~synthesis~

the real school bullies

A guy walks into a bar, sees a woman, offers to buy her a drink, and she says no. Is it her fault for not liking him, or his for not being attractive to her? Does he have the right to be angry with her if he gets a yes 60-70% of the time? Does he have the right to beat her up for not saying yes?

Other than walking away, if he gets angry, blames her, or assaults her, would you agree that he should be punished? Is it fair to say that in our society we would not tolerate those actions?

Would it surprise you to learn that we DO tolerate this behavior when directed at our children?

Ben Johnson, a high school principal, consultant, author, and instructional learning coach wrote The Dos and Don'ts for Integrating iPads in Edutopia. It was revealing, but not in the way I expected:

Johnson asked his teachers why they don't use iPads, four of the seven reasons were about NOT trusting the students to stay on task; the author concluded (my highlights):

• Teachers learn quickly to not trust students
• Most of the rules, policies and procedures we teachers have set up in the classroom are because of perhaps only one student that made the rule necessary, but in the process of establishing that rule, we typically ignore all of the other well-behaved students
• One student ruins it for all students. While giving them an expensive device is a certain amount of trust, it is going too far to expect that they will use the device appropriated of their own free will
• Some teachers feel uncomfortable when they do not have complete control. To them, teacher control must be enforced and if they can't enforce it, then they will eliminate the distraction

He goes on to say, "I thought it was outrageous that teachers would not use the iPads in class because it is too hard for them to adapt or learn." That was the only thing he found outrageous. He is not outraged that his teachers inherently mistrust students; that he/they can blame one student for creating rules that harm all students; and that teachers must always be in complete control. Imagine being a student in this school.

Schools and school systems are designed by adults, prioritizing their convenience vs the kids'. From school hours (crack of dawn), to testing, to the assumption that every child of a given age is the same, knows the same things, learns at the same pace, and should be measured based on the same, arbitrary standard, everything about the system caters to adults.

There is no accounting for individuality, nor is there much tolerance for "deviation." Despite their "home field" advantage, adults (especially administrators/legislators) regard most failures in their system the fault of those untrustworthy, uncooperative children.

In 2013, California for example suspended 5.7% (366,629), and expelled 1% (9,553) of its ~6 million public school students. Most states and school boards are trying to figure out how to "manage" their own suspension and expulsions, as they try to "control" student behavior.

They use the threat of removal from school as an incentive for kids to stay in school. Ironic. Never do they reflect on whether their system might be the cause of disengaged kids. Never do they consider that the very students they're expelling are the ones most in need of care, support, and teaching.

School bullying is a big deal, but we seem to be ignoring the real culprits.

While we think it is not OK for the guy in the bar to beat the woman for declining his attention, we think it is OK for adults to take advantage of their strength, size, and authority to mistrust, and control our children, and even kick them out of school for any deviation from their arbitrary standard.

Is it really acceptable for teachers to universally mistrust students? Can the students tell? Of course. How would that make them feel?

The adults build the system, write the rules, and NEVER blame themselves for any failure. Why is it not the school's fault that children are not as engaged? Why is it not the school's fault that kids don't feel compelled to want to learn?

Perhaps it is because the bully never sees himself as anything but righteous.

who is more afraid?

...the student, the parent, the teacher, the principal, the university admissions officer, the employer?

I guarantee that of these six, the one least afraid of anything is the student.

As we mature, two things become very important - change and control. We hate the first and love the second. This is true as individuals and as organizations. Take our education system - it began with apprenticeship, and the master’s need to create a successor. This is the most successful teaching model ever.

Over time, education has “evolved” into a hideous creature that cares not at all about children, creating successors, or even the idea of learning. Instead, it is about building a standardized machine whose mission is put bums in seats, and impose tests on those poor bums that measure nothing meaningful.

The public education system in America is the last place you should look to find evolved thinking or a genuine commitment to give our children the means to be successful as adults. Of course there are (rare) exceptions, some teachers and school leaders do try to give their kids more than our feckless system prescribes; they are heroes, and they are a small minority.

My very good friend Larry Rosenstock (CEO of High Tech High) and Rob Riordan (President of the HTH Graduate School of Education) just published a brilliant and inspired essay entitled Changing the Subject. It, much more eloquently than I could ever, sets out a vision for what learning should be, and what a school ought to look like if we adults genuinely cared about our children.

Less than a quarter of a millennium old, America has accomplished amazing things. But much of the credit for this country’s greatness comes from those of the 19th and early 20th centuries. The late 20th and early 21st century is a nadir - from the Baby Boomers to the Gen Xs, and now the Gen Ys, we have vilified change and embraced control. We have normalized and standardized and homogenized our way into insipidity.

There is a way to climb back up the mountain. Larry and Rob’s essay shows us how to build what our children deserve. It is time.

If we can learn from our children how not to fear fear, we just might have a hope of turning them into the adults we wish we could be.

impossible??

You are what you measure. What gets measured gets done. These and other phrases are taught in most business schools around the world -- if you want someone to do something, pay them based on getting it done.

In sales, it's commissions -- if you don’t sell, you don’t eat; outside sales, many use MBOs (management by objectives). The process is slightly different, but the effect is roughly the same. The key is designing the measurement to ensure the desired outcome.

When students are measured based on test scores, the skill created is not understanding the curriculum, but rather knowing how to pass tests (an unhelpful skill in the working world). More insidiously, if schools are paid based on standardized test scores, an easy was to improve is to expel the poor performers. Sure the numbers look good, but is that really the right outcome? Are we measuring the right thing?

You need money to live, you work to earn money; like students who learn test-passing but not curriculum, adults learn how to game their system, how to interpret and translate their MBOs into the greatest income at the lowest effort.

Health care is rife with “gaming,” and like any other player in this game, (some) doctors are no exception. I was listening to Marketplace recently, and their fascinating show on billing codes -- every patient-related activity has a code assigned to it, and doctors must map their work to these codes to then bill the insurance companies and get paid.

To “clamp down” on rising costs, the insurance companies are reducing the $/code - so if lancing a boil used to pay $100, it now only pays $90. The result? Increased payouts, and more sophisticated gaming. Not exactly the desired outcome.

According to the show, 2.2 people are employed to do billing for each doctor in America. They even have their own conference -- CodingCon, where they “equip medical coders, billers and related healthcare professionals with best practices and tools needed in correcting codes from the start, avoiding claim denials, maximizing productivity and increasing practice’s bottom-line.”

Or, “learn how to not only overcome the $10 cut on boil lancing, but also add $100s more to your bottom line.”

The Marketplace doctor’s codistas have increased his revenue by 70% ("hundreds of thousands of dollars per year”). A codista at a hospital discovered that instead of claiming knee surgery and rehabilitation under one code, they could discharge the patient from surgery and then readmit them to the physiotherapy clinic downstairs, thus billing against two codes, and making much more.

How big is this? An additional $360B (yes, BILLION) per year is spent on the whole coding process - a concept that was introduced to standardize care and lower costs... We reap what we sow.

Net -- the best way for a doctor, clinic, or hospital to dramatically grow revenues is not by providing better care, adding more doctors, or serving more patients; it is by hiring more coders, and sending them to CodingCon.

We are what we measure, and what we measure gets done.

What if instead of student test scores and attendance, schools were paid according to how well their graduates did after they left that school? (Click for more info.) Now principals, teachers, staff, unions, etc. have a common purpose: the more prepared their students are for the future, the more money they earn. You’d better believe they will work together to ensure that their students are prepared for elementary (if a pre-school), middle, high school; or college/university, and the workplace. Attendance and tests are a piece of the picture, but the key measure is student preparedness.

The (state of federal) secretary of education’s only concern is tracking how students do after they graduate (something they, and the census system already does). By eliminating tons of redundancy and complexity, we should be able to educate all public school students at half the cost of today, saving $2-300B/year.

What if instead of procedures, doctors were paid based on how healthy their patients were? (Click for more info.) The job of health care is not to perform procedures, it is to assure a healthy community. This measurement would save $2-300B/year in coding procedures and such.

It is possible to create centralized (federal) funding with autonomy at the point of execution. The key is to ensure that the recipient of funds does NOT control how their performance is assessed or reported. Create the right measures...

For both education and health care, we can accomplish this with existing measurement systems and existing funding mechanisms. Not only would we achieve better graduates and a healthier population, we would do it for as much as half a $trillion less.

These are but two examples - consider the 39-year long war on drugs (metrics: arrests and interdictions). The result is $billions spent jailing street corner dealers (3 years in jail @$33k/yr for a $200 transaction) and intercepting tons of easily and inexpensively replaced drugs, with NO corresponding drop in consumption (constant for the last decade). If instead the last 39 years had been spent helping addicts, the war might already be over.

To quote a man of immense wisdom: “Impossible is just a big word thrown around by small men who find it easier to live in the world they've been given than to explore the power they have to change it. Impossible is not a fact. It's an opinion. Impossible is not a declaration. It's a dare. Impossible is potential. Impossible is temporary. Impossible is nothing."

motility

Tyler Cowen co-authors Marginal Revolution with Alex Tabarrok - it is a fantastic blog; I read it every day. In a recent interview, Tyler said that one of America’s biggest problems is a lack of economic mobility. People are stuck in their economic stratum because they don’t have access to better schools, particularly in their K-12 (primary & secondary) years. Sure excellent people will succeed no matter their background or school, but the vast majority are immobile because the only education available to them is not good enough to help them rise.

They’ve also written that the US government’s approach to stimulating the economy (spend $trillions) is ineffective. I agree, and think it’s for the same reason - immobility.

Effectively executing the latter, might also give us the answer to the former:

When an economy falters, we must increase the flow of money -- get people and businesses to spend, this creates monetary mobility. That movement of money causes goods to flow, inventories to be replenished, and people to be hired. It’s not just about increasing the money supply, the added money must actually do work -- if it is put in the bank or invested, the effect is diluted or eliminated. So, who is most likely to very quickly spend every penny they get? What also is the most efficient approach - where there is little or NO leakage of funds to bureaucracy or other interests?

First who: In a shrinking economy, businesses will lower operating costs (layoffs, other efficiencies), grow profits through savings, and ONLY spend if they see sustained proof that customers are buying. They will not (and should not) create capacity when there is no demand. The result is profitability growing much faster than employment. Companies are NOT spending. They will only act when people buy. So not business.

People? If you already earn enough to meet your needs, any incremental income may not all get spent - you might save, pay down debt, or invest it instead. The richer you are, the less likely it is that a new dollar is spent. This money is least mobile. Poor people on the other hand, can’t afford to save money; they will spend whatever they have to subsist, if they get a bit more, it means they can afford to buy more necessities, not save more. There is also no overhead to their spending; they don't commission research, or conduct needs analyses, or consult McKinsey, they just buy food or clothing or whatever.

A thousand dollar bonus to someone earning $20K or less represents at least a 5% increase in income. If this person were the sole breadwinner of a family of four, they would still be $1,350 below the 2011 poverty line, and every cent would be spent. At that income, savings is not an option. There are 82.6 million people in the USA who earn $20K or less; giving each of them a $1K bonus would require a stimulus of $82.6 Billion.

When the lowest wage earners are spending money, their inertia creates a ripple effect that accelerates money flow, drives capacity creation and reinvestment, and thankfully (!) also enables the not-so-poor to buy new cars and drink mojitos in the Hamptons.

Then, how: Fighting the urge to form a task force, hold 735 meetings over three years, and create a 3,000-page manual, filled with absurd crap, let's just issue a $1,000 check to everyone who whose total W2 income (box #1) was less then or equal to $20,000.

In a commitment to failure, Presidents Bush and Obama chose and continue to choose a trickle-down approach with their stimuli, believing that giving $$$ to bigger companies will cause them to invest to create more infrastructure (manufacturing and service capacity), and in turn employ more of the middle/lower class.

Why? Perhaps because America doesn't like the idea of giving people a handout (though we have food stamps, welfare, jails, etc.). It is more palatable to give a business money because that feels less like charity.

But I don't think of this as charity as much as low-overhead-high-efficiency investment.This same view applies to education - the goal is simple, but instead of acting, we analyze; instead of inspiring students, we measure them; instead of empowering teachers, we oppress them.

This is not an argument against business, or the rich, or for charity; it is instead a plea for us to learn from nature, which teachers that the nimblest, most efficient, and most directly-aimed things prevail, ...and perpetuate.

child abuse

Have you ever seen a therapist or a counselor? Does your employer have workplace policies that protect you from isms (ageism, sexism, racism, etc.) or undue physical hardship (excessive hours, moving heavy objects, etc.)? Are you able to take a day (or a few days) off if some thing personal comes up? Are there advocacy groups to support you if you feel in some way wronged by your employer, or if your life is in some kind of stress or distress?

Despite all this "help," many of us will come home after a tough day at the office and feel horrible, exhausted, drained, and just ...done. How often have you heard (or said) the words, “I need a drink”??

Adults have advantages: we are mature, we have freedoms, we can speak for ourselves, we have advocates and advocacy groups, there are laws that protect us, and perpetrators of “bad” behavior are prosecuted or sued everyday. Lawyers who specialize in these issues are prolific, and work on a pure contingency basis - caring for adults is a thriving business.

While it’s disappointing that all this is needed, at least we have access to support, friendly ears, and recourse.

What about our children?

They have access to a fraction of the resources or recourses that we do; they even have fewer legal rights! Worse, they’re going through one of the most difficult things in the world - transitioning from child to adult - puberty, growing pains, emotional transformation and upheaval, sexual awakening, first loves, responsibility...

Add to this, middle and high school are pivotal to their one (really only) ticket to happiness, good health, and independence in life. Without a great education, their destinies are ...uncertain at best.

Stress, complication, emotional overload, difficulty, rule changes, a persistent feeling of powerlessness. This is what confronts children in our society.

Talk about pressure.

Who is their advocate?

• Parents? Nope - most parents delegate their children's upbringing to school as soon as they're in full-time school. More often than not, they side with the “system,” telling the child it was much tougher when they were growing up.
• Teachers? Nope - they are similarly victimized by a system that mandates ridiculous measures of performance, absurd outcomes, embarrassing working conditions for relatively little pay, and lately, a ton of social vilification.
• Government? Nope - kids don’t vote.
• The legal system? Nope - it’s almost impossible to sue the government or a school. They are happy to sue teachers (who are the vogue target these days), but nothing else gets any traction, and teachers are broke anyway.
• The media? Nope - they love to hype stories of bullying, suicides, other abuse, but they don’t do anything about it or cause others to change.
• Who?

