Debate Now The Dumbing Down of America

Should basic knowledge as described in the OP be required for graduation from HS? College?

  • 1. Yes for both.

  • 2. Yes for HS. No for college.

  • 3. Yes for college. No for HS.

  • 4. No for both.

  • 5. Other and I will explain in my post.


Results are only viewable after voting.
I sort of agree, except I think it can be too easy to tack on the label of "revisionist history" when new information comes to light that changes the way we view history. History is written by the victors and history is interpreted through each cultures own lense. There definately is no such thing as non-partisan history though.

Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

For first graders, I think the lighter version of say the first Thanksgiving is okay. And then as the student matures, the more realistic version should be taught as we have discussed in this thread. The PC version that the Pilgrims 'lured the Indians so they could harm or exploit them' is as much PC myth as the feel good Polly Anna-ish version most of us were taught as kids. And we are absolutely on the same page about teaching kids what they really need to know in the real world in order to understand how it works for their own benefit and for all. And that includes a good grounding in history, government civics, and economics.

Look, no country had "perfect" ideal beginnings. America didn't either. We did some terrible things, and it is okay to acknowledge this.


The Pilgrims of Plymouth, The Original Scalpers


Contrary to popular mythology the Pilgrims were no friends to the local Indians. They were engaged in a ruthless war of extermination against their hosts, even as they falsely posed as friends. Just days before the alleged Thanksgiving love-fest, a company of Pilgrims led by Myles Standish actively sought to chop off the head of a local chief. They deliberately caused a rivalry between two friendly Indians, pitting one against the other in an attempt to obtain "better intelligence and make them both more diligent." An 11-foot-high wall was erected around the entire settlement for the purpose of keeping the Indians out.

Any Indian who came within the vicinity of the Pilgrim settlement was subject to robbery, enslavement, or even murder. The Pilgrims further advertised their evil intentions and white racial hostility, when they mounted five cannons on a hill around their settlement, constructed a platform for artillery, and then organized their soldiers into four companies-all in preparation for the military destruction of their friends the Indians.

Pilgrim Myles Standish eventually got his bloody prize. He went to the Indians, pretended to be a trader, then beheaded an Indian man named Wituwamat. He brought the head to Plymouth, where it was displayed on a wooden spike for many years, according to Gary B. Nash, "as a symbol of white power." Standish had the Indian man's young brother hanged from the rafters for good measure. From that time on, the whites were known to the Indians of Massachusetts by the name "Wotowquenange," which in their tongue meant cutthroats and stabbers.

I posted some links earlier that certainly improve on the sweet story of the First Thanksgiving, and there were hostilities between the Indians and the Pilgrim from time to time, but my understanding of the history of Standish is not quite so black as this anti-Pilgrim, anti-American, PC version that has been repeated again and again and again verbatim on anti-Pilgrim, anti-American, politically correct sites again and again. To wit:

. . .He (Standish) led both trading expeditions and military expeditions to the various Indian groups in the region. He led the party that went in pursuit of the alleged killers of Squanto (who was later discovered to be safe). He led the revenge attacks on the Indians in the Massachusetts Bay after they were caught in a conspiracy planning to attack and destroy the Plymouth and Wessagussett colonies; several Indians were killed or executed, for which Standish received some criticism, even from his friends, for being too heavy-handed. . . .
Standish-Myles

Squanto was the valued Indian friend who helped teach the Pilgrims how to survive that first terrible winter. But there is certainly no historical evidence I can find from any credible source that Miles Standish or the Pilgrims had any intent of exterminating the native populations.

Following the raid that rescued Squanto and I am not sure that this does not include a bit of revisionist history but I am researching it:
. . .The pilgrim’s bravery that night won them the respect of the Wampanoag. Corbitant later told the pilgrims he no longer wished them harm and peace between the two sides lasted another fifty years. . . . When the Pilgrims Rescued Squanto
 
Last edited:
Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

For first graders, I think the lighter version of say the first Thanksgiving is okay. And then as the student matures, the more realistic version should be taught as we have discussed in this thread. The PC version that the Pilgrims 'lured the Indians so they could harm or exploit them' is as much PC myth as the feel good Polly Anna-ish version most of us were taught as kids. And we are absolutely on the same page about teaching kids what they really need to know in the real world in order to understand how it works for their own benefit and for all. And that includes a good grounding in history, government civics, and economics.

