several years ago, the international Organization of Economic Cooperation and Development (OECD) reported, “The effectiveness of the U.S. primary and secondary education system can be characterized as mediocre at best.”
  • From 1997 to 2001, home-school children scored 70% higher than public school students on standardized achievement tests, regardless of race, economics, or education level.
  • In 2001, approximately 2/3 of U.S. fourth graders read below grade level according to the U.S. Education Department’s reading ”Report Card” released on April 6, 2001.
  • In April 2001 the OECD stated “60% of Americans aged 16-25 were ‘functionally illiterate’, and they scored at the bottom of all industrial nations,” as reported in The Economist, July 14, 2001.
  • In April 2004 the Houston Chronicle reported that Houston high school students who had failed core subjects such as English or math would still get to move on to the next to reduce the dropout rate.
  • In June 2004 Achieve, Inc., a nonprofit education organization, found that math and English tests for high school diplomas required only middle school knowledge, that which most students in most westernized countries learn in the seventh grade.
  • In February 2005, The American Association for the Advancement of Science reported that 90% of math books and 100% of science textbooks were unacceptable.
  • There is significant evidence that national monetary investment into education is not the issue, rather the manner of resource deployment.
  • Our average senior high school students perform less well on standardized tests compared to students in most westernized European and Asian countries.
  • Our school systems have often replaced fostering laudable values, market applicable knowledge and high-level skills with sharing that which is politically correct, socially trending and self-serving.

Our antecedents acknowledged that a rich, high-quality education as the pillar of child development and foundation of societal development. We need to recognize and to return to these values. We all know that in doing so, there are many great opportunities for our students, educational systems, industries and governmental leadership to embrace an improved future, together, so that we may enjoy a multifaceted freedom and success. To ISG Success your education matters!