No one.

Humans are designed to forget the worst experiences we have - otherwise no woman would give birth to a second child. Teenagehood is not a happy time, but once past it, our memories become very selective. As proof, think of how many times you said, “I’ll NEVER be like them [parents/adults] when I grow up.” And then...

Adults (even parents) may not remember or even understand what it is like to be a teen/student; BUT they are CONVINCED they know what’s right for kids, what they need, and how best to help them become adults.

So here’s what we (adults) have decided is the optimal approach to “educating” children:

1. At the beginning of each year, they are notified of the school rules [you *must* click this link (note: this is for middle school)!], which presume every child is a cheating, lazy, misanthropic vandal. Animals are held in higher regard and given more love and understanding. [If you treat impressionable kids like criminals, how do you expect them to behave? Is it any wonder bullying, delinquency, etc. are on the rise?]
2. Each student in a grade is assumed to come in with same knowledge, context, motivation and home life, and expected to learn the same thing at the same time and in the same way. There is no room for individuality; there is no tolerance for “deviants.” [If they had their way, I think Education America would prefer every student to enter the factory as powdered potatoes and exit as identical, extruded McDonald’s fries/graduates.]
3. They must wake up at 6:30AM and be sitting in class by 7:30AM. Most walk through metal detectors, into buildings that more closely resemble factories or prisons; all are assessed for attendance and dress code. [Do you need a jolt of caffeine so you can face the morning? Do you feed your 6-year old a shot of Red Bull before school? "Of course not - that would be horrible and cruel! How dare you!" And yet you expect them to learn things at 7:30AM.]
4. Sit with 29 others in a room designed for fewer, where they are required to be attentive (silent), docile, take copious notes, and speak only when spoken to. [Schools, like prisons are designed to control and monitor the population, not to enable learning.]
5. Change rooms every 50 minutes, "enjoying" a steady stream of lectures covering new and altogether unrelated topics, and of course, be assigned copious quantities of homework. [Are you able to learn so many new and disconnected things everyday, with just a break for lunch (crappy food) and then pass the tests??]
6. “Learning” is measured by completion of homework assignments and of course lots and lots of tests. In all cases, students are judged individually - teachers are required to be vigilant in preventing plagiarism, cheating, and other bad acts. [When’s the last time you took a test that judged your whole year as a success or failure?]
7. The children are required to carry 15-20lb packs containing expensive and outdated textbooks to and from school. [Workforce rules protect most adults from carrying this much weight every day. But not so for our children and their growing bodies.]
8. Adults in "higher" institutions have deemed that grades alone wont get a student into their university - they need a gazillion extra curricular activities, to be a volunteer, have interned somewhere, and written an essay begging to be considered for admission. And if the gods smile and they are accepted, they have the privilege of graduating just slightly more educated, saddled with at least $75k in debt because of the exorbitant tuition.

So this is the best way to prepare our children for adulthood during their already difficult growing years. Who knew?

But wait, there’s more! Shrinking federal, state, and local budgets have resulted in teacher layoffs, equipment reductions (no more labs), increased class sizes, school closures, elimination of most “non-core” classes (arts, phys-ed, clubs, etc.), the killing of recess (yes, recess!), and even guidance counselor layoffs in middle schools.

Rest assured though, our Defense budget remains largely untouched. Whew!

Adult feelings, wants, needs, and satisfaction are routinely surveyed by our bosses, who at least try to be responsive. When is the last time a school district asked its students how they like to learn, or what environment is most conducive to learning? And if they did deign to ask, did they actually listen, much less change??

Abuse is defined as "any action that intentionally harms or injures another person."

It is time that America admitted that her 50 million public school students are victims of wide-spread, systemic child abuse.

Do you recognize these words?

But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security.

I bet the younger amongst us will. When, I wonder will they heed them and declare their independence from us despots??

As for me, all this typing has really stressed me out, and I’m feeling a tad overwhelmed. I'm going to visit my therapist, get a massage, have a martini or three, and then take a few days off...

social reality

I’ve received a lot of email over my last post :) - my thanks to all of you! Most questioned the alignment between advocating killing Social Security and community-related posts like this or this.

So...

I believe that the role of society is to care for those that can’t. When pre-humans began to coalesce into communities, they discovered that it was possible to specialize - hunters, child raisers, security-providers, shelter creators, etc. As these specialists became more efficient, wealth was created; in this case, it was the wealth of time and reflection and communication and innovation.

Over time, they used fire for cooking and protection, they used farming to grow and improve their diets; they used knowledge of the human body and medicine to reduce infant mortality and increase life spans; and the community was able to “support” caring for the ill and aged, learning, art, and other “civilized” pursuits.

This is the essence and power of society and community, ...and civilization.

Then why nuke Social Security?

Western society has “evolved” to the point where necessities (healthcare, education, infrastructure, security, etc.) cost too much, and our organizations (governments, corporations, etc.) are so big, inefficient, and pendulous that real change/improvement is impossible.

For more than a generation, Western nations have had to borrow massive amounts of money just to maintain status quo. Despite deep programmatic cuts, operating costs today are still much higher than revenues. Bureaucratic inertia + embarrassingly juvenile (apologies to the world’s youth) and avaricious elected officials have prompted credit agencies to put most governments on “watch,” and recently, downgrade America and Italy, among others. This plus the prospect even bigger dufuses being elected in 2012 assures a future of worse government, greater ineptitude, and growing (more expensive) debt.

What to do? Short of a total national reboot, we must prioritize at the program level, and make some tough calls.

What programs must remain, and which can be eliminated? I say education and healthcare for all are more important than Social Security. With an effective education (early childhood through post secondary), and the comfort of basic healthcare, we give people the building blocks to not just survive, but thrive. Eliminating a safety net like Social Security creates an impetus for people to care for themselves and their families, or else.

Unfortunately, the Republicans/Democrats/Tea Partiers are proposing small, inconsequential but politically palatable cuts to everything; if they do recommend the elimination of programs, they are small and budgetarily inconsequential. Our situation is far too serious and dire to tolerate this kind of futzing around.

To protect the essence of our society and the viability of our community, we need someone with serious cojones to step up, take the bold step of throwing partisanship, politics, and silly amendments aside, and lead.

mastering apprenticeship

I did my undergraduate degree at the University of Waterloo in Canada. It is a fantastic school (I might be biased), and it contributed greatly to preparing me for what awaited me in the years that followed.

In addition to the academics and the social, thanks to their Co-op Program, I graduated with excellent work experience, zero debt, and a firm job offer. Combining the practical with the learning is a critical success factor for any educational system.

I can’t count the number of candidates I’ve interviewed over the years with a solid academic pedigree, but no sense of the working world, how to navigate it, get things done, add value in a team setting, and even to be self-motivated and driven. We’d take a chance on some, but there’s no substitute for someone who can hit the ground running with both school and street smarts.

Many colleges and universities are embracing co-op or similar approaches to better prepare their graduates for employment (I’d like to think Waterloo is a pioneer!), as now are some forward-thinking high schools.

I was invited to speak to the faculty of such a high school a couple of weeks ago - Saint Martin de Porres in Cleveland. It was an eye-opening experience.

Saint Martin teaches low-income students and is noteworthy for many reasons, the greatest of which is that EVERY student graduates (vs. ~50% for the rest of Cleveland); and every graduate in the school’s history has been accepted to at least one college or university, all with a >30% higher college persistence rate than the national average. ...Wow!

From the founder to the school head to the faculty, everyone is committed to (in my words) the ideal that every child matters; that they must embrace and nurture each student; imbue drive, resourcefulness and perseverance; and teach them to embody integrity, respect, and grace.

Powerful stuff.

But there’s more - every student is required to work for a local company in a four-student job-sharing team, where together they cover a full work-week throughout the school year (1.25 days/week/student).

Over 100 companies in the Cleveland area are Corporate Work-Study Program partners, and this year alone, will invest more than $2.5 million towards funding the school! ...Wow!

Saint Martin takes this program very seriously - in fact, a teacher told me that they have a (very real world) zero-tolerance policy if students fail to take their job seriously; they are a bit more tolerant of in-school lapses, but work is work.

So... not only does every student receive an excellent education, they also graduate with work experience; are savvy about the workplace and how to thrive there; and they benefit from their very generous employers who provide mentorship and career guidance.

Blending theory and practice (master/apprentice) is at the heart of true learning and life-preparation, and has never been more critical than in this day and time, when students (and especially minorities) are disproportionately unemployed.

This alone is noteworthy, but there's also this:

The students’ academic proficiency is undisputed (100% acceptance of graduates to college/university), but they accomplish that with 25% less class time than other schools! Recall that each student spends five (5) school days every four weeks (ave 1.25 days/week) at work.

That’s “lost” teaching time -- or is it?? When you personally experience the application of learning outside school, your desire and capacity to learn in school grows, as does your engagement in class. In other words, they have improved the efficiency of teaching and learning by removing the kids from the classroom and putting them to work! How cool is that!

While almost every teacher I’ve ever met is worried about the volume of content that must be taught in a very limited time window, the faculty at Saint Martin has been able to literally teach more in less time ‘cause their students are steeped in context.

An important lesson for all school leaders and teachers.

Inner city students are the most disadvantaged among us, and it is important to learn from schools like Saint Martin de Porres, who are changing this by caring for their students, being innovative and creative in how they prepare their students to be kick-butt graduates, and by ensuring the sustainability of the school.

Bravo

the hole in the middle

The professional baseball season is 162 games long, and the players have a saying: "Every team's going to win 54 games, every team's going to lose 54, it's what you do with the other 54 games that counts."

This is also true in politics. The fervent Right (1/3 of voters) will always vote Republican, and are lost to Democrats, who have the Lefty third in their camp. The theoretically “balanced” media is just as polarized, and only attracts audiences who are in violent agreement with them; few if any “minds” are changed.

Both sides realize they need the Center to win the Presidency, and despite redistricting efforts, many Congressional districts and states are also decided by Centrists.

Normally, politicians lean toward the Center once elected, but the 2010 elections have resulted in a level of dogmatic obstinacy that has rendered the White House impotent, Congress a disgrace, and America a laughingstock.

Was this a one-time occurrence? Will the political landscape come back to its senses with a natural regression to the mean? Or has the American voter become so polarized that the middle 1/3 is no longer meaningful?

As a Centrist, I hope not - I don’t want to see a cluster f&*k like the one that we’ve experienced so far in 2010/11.

I don’t speak fo all Centrists, but I believe most would agree that ensuring the sustained wellbeing of every citizen is the #1 priority of Government.

Today is Labor Day, but more than 25 million Americans are un- or underemployed (i.e. not earning enough to survive); the two greatest sources (public sector and small business) of jobs are retrenching; and larger corporations are doing pretty well.

The White House and Congress are oblivious; they think making government smaller, eliminating jobs, and pandering to the Tea Party (lower taxes, less debt) are the path to prosperity.

This at a time when more families are unable to feed themselves every day, individual debt is untenable (student loans are at an all time high), and those who might have a dollar or two of disposable income are saving it, preventing the very commerce needed to put people back to work.

To earn my vote, I’d like to see candidates focused on:

1. Investing to create jobs.Individuals and small businesses need improved access to debt, and assurance that their jobs are not about to go away. People create the demand that will drive the need for supply, production, and jobs. The obsession with shrinking government (the country’s largest employer), reducing debt, and cutting and cutting, has created a ripple effect in the commercial sector (shrinkage), and with individuals who are increasingly scared to spend.
   
   Government prioritized supporting corporations over the last couple of decades and it worked. Large businesses are more profitable than ever, and they are more cash-rich than ever. But they are not investing because they see no need to. There is no pressure on corporations to expand capacity because consumer demand is weak.
   
   Government must now prioritize the individual, to help them become consumers once again, and give corporations a reason to invest their savings back into the economy.
   
   Lowering individual taxes are not the answer - this has never worked. We must improve cash flow by refinancing existing consumer debt, changing the way student loans are awarded and priced (if we can deduct mortgage interest, why not student debt?), and providing individuals with some assurance that at least their children’s education and health will be taken care of (see below).
   
   These acts will immediately put money in consumers’ hands, and give them the motivation to buy stuff.
    
2. Creating a safety net that includes universal education and healthcare. Public education was a response to the demand for Industrial Revolution workers, and to protect young children from slave-like labor. It was decried at the time as a socialist act, but justified because an educated and employed workforce would accelerate Capitalistic economic growth, and prevent child abuse, which was thankfully agreed to be a good thing. Today we accept public education.
   
   Universal healthcare is no different. The ONLY constituent that suffers is the health insurer (and the politicians funded by them). By ensuring that everyone is covered, we grow the healthcare industry even more rapidly (it is one of the few that even today is adding jobs), and we recognize (as we did with child labor) that this is part of society’s obligation to help ensure the sustained well-being of every citizen.
   
   But we accomplish one more thing - we enable the bold, daring, capitalistic mindset of the “exceptional American” (sorry) by freeing them to invest and spend and grow the economy, safe from the worry that their families won’t be able to go to the doctor when needed.
   
   The value of this peace of mind can not be underestimated when it comes to a national, positive, growth-oriented outlook.
   
   
3. Banning government intervention in individuals’ lives (provided they aren’t harming others).
   
   I want my government to stop wasting time worrying about abortion (it is the law of the land), gay marriage, teaching creationism, and the myriad other “social” issues that are important to individuals, but which as a Centrist, I don’t want to make political.
   
   It is bizarre to me that Congress (a bastion of piety, morality and right-mindedness) should even be allowed to opine on these issues, must less legislate them. They simply have no standing.
   
   I think we can trust the American people to live within their moral fabric and rely on domestic law enforcement to protect them from those who would do them harm.

Once the economy stabilizes, we must absolutely focus on cleaning up Government - this will require a clarity of vision and cojones. Attributes both President Obama and the Republican candidates are sorely lacking.

It is ironic that the non-extremist nature of Centrism precludes the impetus to advocate for rational government.

essence

I’ve been pondering the role of technology in teaching, and what surveys say is the teacher's biggest challenge - student engagement.