Look, no country had "perfect" ideal beginnings. America didn't either. We did some terrible things, and it is okay to acknowledge this.


The Pilgrims of Plymouth, The Original Scalpers


Contrary to popular mythology the Pilgrims were no friends to the local Indians. They were engaged in a ruthless war of extermination against their hosts, even as they falsely posed as friends. Just days before the alleged Thanksgiving love-fest, a company of Pilgrims led by Myles Standish actively sought to chop off the head of a local chief. They deliberately caused a rivalry between two friendly Indians, pitting one against the other in an attempt to obtain "better intelligence and make them both more diligent." An 11-foot-high wall was erected around the entire settlement for the purpose of keeping the Indians out.

Any Indian who came within the vicinity of the Pilgrim settlement was subject to robbery, enslavement, or even murder. The Pilgrims further advertised their evil intentions and white racial hostility, when they mounted five cannons on a hill around their settlement, constructed a platform for artillery, and then organized their soldiers into four companies-all in preparation for the military destruction of their friends the Indians.

Pilgrim Myles Standish eventually got his bloody prize. He went to the Indians, pretended to be a trader, then beheaded an Indian man named Wituwamat. He brought the head to Plymouth, where it was displayed on a wooden spike for many years, according to Gary B. Nash, "as a symbol of white power." Standish had the Indian man's young brother hanged from the rafters for good measure. From that time on, the whites were known to the Indians of Massachusetts by the name "Wotowquenange," which in their tongue meant cutthroats and stabbers.

I posted some links earlier that certainly improve on the sweet story of the First Thanksgiving, but my understanding of the history of Standish is not quite so black as this anti-Pilgrim, anti-American, PC version that has been repeated again and again and again verbatim on anti-Pilgrim, anti-American, politically correct sites again and again. To wit:

. . .He (Standish) led both trading expeditions and military expeditions to the various Indian groups in the region. He led the party that went in pursuit of the alleged killers of Squanto (who was later discovered to be safe). He led the revenge attacks on the Indians in the Massachusetts Bay after they were caught in a conspiracy planning to attack and destroy the Plymouth and Wessagussett colonies; several Indians were killed or executed, for which Standish received some criticism, even from his friends, for being too heavy-handed. . . .
Standish-Myles

Squanto was Standish's Indian friend who helped teach the Pilgrims how to survive that first terrible winter. But there is certainly no historical evidence I can find from any credible source that Miles Standish or the Pilgrims had any intent of exterminating the native populations.

Following the raid that rescued Squanto:
. . .The pilgrim’s bravery that night won them the respect of the Wampanoag. Corbitant later told the pilgrims he no longer wished them harm and peace between the two sides lasted another fifty years. . . . When the Pilgrims Rescued Squanto

I don't understand why some are so resistant to admitting that we came to America as intruders and slaughtered the indigenous peoples? That is just a fact. That is just what happened.
 
Parents are responsible for making sure their kids get educated.
 
"My" version of anything is not allowed in this structured discussion. See rule #3.

But I agree that there is a lot of garbage on line. But a solid grounding in honest, non partisan history, government, civics, and economics in high school and college would go a long way toward exposing the garbage for what it is.

There is no such thing as "non partisan history" there is only history and revisionist history.

we can agree that people should understand the basics of how their government works.

I sort of agree, except I think it can be too easy to tack on the label of "revisionist history" when new information comes to light that changes the way we view history. History is written by the victors and history is interpreted through each cultures own lense. There definately is no such thing as non-partisan history though.

Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

I agree. The problem arises when the right in places like Texas wants to amend books to make them more "patriotic" not more truthful
 
Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

For first graders, I think the lighter version of say the first Thanksgiving is okay. And then as the student matures, the more realistic version should be taught as we have discussed in this thread. The PC version that the Pilgrims 'lured the Indians so they could harm or exploit them' is as much PC myth as the feel good Polly Anna-ish version most of us were taught as kids. And we are absolutely on the same page about teaching kids what they really need to know in the real world in order to understand how it works for their own benefit and for all. And that includes a good grounding in history, government civics, and economics.

Look, no country had "perfect" ideal beginnings. America didn't either. We did some terrible things, and it is okay to acknowledge this.


The Pilgrims of Plymouth, The Original Scalpers


Contrary to popular mythology the Pilgrims were no friends to the local Indians. They were engaged in a ruthless war of extermination against their hosts, even as they falsely posed as friends. Just days before the alleged Thanksgiving love-fest, a company of Pilgrims led by Myles Standish actively sought to chop off the head of a local chief. They deliberately caused a rivalry between two friendly Indians, pitting one against the other in an attempt to obtain "better intelligence and make them both more diligent." An 11-foot-high wall was erected around the entire settlement for the purpose of keeping the Indians out.

Any Indian who came within the vicinity of the Pilgrim settlement was subject to robbery, enslavement, or even murder. The Pilgrims further advertised their evil intentions and white racial hostility, when they mounted five cannons on a hill around their settlement, constructed a platform for artillery, and then organized their soldiers into four companies-all in preparation for the military destruction of their friends the Indians.

Pilgrim Myles Standish eventually got his bloody prize. He went to the Indians, pretended to be a trader, then beheaded an Indian man named Wituwamat. He brought the head to Plymouth, where it was displayed on a wooden spike for many years, according to Gary B. Nash, "as a symbol of white power." Standish had the Indian man's young brother hanged from the rafters for good measure. From that time on, the whites were known to the Indians of Massachusetts by the name "Wotowquenange," which in their tongue meant cutthroats and stabbers.

I posted some links earlier that certainly improve on the sweet story of the First Thanksgiving, but my understanding of the history of Standish is not quite so black as this anti-Pilgrim, anti-American, PC version that has been repeated again and again and again verbatim on anti-Pilgrim, anti-American, politically correct sites again and again. To wit:

. . .He (Standish) led both trading expeditions and military expeditions to the various Indian groups in the region. He led the party that went in pursuit of the alleged killers of Squanto (who was later discovered to be safe). He led the revenge attacks on the Indians in the Massachusetts Bay after they were caught in a conspiracy planning to attack and destroy the Plymouth and Wessagussett colonies; several Indians were killed or executed, for which Standish received some criticism, even from his friends, for being too heavy-handed. . . .
Standish-Myles

Squanto was Standish's Indian friend who helped teach the Pilgrims how to survive that first terrible winter. But there is certainly no historical evidence I can find from any credible source that Miles Standish or the Pilgrims had any intent of exterminating the native populations.

Following the raid that rescued Squanto:
. . .The pilgrim’s bravery that night won them the respect of the Wampanoag. Corbitant later told the pilgrims he no longer wished them harm and peace between the two sides lasted another fifty years. . . . When the Pilgrims Rescued Squanto

I don't understand why some are so resistant to admitting that we came to America as intruders and slaughtered the indigenous peoples? That is just a fact. That is just what happened.

Yes, we were uninvited by the people who lived here when the first Spaniards arrived in the 16th Century and when the Mayflower arrived in the 17th Century.

But then so were the Indians uninvited when they first arrived on this continent. And so have all people who have migrated from one place to another been univited when they went. When studying history we have to take into account the culture, morals, and ethics of THAT time and not apply our modern day sense of culture, morals, and ethics to judge people of another time and place.

The Spaniards were looking for gold and treasure, and the Pilgrims were looking for a place in which they could live as they chose. Neither had any intent of exterminating the native populations and neither attempted to do so. And had the Christian Spaniards and Americans not invaded the world of the American Indian, however detrimental to the Indian that was, it was inevitable that sooner or later other, perhaps more savage people bent on genocide would have done so. Certainly the Spanish conquistadors were bent on being conquerors while the Pilgrims just wanted a place to live in peace.

The real history is always mixed with good and bad, the brave and the cowardly, the noble and the reprehensible. Yes there were 'intruders' who exploited or intended harm to the native populations. And there were those among the native populations who exploited and intended harm to the newcomers. Had neither side initiated any hostilities, of course there wouldn't have been any. Which side started the hostilities? We can argue until the cows come home about that, and never agree.