Unpacking it:

What is engagement? Starting with an easy one :). It is when students crave learning, when they run to school, and dread leaving.

What is teaching? I see it as an unwrapping and a wrapping. The unwrapping is the job of the teacher, enabled by the student, and the wrapping is the job of the student, enabled by the teacher.

Unwrapping, according to sculptor Fredrik K.B.: “There is life inside the stone. Just as with people, you have to lure it out with love. To force upon it a form you self [sic] have made up is to me the worst form of violence.”

Except for some indigenous societies, this concept is anathema to most Western parents and school systems. Our “evolved” goal: “an effective education leads to gainful employment and economic independence.”

To create employees, education identified common denominator skills across “all” jobs and requires all students to learn them in the same way. To be common, these skills (fractions, algebra, grammar, essay-writing, etc.) are abstracted, and thus difficult to connect to any “real” job, and for most students, impossible to visualize as something fun or interesting or even employment-like.

Skipping the unwrapping process altogether, our system aims to shellack every child with a veneer of “common” skills so that they are generically palatable to the greatest number of employers. In doing this, we admit that education’s “customer” is the employer, not the child; and that success is not fulfilling the child’s destiny, but rather creating faceless drones.

...Truly honorable work.

Ironically, employers are not looking for automatons, they are looking for inquisitive, motivated, creative, team-oriented, and energetic people who are compelled to achieve greatness.

Maybe a bit of a disconnect here...

What is technology? In this context, technology is any “tool” that comes into the classroom and disrupts the status quo. Much of the education community perceives it as a threat because it disrupts “control and order.”

I wrote about the 21st century imperative in 2008, talking about how technology has enhanced communication, and bypassed the teacher as a bottleneck to information; you will also see some awesome quotes on how the establishment decries these intruders in their midst.

But I missed something in my post - technology can be more than this. It, with the help of a teacher, can be the path to engagement, and through that, the unwrapping and wrapping of a student.

“Why?” is probably the most frequently-spoken word by young people everywhere. Instead of dismissing this “insolence,” why(!) not have the child figure out the answer themselves? Most children in the West already have the second most powerful research tool ever (the first being the brain) in their smartphone, let them use it!

Teachers will tell you that a smartphone is a distraction, with Facebook and YouTube and games, they need to ban it so that kids can focus on “learning.”

I don’t agree. If you are given a thing and not shown how “best” to use it, you will use it “randomly.” To compel a student, you must take what interests them already (be it baking or playing music or humor or how-things-work or fashion), and help them “get good at it.” Teachers can help them use the tools at hand to observe, reflect, document, and exhibit what compels them. This is learning!

Michelangelo said, “If people knew how hard I worked to get my mastery, it wouldn't seem so wonderful at all.” This is true of cooking, DJing, being funny, building a car, or creating amazing clothes. In fact, there is hard work and mathematics, grammar, communications, science, and much more in every one of these endeavors.

Education is not wrong to define subjects like mathematics, language arts, and science as “core” to almost everything that follows. Its failure is in being “well-intentioned, wise, experienced, and successful” adults who have forgotten the moments in their lives oh so long ago when they swore they’d never be the unfeeling jerks their parents were.

Education has the opportunity to help students use the tools they have and like in ways that lead to learning. It can help them unwrap the perfect statue(s) that exists within every child, and through that, make each one a unique and valued and shape changing contributor to our ever-stodgy adult world.

It just has to want to.

inhumanity

What do the June riots in Vancouver have in common with this week's events in London? This Independent article posted by a good friend made me see things in a whole new light.

Each riot was sparked by an event - the Canucks losing the Stanley Cup, and a black man killed by the police in a way that raised the community's suspicions. The rioters in both cases are young (teens and early 20s) people. The police are not designed for, and ill-equipped to quell riots and prevent innocent people and local buildings/stores from being harmed.

[ASIDE: Domestic police forces ought not be militias, armed to the teeth, and bent on suppressing the citizenry; this assume-the-worst-of-our-people attitude is a self-fulfilling prophecy.]

There's one other thing the countries have in common: while both invest heavily in, and are reputed to have excellent public education systems, their schools are becoming increasingly mechanistic and factory-like. Success is measured by test scores; effectiveness is based on numeric data; and students are viewed as numbers (vs. humans), and assumed to be cheaters and prone to bad behavior, read: mistrusted.

In good times, economic success can overcome these failings, but with increased unemployment and more people falling below the poverty line, no-one is present to model a "peaceful national character and an accepted moral outlook" or the idea of civility for young people. Parents are too busy making ends meet, and there are few "good" influences in the media, or in our increasingly aloof neighborhoods.

Their most formative experiences happen whilst in school, and if the "texture" of that experience is "you'll be held back if you don't do well on the tests"; "we know you're a truant or are cheating and we will catch you"; and being treated as a data point and not a person, how do we expect them to grow into anything but disenfranchised young adults, who when presented with an opportunity to rebel against "the man" will gleefully take it?? This BBC interview of two young British rioters is a classic example of the result.

Why doesn't this happen as much in America (which has an even more mistrustful public education system)? I think it's because the local police forces are more violent and better armed.

[ASIDE: Domestic militia can discourage violence, but at what cost? Prime Minister Cameron just said, "There are pockets of our society that are not only broken, but frankly sick...It is a complete lack of responsibility in parts of our society, people allowed to feel that the world owes them something." His remarks are political peacocking, and by weaponizing his police forces, he creates an even greater rift with the citizenry. Being 'tough on crime' is a failed strategy, as evidenced in America, which boasts the highest percentage of incarcerations on the planet, but no corresponding reduction in crime.]

It is regrettable that politicians can't focus on root causes. In all three (and many other) countries, our children are victims of an increasingly dehumanized education system. The powers that manage (districts, departments/ministries of education, etc.) and influence (Gates, etc. Foundations) public schools are filled with too few real educators, and too many MBAs, whose training in micro-thinking leads to disastrous macro-outcomes.

"Take care of the little things, and the big things will take care of themselves" is a practice in most MBA programs (in their parlance: what gets measured gets done, just focus on optimizing your piece of the business), and is one of the worst things to happen to schools (and corporations) over the last generation. "Penny-wise and pound-foolish," or "missing the forest for the trees" are much more apt, but frequently ignored.

When you manage teachers based on their students' test scores, you demand that the teacher ignore the person in front of them, and focus ONLY on their preparation to answer a set of questions on a piece of paper. Learning is not a requirement; correct responses are.

More and more parents choose a school for their children based on test scores, in the mistaken belief that that's a "good education."

Is it at all surprising that young adults aggressively rebel when given the opportunity? Is it at all surprising that they have a diminished sense of civility and respect? Which adults treated them with civility and respect? What behaviors did their "models" exhibit towards them when they were most impressionable?

Learning is an inherently human act - the more you separate the person from their education, the less educated and "human" our younger generations will be.

The people to blame for the riots in Vancouver and London are not the kids (they are merely accountable), but rather the adults (parents and educators and policy makers) who created the education system in which they were dehumanized.

leap of faith

Education's goal is to prepare students to succeed in life. What skills will help kids be healthy, independent and even happy?

Most schools choose English, Mathematics, Science, Social Studies, and "World" Languages as core skills. Missing is anything that helps students bridge concepts across subjects, or become independent thinkers and learners. Also missing is anything that looks at the whole student, their hopes and emotions (as they go through puberty), how they will live and work within our society, and how they become ...a person.

Research shows that employers are looking for broad, creative thinkers who can work in varied settings and in teams to solve complex, multi-disciplinary problems. In other words, people who know how to learn and have the confidence and wherewithal to get things done in ambiguous and unpredictable settings.

There are schools whose mission is to graduate students like this. Two that I know are Seattle Girls' School and High Tech High. They are amazing.

Both schools incorporate an integrated curriculum in which students actually become entrepreneurs, engineers, doctors, activists, writers and artists. They also focus on the person before them, treating them not like a widget in a factory but a human being with feelings, fears, interests and lives outside school.

Tangentially, the US Department of Education is investing $4 Billion to fix the 1,000 poorest-performing schools in America. The primary approach is a complete reboot, including a complete staff overhaul. Cynics predict a 1% success rate, or 10 good schools, and $3.96 billion wasted. I think they'll do better, and I'm willing to bet that the successful schools will have principals who are focused on the whole student, who aren't pitting teachers against each other, and who recognize that an integrated and experiential curriculum is not only what the kids need, but how best to engage them in the magic of learning.

Leaders like this are what made Seattle Girls' and High Tech High successful, and what's needed not just in the worst of our schools, but all of our schools. These aren't easy people to find, so we need better resources to help the less-brilliant leaders.

I recently suggested an approach that leads to integrated learning by inverting the classroom, turning lectures into homework, and what was homework into teacher-facilitated classwork. This ought to be a part of the academic solution, but it doesn't address a problem most poor schools face - that the students have a tough, tough life (poverty, violence, drugs, etc.) outside school; and with that occupying their minds, can hardly be expected to care about math or grammar.

Of course a school can't fix problems at home, but is it possible for them to help children cope with these issues, and in doing that enable them focus on school? Yes. Are there examples of this in action? Also yes.

John Gilmour founded four LEAP Science and Maths Schools, in townships (where the black people were forced to live during Apartheid and continue to live now) in Cape Town and Johannesburg. I had the opportunity to visit one school last year and was amazed. Each class spends one hour/day in Life Orientation, where an Occupational Therapist helps students listen, feel, understand and express what is inside them, and learn how to interact with each other.

The result is a remarkable awakening of children who might otherwise have lived lives of crime, poverty and disaffection, but instead are successful, empowered contributors to society. Gilmour has made this work with students who are immersed in the worst circumstances, and created graduates whose brightness and brilliance easily matches that of any American private school student.

Are inverted classrooms and Life Orientation a panacea? No. Are they worth exploring? Absolutely. What holds us back? They're different and not invented by the "establishment."

There is a fear of trying anything new or "radical" even though America is only graduating 70% of its students, of which most are unprepared for college (1/3 drop out after their first year, and 1/2 never graduate). Shouldn't some of the $4 Billion from the Dept of Ed go towards proving these approaches in American schools?

The traditional approaches are failing; radical is our only choice.

tech in ed - epic failure

Education today is designed to meet the needs of 19th century Industrial Revolution employer - “We need millions of assembly line workers, who are all similarly-skilled, and able to work for a simple wage.”

But children today want more, they have broader needs and expectations from their school - not the least of which is to be treated as individuals and to be engaged based on their unique aspirations and abilities. This is not possible if the least interactive and differentiated part of learning in today’s schools is the lecture, and the most interactive part is the homework. We are not only wasting the most valuable asset in the room - the teacher - but also flaunting the idea that you can create creative, critical thinkers in a one-way, generic teaching system. Real learning is a curated experience; humans - teachers - must be involved, but in an interactive and personalized way.

Technology’s role is NOT to mechanize, but to humanize. The most humane technology interventions in history are characterized by a simple truth - the target audience naturally consumed them. The telephone, television and browser are examples of this.

Sadly, a generation of school leaders, administrators, teachers and parents are now conditioned to view technology in the blandest way; from the slate to the blackboard to the whiteboard to PowerPoint to the SmartBoard, the ONLY improvement is mechanization. Teaching and learning NEVER changed. To-date the use of technology in learning has been a waste.

Successful teaching can’t be an act of oppression, it can’t be “pushed,” it needs to be “pulled” - the student must want. Talk to any teacher and they will say that student engagement is fundamental to success. Combine the best teacher with the smartest but disengaged student, and learning will NOT occur. But if the students are engaged, and if the teacher can meet them where they each are and work with them, any student can be successful.

This is our challenge, but in a system this complex (USA: 50 million students, 3 million teachers, 15,000 school districts, $600B/year), it must be done correctly.

The answer is not rocket-science. In fact, it's right in front of our noses. Look at children at play - watch them engage and interact in mediums of their own choosing - they have already know how they see, learn, play, and enjoy. My favorite example is Pokemon. Excerpt from student teaching?:

Most Pokemon aficionados that I know mastered the game in about six months. Mastery implies a full understanding of the Pokemon vocabulary, ecosystem, evolutionary paths, strengths and weaknesses of each character and appropriate strategies with which to select the right Pokemon and win battles, etc.

Moreover, each child also learns to interact with their peers, learn tricks and techniques from each other, and of course battling to achieve supremacy in the game.

Finally, for particularly tough battles, students need to also do research online to uncover cheats that they can use to achieve status.

How often do you see average students achieve this level of skill this quickly in Algebra, Grammar or even simple Fractions, forget Organic Chemistry, Biology, or a foreign language? Animated cartoons, simple re-playable simulations, pervasive, easy-to-use, child-friendly, long-battery-life devices are the basis for Pokemon's success.

This can be translated into mainstream learning. Technology can inspire children to want to learn.

We can't ignore the role of the teacher - they are essential to connecting with students based on their specific interests, abilities, and learning needs; and to being the human connection that all Brain Science tells us is crucial to effective learning.

Technology should liberate teachers from the burden of generic lectures and enable them do what they're best at, what they came to do in the first place - engage students. But we have to do this practically, knowing that they have 30 students and 50 minutes per class.

What if we took the current education standards in a given school system and created short (< 10 mins), animated lectures of each concept(s) with a simple assignment to test comprehension? The teacher could assign these lectures to students as homework, have them "play" their homework and complete their assignments, and automatically receive "reports" on how each student did, and what they understood before class started. In class, the teacher would group the students based on their comprehension, and work directly to inspire, and bridge their learning gaps.

Of course there is much more to this approach; but in the end, it helps accomplish three things:

1. Recognizing and accommodating the way children naturally think, learn and play.
2. Empowering the teacher to directly engage students and help them learn.
3. Eliminating the child abuse of forcing young children to shoulder 20lb (10kg) backpacks filled with dated textbooks.

It can be done at a substantially lower cost - American public schools spend more than $5 billion/year on text books - this approach would cost much less, if for no other reason than most kids already have the devices (smartphones, MP3 and game players), and that all learning content should be open-source.

He who learns but does not think, is lost! He who thinks but does not learn is in great danger. ~Confucius. Bold school districts and teachers unions need to step up and lead our children into safety.

pro child-labor

What's the return on investment of education? Why bother? Why especially in poor communities? Just because I/you/we believe education is a silver bullet doesn't mean it is. As a skeptic, I can find many examples of education shooting blanks or even causing harm.