Honest history of course admits our own sins along with the virtues. But honest history also shows that the native populations did not always act in an exemplary manner toward the newcomers either. While there were the noble on both sides, there were also the villains. And honest history also demonstrates that the Indians were not always virtuous and were often unconscionably cruel and murderous--at least as we would define that in our culture--to each other as tribe warred against tribe. The noble Indian as portrayed in "Dancing With Wolves" is also a myth which does not take away from much there was to admire among the Indian populations.

If we are intellectually honest, those who argue that we should welcome all immigrants to this country and treat them well, should not the same standard be applied to those who were here when we came? That's probably a subject for another thread, but it is that kind of debate that is included in real education.
 
Last edited:
There is no such thing as "non partisan history" there is only history and revisionist history.

we can agree that people should understand the basics of how their government works.

I sort of agree, except I think it can be too easy to tack on the label of "revisionist history" when new information comes to light that changes the way we view history. History is written by the victors and history is interpreted through each cultures own lense. There definately is no such thing as non-partisan history though.

Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

I agree. The problem arises when the right in places like Texas wants to amend books to make them more "patriotic" not more truthful
Yep. And then no one learns anything from history.
 
Fox, I appreciate your essays. This is a good thread.
 
I sort of agree, except I think it can be too easy to tack on the label of "revisionist history" when new information comes to light that changes the way we view history. History is written by the victors and history is interpreted through each cultures own lense. There definately is no such thing as non-partisan history though.

Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

The problem arises when the right in places like Texas wants to amend books to make them more "patriotic" not more truthful


That certainly can be problematic, but YOUR ilk automatically assumes the two are mutually exclusive.

Remember please that this is the structured discussion zone and addressing directly or referring personally to another member is not allowed. Make your best argument against the member's post but leave the member out of it.
 
Oops, I just screwed up with a compliment.
 
Fox, I appreciate your essays. This is a good thread.

Thanks Dhara, I appreciate that but per the thread rules, you may legally thank me in PMs but not in the thread. Only comments on the member's post is allowed but no direct comments to or reference to the member personally. :)
 
Unless there is new evidence to sustain a change in historical view, then revisionist history is simply that

Agreed. But not only is revisionist history to be condemned, the OP is also objecting to omitted history that should be part of all core curriculum.

I can agree with both of those points. We need to stop telling the children "myths and legends" and making them believe that is what actually happened. We also need to focus a lot more on our rights and the Constitution. It is not covered NEARLY as much as it should be, IMO. Taking some elective in high school isn't good enough. There should be regular classes about our rights, how they came to be, why they are important, restrictions on them, and how we can legally practice our rights.

The problem arises when the right in places like Texas wants to amend books to make them more "patriotic" not more truthful


That certainly can be problematic, but YOUR ilk automatically assumes the two are mutually exclusive.

Remember please that this is the structured discussion zone and addressing directly or referring personally to another member is not allowed.




Mod edit xxxxxxxxxxxx

Unkotare Follow the rules set by the OP, please, or don't post in this thread.
 
Last edited by a moderator:
The earliest known people in the US came over here from Eurasia. It safe to say they are the indigenous Native Americans.
 
Historians speak out against proposed Texas textbook changes

I noticed the video is from Texas. It appears Texas achieved what it was after.
There was an excellent article that I cannot for the life of me find and I don't have the time to wade through that many pages of a search to do it on how the lack of civics being taught shows up in the voter turnout in Texas.

The past twenty years has catered to the testing companies. You either want kids to regurgitate facts so they can pass the exams OR you want them to be able to critically think. As it stands right now, you cannot have both. Lesson plans that allowed kids to critically think have been cut to teach to the test.

For your enjoyment:
How to do the right thing in a system that is wrong?

Economics is required in high schools.

One of the videos was on the Texas Tech University campus, yes. The other two were not. My motivation for posting the Texas Tech one was in part to show that even in the heart of Texas red neck country, the lack of basic education is woefully apparent. I agree that teaching kids answers to questions so they can pass a standardized test is NOT education. I don't agree that economics is required in high schools or we would see students having at least a rudimentary understanding of economics. Most don't.

It is required.

And you see nothing between the alterations of the text books and the lack of basic education.