If I'm a parent of a family living in one room in a shanty town or village, why should I bother wasting my kids on education? How is grammar going to feed us? How are fractions going to heal my sick baby? How is history going to clothe us? I need none of this; it's a waste of my children's time and life. Go away.

Today UNESCO released The Hidden Crisis: Armed Conflict and Education, which states that: "Armed conflict is robbing 28 million children of an education by exposing them to widespread rape and other sexual violence, targeted attacks on schools and other human rights abuses."

Their agenda for change includes: "tougher action against human rights violations, an overhaul of global aid priorities, strengthened rights for displaced people and more attention to the ways education failures can increase the risk of conflict."

UNESCO is asking for US$2 billion to cover current budgetary shortfalls, and changing the proportion of humanitarian aid that goes to education (currently only 2%). All worthwhile goals, aimed at giving "them" what we have. But as Einstein famously said, the definition of insanity is doing the same thing repeatedly, and expecting a different result.

Yes - 28 million children aged 5-12 are not in school, yes this is a crime, and yes it will result in bad things (disease, starvation, rape, war...). BUT - building more schools isn't the complete answer, nor is training more teachers or distributing textbooks or laptops.

Philanthropy is the least effective way to affect change. The best way is for the community itself to change because it values that change over existing subsistence priorities. This is the crux of sustainable transformation.

To get kids into schools, the parents need to be convinced that it is the right thing to do. Not "right" based on some abstract morality, but right based on what they care about, they need, and they value. This is what matters most; what we believe is irrelevant.

Parents will compel their kids to go to school if it enables survival of the family. If you can't directly and immediately connect to that, parents will choose other subsistence (food, shelter...) needs over education - you would, I would. Moreover, the "ROI" of education happens after graduation - that's at least a decade out! If you're starving now, that kind of future is meaningless.

We in the wealthy world delude ourselves into believing "if you build schools, they will come," or "it's so obvious - why don't they understand it?"

Ironically, we're clothing our ignorance in empathy, and believing that empathy will save the wretched from their ignorance!

We must give parents something they need now in exchange for their children's attendance:

1. School as a farm. The students will learn innovative farming techniques; they will plant and harvest crops; they will be required to work the farms in exchange for being fed and bringing food home for their families.
2. School as a factory. The students will learn innovative production techniques; they will create and produce goods that we will sell; they will be required to learn factory-work, in exchange for being fed and bringing goods home for their families.
3. School as a clinic. The students will learn about health care; they will assist in providing services to the injured and sick; they will be required to clean and cook and feed patients; in exchange for being fed and bringing food and medicines home for their families.

Yep - this is putting 5-year old kids to work. CHILD LABOR - get used to the term; learn to like it.

Children are not in school because their parents value subsistence over education. "In exchange" for being fed and bringing food home every day, these children will also happen to learn literacy and numeracy + skills that can help improve their family's health and standard of living. BUT if they don't get fed and bring food home, they will not have reduced the family burden sufficiently to warrant their parents' commitment.

We suffer from the desire to assuage our own guilt and feed our intellectual egos by over-engineering things. The issue is not education, it is survival. Education is nowhere near the top of Maslow's hierarchy for a reason. It's not important enough when you and your kids live on 500 calories/day, with dysentery and AIDS.

This feels dastardly - railing against child abuse/sweatshops/etc. is ingrained in us - but we're wrong.

If UNESCO is serious about getting 28 million kids in school, they need to first employ them, and then educate them. Let's spend money on that.

a notre sante

In the face of the Republican onslaught against the Health Care Reform Bill, here's a speech I'd consider if I were President Obama.

[The Oval Office]

My fellow Americans, good evening. Almost 30 years ago, President Reagan delivered his first speech to the nation from this very desk in the Oval Office. His speech was about the economy, and the tough times ahead. I wish I could report that tough times are coming to an end, but I can't. Turning our economy around is my highest priority, and today I wish to focus on our health and how it affects the economy. To paraphrase President Reagan, I regret to say that Americans have never been more unhealthy than they are today - there is no comparison in our history; this despite the fact that we spend more on health care than almost every nation in the world.

I recently asked for a health care report card, and here are some high (or low) lights. You won't like it. I didn't like it. But we have to face the truth and then go to work to turn things around. And make no mistake, we can and will turn it around.

The incidence of obesity, diabetes, cancer, heart disease, and others is highest our history. Today more American children are at risk of chronic health issues than ever before; we spend more per person on health care than ever before; and we waste more per person on health care than we can afford. Focusing on our children, 14.5 million (over 20%) live in poverty; over 16.7 million live with anxiety and depression and do worse in reading and math because there isn't enough food to eat. More than 1.5 million American children are homeless, resulting in a lack of safety, comfort, privacy, reassuring routines, adequate health care, uninterrupted schooling, sustaining relationships, and a sense of community. And things are not improving; two million children will be affected by the housing crisis and resulting foreclosures; and in 2000, 39% of children lived in low-income housing, by 2009, it was 42%.

These are shocking numbers, as are their consequences.

Children who begin life in difficult circumstances are most likely to end up struggling throughout their lives, most likely to run afoul of the law, and most likely to become a burden to society to the tune of about $500 billion per year. It breaks down to $160 billion in increased health care costs, and $170 billion each in increased law enforcement costs and lost economic productivity.

Setting aside the moral obligation to ensure that every child in this country has shelter above their heads, is well-fed, healthy, and well-educated, can we afford the economic impact of sick and impoverished children? I know the incoming Congress pledged to cut our budgets by $100 billion, and I'm very interested to see where they propose to make these cuts. But I'd like to up the ante - let's find a way to save $500 billion/year! With deficits ballooning and rising defense and social services costs, I challenge our Congress to make a real and sustainable dent in our budgets, with an impact that will last for generations.

Many will claim that America has the best hospitals, doctors, and nurses; the best technology; the most innovative researchers and the best treatment options available in the world. I agree. There is no better place to be than the United States if you need any kind of medical help, provided you can afford it. But as we've seen, millions of our children can't.

The definition of health care is the prevention, treatment, and management of illness and the preservation of mental and physical well-being through the services offered by the medical and allied health professions. I believe we have the best management and treatment system in the world, but we fail when it comes to prevention and preservation.

Why? As with many things, it comes down to money. The current health care system from pharmacology to treatment to long-term care gets paid when you get treatment. Their success is dependent on your ill-health. Let's think about that for a minute - if you don't go to the doctor, he or she doesn't get paid. If you don't need any medicine, the pharmacist and the pharmaceutical companies don't get paid. For them to be successful, you have to be sick.

Now you might say that being healthy favors the insurance companies, and I thought so as well, but it's not the case. People who are healthy don't buy as much insurance, and don't contribute to rising costs, which help justify premium increases; people who are unhealthy buy more. Insurance companies might prefer not to pay claims, but they realize that they have to keep the machine running - the more people visit doctors, go to hospitals, and seek treatment, the more they can keep raising premiums and growing profits.

Last year, we passed the Health Care Reform Bill, which aimed the state of our - your health care. While it does help, we must do more to address our children's struggles, and to improve the overall state of our economy.

So I challenge us all to find ways to save $500 billion a year, every year by investing in prevention and preservation for our children. From pre-natal to early childhood to young adults, by providing every child with free health care and a great education, we can not only save $500 billion/year, but also lower unemployment, decrease crime, and increase income taxes; all of which will help accelerate our path towards a stronger, healthier and wealthier country.

To close, once again in the words of President Reagan, my fellow citizens, let us join in a new determination to rebuild the foundation of our society, to work together, to act responsibly. Let us do so with the most profound respect for that which must be preserved as well as with sensitive understanding and compassion for those who must be protected.

We can leave our children in poverty, with an un-repayable massive debt and a shattered economy, or we can leave them liberty in a land where every individual has the opportunity to achieve their greatest potential. All it takes is a little common sense and recognition of our own ability. Together we can forge a new beginning for America.

Thank you and good night.

the D.T.s

In this time of reflection, I've been asking myself - what monumental legislation did the US government pass over the last 30 years? What laws have had a profound and lasting effect on people, the economy, and the world's view America?

I thought of two - the War on Drugs and the War on Terror:

WoD: jailed the second-most people in history (after the internment of the Jews during the WWII); cost $billions in increased law enforcement, court delays, prisons; demonstrated to the world that America cares less about its people and more about self-righteous politics.

WoT: created the Patriot Act and the Department of Homeland Security (aka the War on Americans), killed more Americans than 911 (and counting) with wars in Iraq/Afghanistan; cost the American economy $trillions; proved to the world that everything looks like a nail in America, because the only tool they have is a hammer.

Have drugs or terrorists been defeated? Is America better than it was before either War?

2011 brings us an even more polarized nation/government; a revitalized Republican Congress; and impending redistricting based on the 2010 Census that will allow the newly-elected State and Federal politicians to draw the lines of their district to ensure a partisan electorate and future reelections. This is a perfect storm, giving Congress the impetus to "do something big" in 2011.

I think they will want to declare a War on something. Potential "enemies" - overall government spending (nuke all socialist programs); repealing the Health Care Bill; and Education.

The average age in Congress is 57, we have an increasingly aging electorate, and lest we forget, the Republicans are also known as the GOP - the Grand Old Party; Medicare, Social Security, etc. are relatively safe.

Health care - the incoming Congress is already contemplating repealing ObamaCare; but the Democrats will (per the deal on tax cuts) negotiate some tweaks, but keep the essence intact.

That leaves Education, where costs are rising, performance is declining, and (pro-Democrat) unions are strong. The latest PISA scores (OECD global student achievement testing) have the US toying with average, while others are excelling in literacy, numeracy and science. This, despite spending more per student than almost every country in the world. Powerful ammunition in the right hands...

Congressional Republicans are supporters of school vouchers (un-bundling the public school budgets, giving parents vouchers to pay their child's tuition at a school of their choice); a "free market education system"; and they are strong supporters of faith-based schools.

With an increasingly polarized electorate, and armed with equally polarized candidates, the extreme right (conservative, pro-religion, pro guns, pro-military, anti-abortion, anti-homosexual, anti-socialism, etc.) are stronger than ever. They advocate Family Values, and want to see America restored to its "rightful path."

According to Pew Research, American scientists are 55% Democrat, 32% Independent, and 6% Republican. If you can stomach her, listen to this speech - Palin is a political force with a large and energized following, and the wit and vocabulary to incite them to action. She appeals to that growing extreme right who wishes to take back America from the "intellectual snobs that have put us in this mess," and to return America to "just plain folk" vs. those elitist science-mongering snobs. Scientists aren't their people; science disputes Intelligent Design; it questions their right to burn coal and petroleum (GOP disbands committee on global warming); it advocates for stem cell research, abortions, and all manner of foul and evil acts; science disputes the very existence of God.

How might the next war be declared? Here's a possible excerpt from the speech:

America was a proud and honorable nation, standing on the shoulders of great men who gave their blood for her freedom, and so that our children could fulfil their dreams, knowing that they were protected from all forms of evil. My fellow Americans this is no longer the case. Today we are weak, our values are eroding, the very nature of the American family is in question!

We must rise once more! We must take back America, restore her to her rightful place as the land of the free and the home of the brave, as the one nation under God. Our journey begins with our children. Our schools must reflect our vision, our potential, and our values. The public school system - from the buildings to the curriculum to the teachers - is a failure. Decisive action is required.

Starting today, American parents will receive vouchers to choose a school for their children that aligns to their values and morals, and that teaches the tried and true curriculum that built this once-great nation. American baby boomers are the most educated and successful community in history; we need schools that teach what they were taught and in the way they were taught.

The voters are demanding a stronger, faith-based education system that adheres to these principles. We have heard you, and will match your voucher if you choose to place your child in a qualifying school, thus doubling the funding for the "right" schools. This free market approach, which again goes back to our roots, is how we will take back America, restore our children's education, and take back our schools.

Is it really that far-fetched to imagine the incoming Congress declaring a War on Science?

Most of us know the term D.T.s to describe addiction withdrawal symptoms. America is going through the Delirium Tremens right now with the Wars on Drugs and Terror and soon, science. But why? Every war was declared with the intent of restoring the good old days. If this declaration succeeds, it could very well drive America back into the 17th Century with trials in Salem for the Mark Zuckerbergs of tomorrow.

Congress needs to go into rehab, do the 12-Step Program and rid itself of this addiction once and for all. No addiction is healthy, and an addiction to war is the least healthy of all.

the america moment

President Obama recently called the US education crisis our Sputnik moment; this because there are significant challenges:

1. Education budgets around the country facing even more dramatic cuts.
2. The incoming Republican Congress intending even deeper budget cuts.
3. PISA scores (OECD global student achievement testing) place America near the middle of the world, sandwiched between Iceland and Liechtenstein, well below the leaders.
4. The belief that to be successful, America must follow "the leaders."

Dennis Pierce talks about this in today's eSchool News, and ends his editorial with: If we don’t spend more on our schools, our children’s future will suffer.

Here's the data (knowing that things have changed a bit since 2008): Education America spent $10,259 per student that year (=$593 billion total), this total has shrunk some in the last couple of years but I guarantee most what I point out in the link are still true:

1. Student populations are declining year over year.
2. The proportion of the overall payroll going to teachers is declining year over year.
3. There are still almost 15,000 school districts in this country, each requiring its own infrastructure, budget, and politicians.
4. Education leaders are stuck in a rut and think the only path to success is more spending.

Dennis Pierce and President Obama couldn't be more wrong. Increasing the budget for education will NOT fix things. It is true that we must improve the situation in our schools, but more money is NOT the answer.

America is afraid of everything right now - Homeland Security has declared a war on Americans (TSA, etc.); the Pentagon has declared a war on disaffected people labeled as terrorists, but who live in poverty in some of the worst places on Earth; the Republicans are afraid of China taking over the American economy; and the Democrats are afraid of Finland, Poland, and Estonia because their students are smarter.

But America is forgetting some fundamental truths. (Perhaps I see this more clearly because I was born in the Third World looking from the outside into countries like the US.)

1. America didn't become America by following in other countries' footsteps. It became America because it charted its own path and believed that success will come to those who work the hardest and choose to break molds, vs. to those who copy and conform.
2. Corruption is human nature - the more money you throw at a problem, the less likely you are to find a solution, and the more assured you are of creating an even bigger mess. The data clearly shows that the more we spend, the fewer we graduate, and worse, the weaker the graduates.
3. ONLY in the minds of bureaucrats has education EVER been about test scores or single subject proficiency.

Rather than being America's Sputnik moment, this should be the world's America Moment. The rest of the planet needs to look at what the US is doing and despair. Leadership requires others to look to you, not vice versa. That's the challenge I expect a President, Congress, and Edu-cognizanti to proclaim! Where is your gumption people???

America went from being an average country to a superpower in less than a generation. A defining moment in this transition happened in 1940, when President Franklin Roosevelt went to Congress asking that America go from the 12th largest Air Force to the LARGEST Air Force, that she build the most advanced planes ever, and that her production capacity should increase at least five-fold.

The essential America Moment happend when despite his using these numbers metaphorically, the country took him literally. America not only achieved what everyone said was impossible, but doubled it (100,000 planes/year vs. the 50,000 in FDR's speech)! She created a industrial force that innovated in design, engineering, and production at levels never before seen; and in ways that put the fear of Uncle Sam in every other country's heart.

The President (and the rest of the Edu-Cognizanti) should find their inner FDR and demand that: "American students deserve an education system the likes of which has never before been seen. One where each student is able to find and develop their greatest selves; where every teacher is passionate, committed and excellent; and where all schools are filled with joy and achievement.

The graduates of Education America 2.0 will be equipped to not just survive, but adapt and thrive no matter what future unfolds. They will be the engine that drives America into the 22nd century as the country that is not only the best place to live, but the only one that all others look to achieve similar greatness."

America is neither Finland nor Korea - the people, their aspirations, their very natures are different. We need an education system that is of the people, by the people, for the people - uniquely and bespokenly American. It is possible to create a clear and simple plan that Republicans, Democrats, the Unions, parents and most school leaders) will wholeheartedly support - we just haven't tried.

Stand up people - our time has come.

tax refunds

When money is exchanged for a good or service, the buyer and seller enter a contract where the product offered will meet expectations and achieve advertised results; and if it doesn't, some form of restitution/refund is expected.

In a market economy, providers of goods or services that do not operate with integrity should as a matter of course lose customers and go under. This behavior is enforced in America by the Federal Trade Commission. With all of this, one would think that the American consumer is well taken care of... but no.

In 2008, Americans spent almost $600 billion (via income taxes alone) on public education (or well over $10,000 per student per year). That's a lot of money. Where is the consumer protection? If a student doesn't successfully complete high school, fails to get accepted to college, or fails to get a job, shouldn't the "buyers" be entitled to a refund? What if the school doesn't do enough to educate a child? What then? How does one get restitution?

If we look at Education America as a business (EA.com), who are its customers? What is the product (how do they create value)? What does the model look like?

1. EA.com creates value by taking raw materials (students age 5) and machines (curriculum, exams, standards) them within its factories (schools) and with its workers (teachers) into theoretically actualized, independent, and contributing members of society (students age 18-ish) 13 years later.
2. A company's customers are the ones that pay for the good or service, or in this case, the American taxpayer. The customers are the ones that have already passed through the system, not the ones currently in the system. Their stake is in the "future value" of EA's product and not in the process. This is a pretty significant nuance, and rather convenient for EA.com as its customers are unable to judge the quality of the product until well after the product has left the factory, and the payments have been collected.
3. The model is brilliant - get paid to crank out widgets according to an external specification (curriculum) and measured based on an antiquated (standardized tests) assessment, which has no connection to the graduate's ability or likelihood to succeed per the customers' requirements (blue text in #1 above).

By the time you realize the education you bought your child didn't meet expectations, it's already too late 'cause they've already graduated. And since there are no refunds, EA.com is counting on the fact that you will recognize there is no value to airing your very legitimate grievance, and just give up.

This can't be allowed to go on. Since a bad-education-refund is not possible, what can we do??? Where is our Fair Education Commission???

In the spirit of my last post, to create change, we must identify the most influential constituency, pick the most provocative issue, and pour some Tabasco into that wound.

The only way to truly and sustainably change Education America is to mobilize most if not all citizens to vigilantly ensure #1 above for every child. Adults aren't doing this today because it's in their past, and they don't correlate it to their future. We need to reposition Education and make it much, much more viscerally relevant to everyone.

Education America is funded by American taxpayers, all of whom are current or future retirees. Every one of whom expects to receive Social Security and Medicare until they die. Social Security and Medicare (SS&M) are the political third rail - the one place where all political parties fear to tread. This is because both are at risk of bankruptcy, and more taxpayers are closer to retirement than ever before (i.e. they are going bankrupt faster). 

SS&M were designed on the premise that there will always be more employees than retirees (bizarrely, no-one counted on people being healthier, living longer, having less kids) and that the current employees' taxes keep the system afloat (unemployment = bad). So if I'm retiring in the next 10-20 years, I want to make damned sure that today's students are VERY employable and will pay a ton of taxes, otherwise all I've done is fund my parents' retirement, and I'm left holding the bag.

Strategy: Make SS&M the wound, a poor education the Tabasco, and push the masses to personally focus on improving Education America to ensure their retirement benefits.

Let's take a look at the "biggest" education change agent in America - the Gates Foundation. They are investing a TON of money (my guess: $1-3billion/year), but that's less than 0.5% of the total education budget - a relative pittance. They can't make a big enough impact with that - they need a bigger lever.

Rather than creating programs, they should stand squarely on the third rail (since they're not political), and use their $Billions to create a fervor among Democrats and Republicans alike. If the citizens of America want to ensure SS&M access for their own retirement, they need to make sure that EVERY student graduates and is very GAINfully employed very soon after. The Foundation should produce a clear, simple list of three things that the voters must expect from Education America in the upcoming election (step 1). In the following election round, they should specify the next three things that voters must focus on (step 2), and so on.

We can't get a refund on the misspent $600 billion - let's at least make sure all future money is spent well.

clarity

Our governments (especially elected ones) are mired in the never-ending cycle of getting reelected. This leads to the never-ending cycle of creating polarizing issues that place candidates on the side of a cash-rich and moron-filled fringe who will donate $$$ to the campaign; and even more insidious, the never-ending cycle of creating ever more pointless laws, oversight, and pandering to feign congressional value-add.

Lest this be a rant on the depths to which politicians have sunk, let us take another tack. How does one help government be less ...pendulous?

Why not reboot the country every century or so to eliminate incumbency, any laws written by Congress, the tax code, all departments, etc.? Let us revolt and create a new system with a clean slate!

Whether we like it or not, some governments are already there with bankruptcies, and others are close behind. If the US national debt continues to grow by more than $4 billion per day, it's seems pretty certain that a reboot is impending.

I would design the next government around very clear and specific boundaries; being explicit about what government will and won't do for its citizenry. Here are the five things my government would do (and NO more):

1. Education - Free, and starting at age zero (yes, zero), to where the student has completed their undergraduate certificate (2-year/4-year), or until about age 22.

   You start organized education at birth because we know it makes a HUGE impact on a child's development. You also do this to ensure that every child is well cared for and nurtured. The fruits of this are more independent (economically, physiologically, and psychologically) children/adults; less youth crime and hopefully less adult crime; healthier kids ('cause they'll learn about health, eat better food in school, etc.); and hopefully things like less teen pregnancies, gang activity, etc.

   This will require more teachers, more classrooms, etc. It will also require an education system that imparts knowledge in practical facets of life (how to prepare for and participate in a job interview, communication skills for the workplace, diet, fitness, banking, parenting, birth control, etc.) - these must all be mandatory for every student. It is through these last that we make the rest of the system less expensive.

2. Healthcare - full coverage for all residents from pre-natal to death, including medicines.

   Prioritizing diet, preventative care, and a mindset of quality service for all is fundamental. The system should be completely free to all residents of the country (IMO it should be free to anyone that needs it, irrespective of status), and include medical, vision, dental, prescriptions, etc. Elective work for purely cosmetic reasons will not be covered. This implies there will no longer be a health insurance industry, physicians, nurses, etc. will likely make less money as most will be federal employees.

3. Security - from creating laws, to enforcing laws, to civil and national defense.

   First - the primary motivation for Congress should NOT be to create new laws, but rather to ensure that the existing Code be well-adhered to, and that the citizenry be incented to better behavior. There should be one law-enforcement body in the country spanning local, regional, transportation, organized crime, etc. There will be an emergency response system that includes fire departments, ambulances/paramedics, nature-related calamities (weather, volcano, earthquake, etc.), and any other type of civil support. All of these capabilities will be linked and operate as one unit.

   National defense will focus on protecting the nation from others, not proactively engaging any nation in armed conflict. Since the system is rebooting, there will no longer be mandatory minimums, or idiotic wars (drugs, etc.) on anything.

4. Civil Service - core professional/infrastructural services plus employment for those that aren't easily employed in the private sector.

   This is the most complex organization, and one most at risk of untamed growth. It delivers all national services to the country, including infrastructure (roads, rail, , airports, ports, etc.); utilities (energy, water, etc.); foreign and economic policy; and things like election systems. It also includes an employment machine aimed at those unemployable in the private sector; the work done will span a variety of public service/peace-corps/disaster relief-type services. If you wish to earn a living, you must contribute. There will be no welfare system.

   Limits on the size and scope of this organization will be one of the most critical and contentious pieces of legislation that the new government will write. The core set of services performed will be enumerated in the new Constitution, along with a mechanism to control budget and organizational size. Amendments to this part of the Constitution will require a mega-majority (at least 75% of Congress).

5. Taxation+ - a simplified (progressive flat income tax mechanism to cover the costs of #1-4, basic government operations, and a bit extra for an emergency fund. There should be no sales tax, state tax, or local tax - just a simple income tax. The "+" connotes other forms of economic oversight like the SEC.

Yes, these are expensive and complex undertakings. Fundamental to this is a Constitution that rewards government (and government officials) for being as small as reasonable and no smaller.

To help rein things in, the government is NOT allowed to give money away (bailouts, unemployment benefits, social security, welfare, etc.), it is also not allowed to pay for things like food and shelter. It encourages a simpler service delivery model - one police force across the country; one school system; one healthcare system, etc.

Human nature is such that when a thing is given, it is expected (entitlement); and when you get one thing, you also expect related things. For example - if you get food stamps, you aren't as desperate to work because you know it's available; then you wonder why there aren't "home stamps" so that you can "afford" better accommodation. Thus begins the dependency-cycle.

A system where people willingly abdicate responsibility to society is not acceptable.

If you've read this blog at all, you know I believe a fundamental precept of society is to care for those that can't. But every parent knows that you also have to teach your children certain lessons; they have to fend for themselves, not always look to others to bring them food from the kitchen, or walk them to school, or whatever. At some point, they must be pushed out of the nest and allowed to fly on their own. This is also a form of caring for those that can't. It is more difficult to do, so society instead throws money at it. Wrong.

People need to take responsibility for themselves and their destinies; if you're living hand-to-mouth now, why bring a child into the world? Why not heed what you were taught about family planning and contraception, and take advantage of the healthcare system (free contraception) to prevent bringing one more child into your already difficult reality? Today you might want to have children because Social Services is more likely to care for you - that's the wrong incentive.

Similarly, if you have a job and are worried about how a disability might prevent you from keeping food on the table and a roof over your head, invest in insurance to reduce your risk. If you wish to change careers and need training and some help tiding you over, save or borrow what you need - it's not the government's role to help you with that.

Systems that promise everything for everyone are not sustainable. Almost every government on the planet is facing a significant budget squeeze; whether we like it or not, a reboot is in order. Let's not repeat the same mistakes in the next cycle.

If there is absolute clarity about what government will and won't do, people will use what's given (education, healthcare, security) and find other means bridge any gaps - this too is in our nature.

local heroes?

The US Department of Defense can't account for $8.7 billion out of the $9.1 billion intended to help rebuild Iraq. Bell, California city officials were forced to cut their salaries by 90% because they were found out (the worst offenders were the city manager ($787,000/yr) + assistant city manager ($376,000) + chief of police ($457,000/yr) were all forced to resign). Also in California, while spending for K-12 education rose 22% over five years (from $45.6 to $55.6 billion), actual classroom spending fell from 59% to 57.8% of the budget, and 38,000 school teachers have lost their jobs; California has a $20 billion deficit. Where is the money going?

There is profound inefficiency in the American education system - California alone has over 1,000 school districts. First - why are so many districts required? Surely one is enough? With 1,000 separate district organizations (each of which has an average $55m budget), surely there is waste, fraud and excess staffing? With 1,000 districts, surely a percentage of them have leaders that are abusing the system, and siphoning money away from students and teachers? With 1,000 districts, surely there would have been a way to fire 38,000 bureaucrats, retain 38,000 teachers, and give tens of thousands of students a better education?

"They" say that we should keep the Federal government small, and leave as much work as possible to the states and below. Most politicians will argue that this is the key to success, but where's the proof?

While local government is theoretically more in tune with local needs, the price you pay is significant. By definition, a decentralized model with redundancy at every level is actually more government not less. Look around the world today and you see a dearth of great leaders and great managers. The more distributed government is the more leaders and managers and honest people it needs; and let's face it, there just aren't enough of those to go around. The result - bad management, shortsighted thinking, poor budgeting, massive inefficiencies, wasted money, wasted time, wasted lives, wasted air...

When the system is this fragmented, it is also impossible to ensure accountability - imagine how big, how pervasive and how resistant to "influence" the oversight organization would have to be to police the whole country's fiefdoms? The theory that local elections serve as the "cops" is laughable - just look at the "wonderful people" that keep getting reelected in local and regional (and federal I suppose) elections). It's too easy to hide, and people are too disengaged to pay attention. In the end, elections are not the best way to do anything other than win a popularity or fear-based contest.

The 8.7 billion dollar throwaway by the DOD means this isn't just a local problem; there are massive failures at the Federal level as well (this is but one).

Is there a way to prevent fraud and abuse and just plain stupidity? No - being unscrupulous is part of human nature (or better said, trying to get away with something you know to be wrong is human nature); and you only have to look at the Darwin awards to know that there are a whole lot of less-than-bright people that grace this planet, and many of those seem to be drawn to politics.

The arguments against federalizing everything are many - too much distance from people and local issues, too much bureaucracy, too much excess spending, and my favorite with budgets that big, any screw-up is sure to just as gigantic (at least locally it's only hundreds of thousands of dollars or millions, and not billions).

I don't buy that. Saying that this alternative sucks less so let's do it is not the way government should work, and it's certainly not the way citizens should be served.

My first instinct was to say we should accredit government workers - they must be trained and pass an exam to be judged "Competent to Spend the People's Money" (or CSPM ;-)). But that's a non-starter - just look at the fact that 90+% of politicians are lawyers (who had to graduate from university and pass the Bar), and how incompetent they are.

I wrote something a few months ago that I think might have merit - I was talking about how we incent or mandate a balanced budget:

Quid pro quo. If we're punishing Congress for excessive spending, we should also reward them for good behavior. Every year that there is a budget surplus, all Federal employees will receive a bonus of X% (1 or 2%?) of the total surplus, divided equally (same percentage of salary). When they've also retired the gross deficit, the percentage should double. There should be no cap on this - the better they do, the better they do.

But how do we prevent fraud? Two things - first, if everyone's pay is dependent on a more efficient system, maybe that creates an incentive to play better. Second, if the number of agencies is reduced profoundly (reducing the 14,866 school districts to 50 + 1 (for Washington DC) for example), then maybe it's possible for the GAO to police all of them? And what if the GAO is also similarly incented to find bad behavior and eliminate it? For example - one incentive I might consider for the GAO is they're penalized if a behavior is reported in one year, and remains just as bad in the next, and they're rewarded if it improves (their bonus pool could increase by a percentage of the improvement).

It should be noted that there are a ton of federal organizations that do have a local presence, and are able to tune their efforts according to local needs - it's just a matter of policy.

The three steps to reduce bad behavior - consolidate so that fewer more qualified people are doing the work; create a pay structure that rewards fiscal responsibility and improved service for the citizens; and motivate the oversight organization so that it wins if the citizens win.

Sadly - the easier way to do it - trust the citizens to vote well - hasn't worked...

why?

How often do you ask this? More importantly, how often did you ask this? Wondering and asking "why" is a powerful determinant of creativity. Ironically, it's something we "breed" out of our children when they're young. I think it's mostly because adults get tired of being asked it at home, and when they're in school, it's because teachers (also adults I suppose) are also tired of being asked.

Sir Ken Robinson (if you haven't seen him speak, click on the image to the right; if you have seen it, click anyway - I've watched it at least 4-5 times) defines creativity as "the process of having original ideas that have value." He argues that creativity should be as important in schools as literacy.

Sir Ken further argues (I couldn't agree more) that our schools in their ever-mechanical approach actually extract creativity from our children because of the way they measure "achievement," how they "enforce" discipline and adherence to structure, and worst how the "wrong" answer or approach is so actively discouraged as to impede the emergence of anything but a bland, conformist child. "If you are not prepared to be wrong, you will never come up with anything original."

Newsweek published The Creativity Crisis this month, where among other things, they talk about the correlation between a student's score on the Torrance Tests of Creative Thinking and their "success" in life (entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers).

I've written here and here about how the values and needs of the industrial revolution have polluted the idea of a public education being about helping every child achieve their greatest self. As I stated during a recent interview on edReformer: "It feels like Education America has become an end unto itself – i.e. the system is less about whether children graduate prepared for the world vs. whether they went through the process of going to the school. The former is righteous, the latter smacks of too many administrators and mid-level bureaucrats getting in the way of people with a legitimate desire to help our children be the best they can be."

Voices like that of Sir Ken, and Po Bronson and Ashley Merryman (authors of the Newsweek article) are important, but not enough if the goal is to reshape Education America or any other country's system.

The most critical voices are parents and employers. The former because they are (or are supposed to be) their children's advocates, and because they are voters and hence valuable to elected officials. The latter because they are the "reason" that education exists in the mind of most people/parents (to prepare kids to earn money). In effect, the employer has the real power, and the parent is one of the strongest advocates of their needs.

If employers don't want creativity, parents won't demand it in the classroom. If employers stopped hiring graduates of school factories, parents would take action. I had dinner this weekend with two very cool people who work for an education foundation, and we were talking about how difficult it is to affect real change.

What if instead of trying to change teachers or drive common standards or curriculum, etc., these foundations went straight to employers to "help" them become stronger advocates for better job candidates? What if they were able to get these employers eliminate the requirement for an accreditation to get a job? What if they were willing to put a bit more energy into the recruitment and filtering process, but focus on the person and their ability vs. what some piece of paper said they could do?

What if the foundation in question invested in a service that helped candidates better represent their true capabilities and not just what the transcript said? Imagine how by building a whole new way of marrying candidates to employers, a foundation with a relatively small investment could create fundamental change in the education system without ever touching it. Now imagine how parents would glom on to this and push their children, and their children's schools to make sure they were prepared for this new world.

Creativity requires that you be prepared to be wrong; if we're not willing to try new approaches, we will forever live up to Einstein's definition of insanity - doing the same thing over and over again, expecting a different result.

culling the herd

According to the Census Bureau, in 2008, Education America (public primary/secondary) spent $593 billion, of which $582 billion was revenue-based, and $11 billion was borrowed. Of the revenue, 48.3% was local, 43.7% State, and 8% Federal.

<ASIDE>This represents $10,259 per pupil, which means that from K-12 and assuming the costs don't change too much, the state will spend $133K per child during their 13 years in school. If offered, I wonder how many parents would just take the money and leave their child in the dust?

One of the biggest casualties of the recent economic crisis is of course real estate prices; close behind are consumer spending and individual and corporate income (and hence income tax). The first is the biggest contributor to local revenue, and the latter two are the biggest contributors to state revenue. None of the three is forecast to return to pre-recession levels anytime soon, which means that the source of more than 90% of Education America's funding is at risk of being much less generous for the foreseeable future.

Since salaries and benefits are the largest chunk of education budgets, the states and districts are looking to nuke jobs. According to a recent Newsweek article, unions require that they respect tenure in this process, which means that urban/underserved students are the worst-affected, as younger teachers (with less/no tenure) tend to work in those schools.

The effect of the budget cuts is therefore a greater division between the haves and have-nots.

There are so many things wrong with this picture, I don't know where to begin. Education is often an early target for cuts because it doesn't directly affect voters. No-one pays attention to the fact that this is the surest way to perpetuate bad economic times and an increased future reliance on assistive public services (welfare, unemployment insurance, the whole legal system, supported healthcare, etc.), and hence a heavier burden on state and local budgets.

Paul Guppy of the Washington [State] Policy Center published an article last month that is worth a read:

• Student populations in Seattle and Spokane have declined over the last 30 years while adjusted education spending has doubled.
• Despite increased funding, almost 1/3 (half when looking just at minority students) of public school students drop out.
• Only 59 cents out of every dollar goes into the classroom!
• Average teacher pay (with benefits) in Spokane for example is $81k for a 10-month year; administrators in Spokane earn $107.670 in salary and benefits.
• Washington State has 101,700 public school employees, but less than half are teachers!

I'm guessing Washington State is not unique, that these data would be similar anywhere in the USA. A couple of things surprised me: teacher pay isn't horrible, but administrator pay is so much higher (though I suspect that's a full-year vs. 10 months); less than 60% of the budget goes towards the classroom; and more than half the employees are NOT teachers.

BUT - when you hear about layoffs, more often than not, it's the teachers getting nuked - hardly surprising given that the administrators manage budgets and hiring/firing.

So what to do? First there are 14,866 school districts in the United States, about 300 of which are in Washington State. Each district has its own administrative and operations machine, curriculum system, fund raising system, unions (both teacher and public service employees), and goodness knows what other redundancies.

I know that the Constitution (by omission) gives the States power over education, but why does Washington State have to have almost 300 districts? There's nothing in the Constitution that says that education must be that local? Maybe this was reasonable back in the horse & buggy days (literally), but surely modern roads and communications have obviated the need for that level of localness? Why not just have one district? Surely that's better for Washington students?

The 2008 Education budget for Washington State was $11.6 billion, and 66.2% or $7.7 billion was for wages and benefits. Since we know that there are more administrators than teachers, and that teachers get paid less than administrators, we can safely assume that more than half the payroll $$ go to administrators; let's call it half ($3.85 billion) for the sake of argument. Now let's say we are able to consolidate 300 districts into 1, and that that results in a 50% reduction in administrative staff (It should be higher, but...).

The result? The 2008 budget goes from $11.6 to $9.7 billion, saving $1.9 billion. Even better, there would be one consistent education system across the state, sharing curriculum, process, policy, etc.; and of course one consistent student experience.

Extrapolate this to the whole country (with the same assumptions), the budget would go from $593 - $492 billion, a savings of $101 billion, and we would have 50 school districts instead of 14,866.

This isn't innovation, simply process improvement. It does not require a Constitutional amendment. It simply requires that every state receive some percentage of local taxes (real estate), but in the end spend less money.

I would NOT suggest the savings go back into education - we should instead pay down the state deficits.

If we wanted innovation, I would put together a small (10 people) think tank, lock them in a room for three months, and task them with the following:

1. Design a primary/secondary education system where every child's success is assured, and where each child is treated equitably.
2. Prepare every graduate so that they are equipped to deal with an ever-changing future.

3. Do this with a budget of $2,500 per student per year, growing at the inflation rate.

I'd like to believe they'd emerge three months later with a plan, and also be able to say, "With the budget you gave us, we'll be able to set aside $500/student/year as a fund to cover us in tough times."

In today's world the 14,866:50 consolidation is political suicide, and the think tank's heresy. So why not do one and then the other?

lunch

"If someone is going to eat our lunch, it may as well be us." This is an oft-quoted phrase in the business world. Its meaning is simple - we have a successful product in the market, the competition is after us; rather than allowing them to usurp our position in the market, we should do it ourselves with our own newer/better or altogether different products. Or put another way, better to cannibalize our own revenue streams and hold on to them vs. letting others take them from us.

However you say it, this sentence points me to one, very powerful truth: be more defined by what you will do than what you have done.

I'm not saying forget your past (though that's sometimes a huge temptation!), but rather that we can only control our future actions, that embracing paradigms that got us to a place may only serve to hold us back, and not allow progress.

Andy Zaky wrote a great post on the irrelevance of the iPod to Apple's future. In it, he includes two graphs - one showing the decline in iPod as a percentage of Apple revenue, and the other showing Apple's overall revenue growth.

The lesson - while the iPod was HUGE in resurrecting Apple (at its peak representing 55% of all Apple revenue, vs. 8% in the last quarter), and while it remains a significant contributor to revenue (and margins), Apple has moved on. They no longer count on the iPod as a growth engine, indeed, much of the decline in iPod sales is the direct result of the success of newer Apple products (iPhone, iPad). This is why new announcements from Apple are so well attended - people want to be connected to the next new thing, knowing that instantly the last (now old) new thing will be utterly outmoded and boring.

Of course there are many organizations that don't take this approach, and sometimes for good reason. If you have a cash cow that's amazingly productive, why stop milking it? Why not get every last drop out, especially when the latter "drops" are so much more profitable than the former. After all - new products are always risky, and may never come close to the potential of existing. Whilst these companies might not have the "innovation aura" that Apple has, they can be just fine, enjoying steady and predictable revenues and plodding growth.

It is possible though for this approach to lead to a state of strategic entrenchment, where an organization is so committed to a past formula for success, that it loses sight not just of future opportunity, but also present and future threats.

This behavior isn't confined to corporations; it also applies to other industries, education and government to name but two.

In education proposed change must be proven and peer-reviewed before it is accepted; we can't afford to do something untested to our children - a reasonable concern. (The problem of course is that you can't test innovation at scale without implementing it.) Consider for a moment how the current system was established - there was very little analysis, brain science didn't exist, and of course there was no research at the time that said learning was best accomplished in an authoritative, homogeneous, teacher-in-front, instructivist system. They just decided to do it that way.

I can understand not wanting to change if things are working really well (much like strategically-entrenched companies), but let's face it, education in America is not a success - dropouts are on the rise, and those that do graduate aren't learning nearly enough to be competitive with the rest of the world.

In education "historical success" is also something of a tautology - the "successful" graduates happen to be running the current system, and by definition, since it got them to this place, their education and the system they had was successful. Therefore innovation is less of a priority vs. "back to the old ways," and therefore there is very little open-mindedness to change. Sure they're willing to tweak things slightly, but real change ...no. There's no external motivation either because the parents are a product of the same old system, and there's no competition that is anywhere near the scale of the American public school system.

Change is therefore unlikely or even worse, impossible.

Governments face the exact opposite problem. Politicians measure success through action (at least that's how they promote themselves to the voters). Action = creating laws or setting up commissions, or I suppose, going on "fact-finding" tours. But because their goal is not a better society, but rather to get re-elected, success is merely passing laws, not passing good laws, or indeed enforcing existing laws; commissions only needed to happen, not resolve or repair anything.

I'm reminded of a West Wing episode where, among other things, the discussion is about the Republican vs. Democratic view on laws. Here's an exchange between Sam Seaborn and Ainsley Hayes (with my emphasis):

AINSLEY: I'm a Republican ...I believe that every time the Federal Government hands down a new law, it leaves for the rest of us a little less freedom. So I say let's stick to the ones we absolutely need in order to have water come out of the faucet and our cars not stolen. That is my problem with passing a redundant law.

SAM: You know, you insist that government is depraved for not legislating against what we can see on the newsstands or what we can see in an art exhibit or what we can burn in protest or which sex we're allowed to have sex with or a woman's right to choose. But don't you dare try to regulate this deadly weapon I have concealed on me for that would encroach against my freedom.

AINSLEY: And Democrats believe in freedom of speech unless you want to pray while you're standing in school. And you believe in the freedom of information act except if you want to find out if your 14 year old has had an abortion.

SAM: We believe in the ERA. ... How can you have an objection...

AINSLEY: Because it's humiliating. A new amendment we vote on declaring that I am equal under the law to a man? I'm mortified to discover there's reason to believe I wasn't before. I'm a citizen of this country. I'm not a special subset in need of your protection. I do not have to have my rights handed down to me by a bunch of old white men. The same Article 14 that protects you protects me. And I went to law school just to make sure.

So like the commercial and education sectors, politicians can't resist the "tried and true approach" to governing. They will therefore make spurious, ill-conceived laws to try and look good to naive and frankly stupid voters. Like education, government has no competition, they know that most new politicians are just as dumb as they are, and follow the same traditions; they know this because enough of them will get reelected to ensure continuity. Yet again there is no sufficiently credible perceived competition to create a change in behavior.

Most corporations, school systems and governments are afraid to do something new or interesting; they are afraid to go beyond their self-imposed limits, and will therefore diminish whatever is connected to them. Is it any wonder so many parts of the American fabric are in decline?

Competition is crucial; it creates pressure and the urgency to outperform. When there is no competition (or perceived competition), you rest on your laurels and stagnate. This is less important for corporations - you only risk money; but when the stakes are as high as they are with education and government how can we afford to be sloths? There is competition in the tall grass, and it's not lazy.

We must seek to be defined by what we will do and not what we've done.

standard deviance

"The idea that you are a faceless cog in a benevolent system that cares about you and can't tell particularly whether you are worth a day's pay or not, is, like it or not, over." So wrote Seth Godin a few days ago.

There's a lot in this - and not just about work. We are, each and every one of us, unique. The way we look, the way we think, the way we dress, the way we work, the way we play - we are unique.

At first, I wondered if this was something that we did to ourselves - do we each need the comfort of being a cog because standing out makes us uneasy? Or are there other forces at play? (And if there are, how long have they been "playing" with us?)

In my limited experience, most parents of young children look to correlate their child's progress to published norms. They want to make sure s/he is at the right percentile physically, behaviorally, and intellectually. They may want their child to be at the "upper" end of the scale, but "normal" is just fine. Even the doctor's goal is to map every child to an expected norm.

Once in school, the measures become more tangible since we explicitly assess performance vs. set of pre-defined standards/expectations. We should of course note that these standards most closely resemble the management structure that Henry Ford implemented to build his Model T with one notable and evil addition.

Success for Ford was setting a standard of consistent, prolific production - millions of cars, all identical in quality, capability and performance. At that same time, kids were "institutionalized" to both manage the child labor problem and create lots of future factory workers. The schools adopted a similar approach to standards, with the shared goal of burping out millions of children, all identical and drone-like in knowledge and skill.

As factories have become a smaller and smaller part of the employment base, the need for hoards of similarly-skilled workers has also fallen. Whilst "they" do pay lip service to the idea that each child is unique and must be treated in accordance with their specific needs, capabilities and potential, actions speak louder than words. And just as in the 19th century, schools continue to have one standard, one set of assessments, one curriculum, and one teaching approach.

Even the latest "innovations" in learning embrace this idea of normed achievement. You might know that Common Core Standards were published on June 1 (2010), and have been heralded as a tremendous step forward for American education. As ever, success according to "them" is about burping out hoards of like-minded and like-abled drones. The only thing that's changed is type of drone. How sad.

The evil addition? The Bell Curve. In an attempt to patch the genericness, many schools (still) grade on a curve so they can normalize the results and create an achievement blend (say 20% great, 70% average, 10% poor).

In essence, we're assuming that everyone contributes (and must contribute) in an equal way - that there is only one meaningful measure of attainment as a student, and that nothing else matters. If a student doesn't measure up, it's the student's failing, and like at Henry Ford's plant, those cars don't graduate to the showroom. But unlike Ford (and this is the evil part), the curve implies that we can only have so much greatness; the rest of you are (whether you are or not), normal or failing.

Ironically, this implicitly limits a school's ability to graduate more than the specified number of great students, or less than the specified number of failing students!

As Seth pointed out, norming doesn't end when students graduate. The world of work is also normed - from recruiting to training ("on-boarding") to performance management - most organizations operate on the basis that all employees in a given level or role stratum are essentially equal; their contribution should be compared relatively, and they should be graded on a curve (a zero-sum game).

In each instance, we've bizarrely ignored our real and true instincts. When a child is born, it is (and forever will be) the most beautiful person their parents know. Their light will shine above all others, and remain brightest ...forever. When a parent looks at their child in school, some part of them has to want them to be the best, perhaps not the best of all, but certainly the best of themselves.

Surely every teacher, every principal, every minister of education wishes their education system to be the best, that it not be limited by any norm, but rather perform with excellence and graduate brilliant students. Surely there's no such thing as a good (and successful) business leader who aspires to not suck, or to not lose, or to be average, or not rise above the fray?

So if these leaders all expect the best of themselves and their organizations, how do they justify embracing standards that require the people they serve or the people they employ to be merely average? Seth is urging us to rebel against the system, to proclaim individuality in the face of facelessness. 

Bravo.

good business

If you hire someone to do something for you, how do you control quality and outcomes? Do you outline the expectations, milestones, and deliverables explicitly? Do you track progress regularly? Are you careful to negotiate well but equitably?

If you're the vendor, would you rather the definition of success was in your hands or those of the people that hired you?

Say someone came up to you and said "I want you do this job, I'm not going to tell you how, I'm not even going to tell you what success looks like, you have to figure that out for yourself, but I will pay you a ton of money. Oh and by the way, I'm almost never going to check up on you." Would you be interested? Well - duh!! You get paid and you get to say what you have to do get paid, and they may not even check that you actually did the work - how sweet is that!

Does this happen often? Yep, and especially in governments and other ultra-large organizations. Two examples come to mind - first, the use of contractors in Iraq and Afghanistan:

According to a recent Wartime Contracting Commission report, there are about (the exact number is not known) 240,000 contractors in these two theaters.  The commission states that the greatest opportunities for improvement include focus on the "leadership, culture and accountability" of the agencies that do the hiring, the process for defining contractor requirements, performance and cost-effectiveness, and visibility into and accountability of subcontractors. This can't be good...

This NY Times article on a Pentagon-funded Afghani warlord is classic - the US military has anointed an illiterate highway police officer with more wealth (gets paid $2.5 million/month!!), and more power than any democratically elected or appointed official in the region! First, I'd put money on this guy and his army going against his current "benefactor" at some point very soon. Second, how does accountability work when your vendor has more power than the local government, and is protecting your employees (soldiers) and property?

Literally $ billions are spent on these contracts, an untold number of random people become wealthy and powerful, and yet there is almost zero oversight and hardly any expectation of actual performance. Let's not even think about what happens to these "made men" a few years hence (think: Taliban, Saddam Hussein, etc.).

The second example is the No Child Left Behind Act - while conceptually a good thing, it is hampered by the weird jurisdictional dance that the Feds have to play with the States and local governments on education. The concept was good - let's figure out a way to push schools to graduate every student, and also improve what is taught.

Using the only power they had (money), the Feds paid for outcomes, but left it to the States to define those outcomes, define their baseline, and define how to measure progress. The results speak for themselves - students got dumber, money got wasted, everyone was more frustrated.

When the measure of success is a specific test, and all the actors (school administrators, teachers, parents, students) know it; then with their short-term brains in full gear, they also know that passing that test (vs. actually teaching/learning anything) is all that matters, nothing else "counts," helps them get paid, and all else falls by the wayside.

Another classic example of wanting to do something, having the best intentions (as with the Pentagon above), but making an absolute mess of execution.

To their credit, though they haven't rescinded No Child Left Behind, the present Department of Education has implemented a new approach (Race to the Top), though again the performance measures are flawed. Measuring teachers based on student outcomes is a failed strategy, and will ultimately create poorer graduates - let's hope they fix this before it creates irreparable damage.

Are there ways to avoid these outcomes, or at least improve one's odds of success? There are no absolutes, but here are some things to consider:

1. Think before you act, and then think again. If your first (and only) thought is "I'm going to pay someone else to do this," you're going to fail. Before the "how" you've got to know "why" you're doing something, and then "what" you will do. The "why" helps you clarify the goal and the desired end-state. The "what" helps you map your approach to the goal, and test to make sure it does get you there; then you can worry about "how."
2. Own the outcome. Just because you've hired a vendor to do the work doesn't mean you don't own it anymore. No matter what happens, you own the "why," the "what," and the choice of this particular "how" as it relates to the goals you need to achieve. The larger the organization the more likely the people who made the decision will be in different jobs when there is a reckoning - that doesn't absolve the organization of responsibility.
3. Separate performance from measurement. This should be obvious but it isn't. If the people you're paying are also measuring the results and reporting them back, there is NO realistic expectation that you will ever get the truth. Consider the simple fact that they get paid if their results look good, and they get paid more if their results look better...

These are pretty universal, and any well-run business will operate this way. It seems though that the bigger you get, the dumber you get...

head games

Are you open to trying something new? Are you open to learning something new? Are you open to a new idea, or to overturning a closely-held belief? Before change is possible, a society must be able to say "yes" to these questions, otherwise enacting change is like pushing a rope uphill.

I attended the Games for Learning day of the Games for Change Festival at NYU last week. Brilliant people spoke on the role of games in learning, approaches to assessing efficacy, and how to build great learning games. It was hosted by Ken Perlin and Jan Plass, who are the co-directors of the Games for Learning Institute. There is a lot happening, I learned a ton, and was privileged to meet and hang out with some very cool people.

One facet that wasn't a focus at the Festival is how to ingrain games more deeply within mainstream education. This is a tough, tough challenge, one that will take some careful thought, mostly because the deck is so stacked against change in education.

I recently had lunch with a ~29 year old mother of a 5-year old boy (both were born and raised in the Seattle area). She believes strongly in the authoritarian approach to education, where the teacher is in front, the students listen quietly, write down what the teacher says, do their homework and pass their tests. This is what she wants for her son. I wonder how much of the population she represents?

I've also been talking to a friend about intellectual divides; she sent me two links that shouldn't have surprised me, but did. First, Charles Pearce's treatise on the a segment of America that disdains "smart" - one payoff quote comes from Pastor Ray Mummert of Dover, Pennsylvania, a leader in Intelligent Design community: "We've been attacked by the intelligent, educated segment of the culture." That says it all, doesn't it?

But there's more! The second link is to a survey in National Geographic measuring the relative belief in evolution in Western Countries. Just 14% of Americans believe that evolution is "definitely true"; over the last 20 years, uncertainty about evolution has grown from 7% to 20%; and now fully 1/3 of Americans (more than 110 million people) outright reject evolution. Less than 50% of Americans can provide even a basic explanation of DNA. This ranks America #31 out of 32.

These stories illustrate something of the current state of education in America, how science is regarded, and how deeply-held the idea of "old school" and "traditional" education might be in this country.

I have no data to back this up, but my guess is that the people more likely to believe in creationism are also likely to support "traditional" education approaches. I'm also guessing that a direct "innovation" message will NOT resonate with this audience or help affect change.

How then is something as "radical" as the use of games in learning going to achieve broad use across the American public school system?

Socio-politically, there are two ways to achieve (relatively) rapid, widespread change - brute force (e.g. 9-11/terrorism and security; or H1N1 and the obsession with hand-sanitizer), and guile (e.g. the $billions America spends fruitlessly on dieting).

How is this guile? Most diet-related advertising says something like: "try our new quick, easy and safe approach to losing tonnage without sacrificing the foods you love." The people who buy the product or service keep buying and buying and buying, always seeking that quick, easy fix. The $$ spent on trying to get thin keep increasing despite the fact that the number of obese people in the country is also increasing. People are relentlessly gullible.

Call it guile or preying on stupidity - either way, the lose-weight industry is literally and figuratively making a killing.

I believe that transforming education will require the same mercenary, exploitative approach that the weight-reduction industry has perfected. If we want to see pervasive change, we have to create a marketing groundswell that preys on the gullibility and quick, easy fix-obsessed nature of Americans. The message has to come from a united front - the Department of Education, (some) universities, and foundations, all of whom must be willing to put their money where their mouth is.

I would also focus my "magic pill" on lower grades - say Kindergarten through Grade 3, prioritizing core skills like literacy, numeracy and the sciences. Parents tend to get less involved in school as their kids get older; to make them an effective change agent, they must be at their most passionate, most susceptible to external influence, and most able to influence their school board/district.

Once you have achieved success in the lower grades, you train these same parents to expect and demand innovation as their children grow. If all goes well, you do the same thing with the next generation of K-3 parents, because by then, whatever we're changed will now be the new "old school."

To teach in a changing world, we must ourselves be ever-open to change; today it's games, tomorrow - who knows.

intellectual divides

Have you encountered the phrase "digital divide"? I imagine more than once. What does it mean to you? Is it expanding, contracting or the same as it was? What's on either side, and how do you know where you are? If you do only do email on a PC, are you on one side (which side?); if you only use SMS where are you? It's not clear cut anymore, and it also depends on your point of view.

eSchool News published A look at the technology culture divide recently, the author made a bizarre assumption - that the "have" side of the digital divide is static. According to this, the "digital divide" came into the mainstream in the mid-1990s via speeches by then President Bill Clinton and Vice President (and self-proclaimed inventor of the Internet) Al Gore.

Do you think someone who was on the "digital" side of the divide in 1996 is still on that side today? At that time, being "digital" would have meant owning a computer with access to the Internet (via a modem connected to a land line). Say that was me, and that I'm still using the same or similar equipment today; how do I compare (my PC + internet access, living in Seattle) to three 15 year old brothers I met recently in Angola who have smart phones with data plans but don't really use PCs? Is it clear who has the advantage?

Now take a look at this article also in eSchool News about the excessive proliferation of hardware in learning. This author suggests it's not about more hardware (I agree), but that we need the right software packages (he enumerates four requirements); once we have these, no more change is needed, and our now "futurized" school system can happily live in this new steady state.

Education is not about social networks, mastery of existing assessments, or basic reading; it is about preparing every child to discover and become their greatest selves, and to prepare every child to survive (and hopefully thrive) in whatever future lies ahead. All we know about the future is that it will come; to create a static system that is based on today's state of the art (just because we can't grasp a more advanced or changed future) is naive at best, and assured to NOT prepare children for their future.

These authors are like Al Gore when he proclaimed Internet paternity - they're trying to lay claim to ideas that they don't fully grasp, and making absolute that which is always changing. As Seth points out, it's very easy to be manipulated - all you need to do is string together the right kitsch phrases, and prey on people's fears or avarice. It's a sure-fire way to win followers and influence people, but it is devoid of integrity.

Rather than railing about the digital divide, we need to bemoan the intellectual divide that has made adults in our society gullible enough to believe this kind of propaganda.

For those who wish we could go back a generation to the time when our education system was wonderful, and when we graduated the best and the brightest on this planet, I would point out the following: more adults in America are illiterate vs. the top 20 economies on Earth. More than half of Americans adults are unable to identify the precise location of Washington DC or New York or Los Angeles on a blank map (forget naming the capital of Canada or pointing to its location). More Americans bought mortgages beyond their means, believe they can healthily lose weight via diet pills, and believe the Earth is flat than any other nation in the OECD top 20.

I'm exaggerating to make a point, but it's important to realize that many of the people making decisions about our children's education are both victims of their own (potentially weak) education, and susceptible to the random and ill-informed rhetoric of others. Rather than trusting education to people whose only qualification is electability (by these same ill-informed crowds), shouldn't we put it in the hands of the best and brightest and most successful among us?

It's time to get our collective heads in the game...

open accreditation services

Is learning is undergoing a transformation? From this article in the NY Times on the profusion of lectures available online, its implications on learning, and how that's changing the way students learn; to 21st Century Learning proponents, who claim that learning in this century is like no other, that students are actually different, and that institutions need to evolve their curriculum to match, you might think so.

I don't think the turn of a calendar's page changes the way the brain works, but what (if anything) is really different about education in this century?

It's not enough to say we have new technology today vs. yesterday, because yesterday they had new technology vs. the day before. It's not enough to say that we expect more from our students today than ever before (ibid).

What about this - could this be the century in which the business model of education changes? Is this the point where accreditation as we know it goes away? This isn't new in the history of learning, but it's something that hasn't happened in perhaps the last 150 years.

The mainstream public education system on this planet is authoritarian, discriminatory, built to make life easier for adults and regulators, and seemingly not even designed to make children great. The rules in most schools are all about what you CAN'T do. Oppression doesn't seem to be a good way to engage students and improve learning outcomes - does it?

How does the system become so authoritarian? Simple - they own the ticket to employment. I wrote recently about the tertiary education is becoming commoditized; I think things are getting even worse now. The most tangible benefit of staying in school and graduating is the piece of paper you get that says you attended, graduated, and are now employment-worthy.

If you have something hammer-like (the ticket), then it is easy to be lazy and use that hammer to assert power vs. truly engaging students - think of most country's border guards; they should be tourism advocates, but instead let their power get in the way. This is not universal, but it is pervasive.

Change in this case won't come from within. These days, more and more employers look beyond the accreditation to the person to assess whether they'd be a good hire. Ask any recruiter, hiring manager, employment consultant or counselor and they will confirm that where you went to school only helps if it's one of the top ten (or where the hiring manager went); otherwise it's more about the rest of you - who you are, what you've done, and how you did it that counts - take a look at your own resume - is education at the top or near the bottom?

Admittedly, most employers (today) won't let you in the door without the proper accreditation - that's still the first filter. But I believe this is changing. The number of "accreditation-free" people that get hired is growing rapidly, and the approach these hiring managers take and the quality of these hires will be the biggest determinant of the "value" of a formal education.

As these "alternate" candidates prove their worth in the market (likely at lower starting salaries as well), I think there will be a groundswell at both ends - hiring managers/recruiters becoming more open-minded, and students becoming more savvy.

Students are already skeptical about school; when the approach that these hiring managers use to select candidates becomes better known, it could begin to shape students' process for building a resume, the way they demonstrate knowledge, ability and experience, and the criticality of a diploma.

Imagine if you could describe your job-worthiness not in terms of a certificate, but as say a balanced scorecard, or as Seth put it, as your own quilt. It would not only be a huge help to hiring managers, but also allow much more of the candidate's broader value to be demonstrated.

Just as Open Education Resources (OER) is altering the nature of curriculum and teaching materials, I think we're about 10 years away from an Open Accreditation Service that enables students to score or quilt all of their achievements across the board.

The next revolution in learning then, is the outmoding of the existing business model. And as with the music, video, and print/TV advertising industries, education will try and hold on to the past, but at some point face reality, and focus on earning the opportunity to teach your child. I can't wait.

plight and prejudice

How many public school teachers can you name who are only in it for the money? I struggle to name one. Are there bad eggs in the system? Of course, and here's an example of a more insidious variant (plus it quotes one of the more choice movie lines of the 1980s!). But most of the three million+ teachers in America teach because their stomachs and hearts demand it of them. It is a calling and their intentions are good.

I have been told of places in this country where being a teacher is a "way out," and people go into it because it's one of the very few choices available to them. I'm willing to bet that most of these teachers view it as a path to earning a living, being respected in their community, and helping future generations transcend.

Last night I was talking to a good friend about teachers in America; we talked about these two amazing teachers I had dinner with last October, and about Tyler Hester - a rather academically accomplished TFA teacher who was laid off recently from his school in Pasadena, CA; he was a victim of their policy of layoffs based solely on tenure.

There is a lot of talk about teachers being the most influential factor in a child's education, and that because student achievement is declining, they must be the point of failure. This type of scapegoat hunting is easy - it's not about solving a problem, it's about finding someone to blame - that's politics. As Aaron Sorkin put it in The American President (with my emphasis):

We have serious problems to solve, and we need serious people to solve them. And whatever your particular problem is, I promise you Bob Rumson is not the least bit interested in solving it. He is interested in two things, and two things only: making you afraid of it, and telling you who's to blame for it. That, ladies and gentlemen, is how you win elections. You gather a group of middle age, middle class, middle income voters who remember with longing an easier time, and you talk to them about family, and American values and character, and you wave an old photo of the President's girlfriend and you scream about patriotism. You tell them she's to blame for their lot in life. And you go on television and you call her a whore.

The "problem" is a failing education system, the "President's girlfriend" is the public school teacher, and rather than "whore" it's incompetent. Good politics is about establishing ONE enemy that is easily understood, easily vilified, and where a simple fix (student testing - something they have also admitted doesn't work!) can be applied.

Like Bob Rumson in the movie, none of these "complainants" has a viable solution for the problem. None recognizes that students are only in school for seven hours a day, and that learning also happens in the other seventeen. None speaks of the role of parents and parenting in education, none recognizes that the most formative learning happens before a child is even of school age!!

This is the plight of teachers in America and the prejudice fomented against them. Look no farther than the rhetoric of Presidents Bush and Obama, their respective Secretaries of Education, many "lesser" politicians (Governors, Superintendents, Congress people, etc.), and even major foundations (the Bill and Melinda Gates Foundation to name but one) to find the same story played over and over again. These are people who in one breath speak of dramatically increasing investment in our futures, and in the next of budget cuts that require teacher layoffs, cutbacks in classes offered, and even the closing of schools.

Phooey!

As Elizabeth Bennett (Jane Austen's Pride & Prejudice) had to overcome her tendency towards hasty judgments and headstrong approach, so must American teachers overcome their first reaction - the raising of hackles.

As Seth said today that you must choose what of the myriad ...stuff that comes your way to accept; teachers need to focus not on a tide of disaffection, but what they would want to see in the system in order to improve it; some of this will require change on their part, and they can't shirk that. They must view being in the cross hairs as an opportunity and not a threat.

Like Elizabeth they must realize that beneath the prejudice their Mr. Darcy has a genuine desire to improve education, he just doesn't know how. In the book, circumstances contrived to help Mr. Darcy demonstrate his innate goodness and win Elizabeth. In reality, teachers must take the bull by the horns and create their own destiny.

head games

There are about 3 million teachers and about 65 million students in America, or roughly 22 students per teacher. Since we know that only 75% of students graduate, there are probably more younger students than older students - so instead of an even distribution of 5 million students per grade (65/13, 13=#of grades from K-12), it's more likely that there are 3.5-4 million students in upper grades and 5.5-6m students in lower grades

So what?

Well, I attended a fascinating presentation as a follow-on to a conversation I had with Bob Watt almost a year and a half ago at I-LABS - the Institute for Learning and Brain Sciences at the University of Washington. If you're ever in the area, and interested at all in early childhood learning and brain development - you need to know Pat Kuhl and Andrew Meltzoff the co-directors. These guys are something else - the work they're doing is world-renowned, and kicks butt.

I was there with a small group, and they were gracious enough to give us two hours, and patiently respond to all our questions. What I learned from I-LABS is how much proven science flies in the face of education convention in America.

For example - there is pretty much universal agreement backed by data that conclusively states that the brain is most receptive to learning new languages in its first two or three years of life. As the brain ages this ability diminishes rapidly - by the time you hit puberty it's really difficult, and by the time you've left your teens, it's just about over.

And yet, our schools start teaching a second language around grade 8 (age 14)!! Why bother? Why not make it easier and teach a second language when the child's brain can do it without any effort?

As you will read from my conversation with Bob, one of the most critical I-LABS insights is the extent to which personal interaction matters in early childhood learning. In a discussion with Pat and Andrew, there was conceptual agreement with the idea that the ratio of teachers to students should be much, much higher for younger students, and can be much lower for older students.

Going back to the data in the first paragraph, the incumbents and nay-sayers will argue that this is impractical, we can't afford the teachers we have, much less lowering the student-to-teacher ratio further!

What if we implemented something like the table to the right? By dramatically shifting the bias towards younger grades, we can keep the number of teachers constant, and explore "inhuman" (computer-based learning, games - 1:1 and massively multi-player games, etc.) approaches to learning support for older students.

If brain science tells us that this is a sensible approach, just as brain science tells us that we should learn languages sooner than later, then we should listen and change our approach to education to reflect the reality of how children learn.

I suppose the more productive question Pat and Andrew need to answer is how the brains of the adults in charge of education work, and what we need to do to make them see straight.

admissions

A recent eSchool News headline: Are unions blocking school reform? A provocative title - but I think the wrong question.

We always look for silver bullets and scapegoats - movies like the one referenced in the article (Waiting for Superman) can be the worst offenders - it's very easy to present one side of an argument. Superman names unions and teachers as the scapegoats, and evaluating (and paying) teachers based on student test scores as the silver bullet.

We are also cause-fiends, as with Michael Moore films, people jump on the bandwagon, believing that in a mere 102 minutes a film-maker can objectively and thoroughly explain education in America, clearly show who's good and who's bad, and in this case, lay the blame on unions and teachers. Seems naïve and inflammatory to me.

Unions do have problems - they've been around for decades, but working conditions, salaries, etc. for teachers haven't substantively improved. In fact, one might argue that teachers are worse off today than they were three or four (maybe less?) decades ago. Worse, the quality of graduating students (the work product of schools) has also declined. Change is needed, but is it all the teachers' and unions' fault? I don't think so.

If I were Randi Weingarten (president of the American Federation of Teachers), I'd consider an altogether different strategy. I would admit that unions are part of the problem, but they're not the whole problem. I'd start every speech with "AFT's mission is to work ourselves out of existence within ten years. Unions exist because management didn't care enough for the workers - we want to work with governments and administrators in this country to create schools where teachers no longer need the protection of their union, where there is joy and learning in schools, and all students graduate prepared for their next step in life. We aspire to work ourselves out of existence."

She can change the basis of her union from one that opposes management to one that enables it. To get management to put their sacred cows (moronic standards, standardized testing, 13,000+ districts, poor pay, etc.) on the table, she must put everything (tenure, open to change, quality teachers, etc.) on the table as well. She could quell the issue of ulterior motives (prevent innovation, expand membership dues, increase political power) by taking the high road - her goal should genuinely be to admit that we (including unions and teachers) have problems, that our previous approach hasn't worked, and if we work together on specific change that leads to sustainably improving student outcomes at scale, good things will come (for students, schools, teachers and yes, even the union).

I am convinced that there is no such thing as a public school teacher in America that chose this profession for the money. They all came because they were called - it is/was in their hearts and their stomachs. It may have waned over time, but the intention was good. I believe we vilify teachers because they're an easy and convenient target, and because as with anything, it's easy to find bad teachers among the more than three million teachers in America.

Going back to the opening paragraph, the right question is - do we really want better? If yes, (and I'm not sure I believe we really do), then let's stop spending tons of money NOT changing things. Let's start spending less money more effectively to create something worthy of our children and their future.

Unlike the vaunted but ultimately limp recent healthcare summit, Secretary Duncan's would-be education summit should include unions, administrators, superintendents, teachers, students, politicians, etc., and it should only have one objective (one they can't leave the room without accomplishing - a cage match as it were) - unanimous agreement on the goal [note singular] for education in America. Subsequent summits will decide how we get there, but the first step is knowing what success looks like, and that all stakeholders have unequivocally signed up.

We can then challenge the administrators and unions to take a clean slate approach to design great school system(s) that meet that goal. There are many exemplars - High Tech High and Seattle Girls' School come to mind right away, but there are others. There is no disputing the quality of their graduates, but what strikes me is how exacting both are about hiring, ensuring flexibility, trust and open-mindedness (of the students and teachers alike). Note that despite public school salaries, they have hundreds of applicants for each open position. Hmmm...

It begins with a great leader who has the fortitude to remain true to his and her (respectively) convictions. I wrote about how "he" creates a public a week ago. But how do we do this at scale? We know it is rare (if not impossible) to have a great organization remain great with a poor leader.

Sadly, the public school principals that I've met are little more than operations bitches for the district. Unlike Larry and Marja, they have zero latitude to be real leaders. This means that as much as they might have innovative ideas, creative approaches to management, a desire to give their teachers the room to be great, etc., they're shackled. Going back to Weingarten, I imagine her teachers would be much happier and more effective if their bosses (principals) were leaders like Larry and Marja, and all of them shared a common goal and were empowered to achieve it. Why is it not possible to trust well-vetted and qualified leaders to do what's right?

Education is a system - it has many components, including districts, administrators, teachers, students, parents, unions, publishers, sates, the feds, etc. Today there is way too much overlap among the players, too much oversight over mundane issues, and enough internal mistrust to create an impossible situation. The approach I suggested for the AFT could easily apply to all the other stakeholders. But until there is a common definition of success, and until every part of the system is held accountable for achieving it, we won't get anywhere. 

In the end, we should not vilify any one part of the system - we should instead agree to a clear goal for education, and admit that the system as its currently defined doesn't work for broad public school education. Admissions are the first step..