Required by whom? And why are so many people completely clueless on the most basic concepts of it?
https://www.eed.state.ak.us/AKStandards/standards/standards.pdf
http://www.azed.gov/standards-practices/files/2011/09/ssstandard-full-05-22-06.pdf
http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum and Instruction/Frameworks/Social_Studies/Economics.pdf
https://www.alsde.edu/sec/sct/Graduation Information/ALABAMA HIGH SCHOOL GRADUATION REQUIREMENTS.pdf

I explained why.

I rest my case. Reading through the first couple sets of 'standards' I was horrified at how vague and easy to manipulate they were in areas of government, civics, history, and economics.

Best illustrated by the Texas video you provided and the altering of the text books.
 
One of the videos was on the Texas Tech University campus, yes. The other two were not. My motivation for posting the Texas Tech one was in part to show that even in the heart of Texas red neck country, the lack of basic education is woefully apparent. I agree that teaching kids answers to questions so they can pass a standardized test is NOT education. I don't agree that economics is required in high schools or we would see students having at least a rudimentary understanding of economics. Most don't.

It is required.

And you see nothing between the alterations of the text books and the lack of basic education.

Required by whom? And why are so many people completely clueless on the most basic concepts of it?
https://www.eed.state.ak.us/AKStandards/standards/standards.pdf
http://www.azed.gov/standards-practices/files/2011/09/ssstandard-full-05-22-06.pdf
http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum and Instruction/Frameworks/Social_Studies/Economics.pdf
https://www.alsde.edu/sec/sct/Graduation Information/ALABAMA HIGH SCHOOL GRADUATION REQUIREMENTS.pdf

I explained why.

I rest my case. Reading through the first couple sets of 'standards' I was horrified at how vague and easy to manipulate they were in areas of government, civics, history, and economics.

Best illustrated by the Texas video you provided and the altering of the text books.

Whoops. Okay to refer to the video or anything else in my post, but no okay to address me personally. Please refer to Rule #3.

I did just notice that the second video is interviews re political correctness and that was a mistake. I thought I was linking one to Watters asking people questions every informed citizen should know about our government so I screwed up there. So that video in the OP can be disregarded.

But yes, the videos are of course put together for entertainment, but the honest ones show the people who did know the answers along with the clueless folk. But who would have thought anybody who votes would not know who the Vice President of the United States was? Or which war gave us our independence from England? Or that we won our independence from England? I think a decent history education would also include at least some reasonable trivia such as why our flag is designed as it is and therefore has 50 stars and 13 stripes.
 
Here is one of Watters most recent videos asking students at the University of Oregon about Bernie Sanders. Now I'm not there, but Jesse swears he doesn't seek out the dumb ones and his videos usually do include some people who get the questions right. I wonder if he couldn't find any who could answer the questions in this video?

Jesse Watters Finds Out Just How Clueless Bernie Sanders Supporters Are

This one at the University of Northern Iowa a couple of weeks ago is interesting too:

youtube jesse watters - Bing video
 

I rest my case. Reading through the first couple sets of 'standards' I was horrified at how vague and easy to manipulate they were in areas of government, civics, history, and economics.

Best illustrated by the Texas video you provided and the altering of the text books.

Whoops. Okay to refer to the video or anything else in my post, but no okay to address me personally. Please refer to Rule #3.

I did just notice that the second video is interviews re political correctness and that was a mistake. I thought I was linking one to Watters asking people questions every informed citizen should know about our government so I screwed up there. So that video in the OP can be disregarded.

But yes, the videos are of course put together for entertainment, but the honest ones show the people who did know the answers along with the clueless folk. But who would have thought anybody who votes would not know who the Vice President of the United States was? Or which war gave us our independence from England? Or that we won our independence from England? I think a decent history education would also include at least some reasonable trivia such as why our flag is designed as it is and therefore has 50 stars and 13 stripes.

Didn't address you personally. Simply pointing out who provided the evidence. Not the same. Is the video you provided in the OP now not to be taken seriously?
 
Last edited:

I rest my case. Reading through the first couple sets of 'standards' I was horrified at how vague and easy to manipulate they were in areas of government, civics, history, and economics.

Best illustrated by the Texas video you provided and the altering of the text books.

Whoops. Okay to refer to the video or anything else in my post, but no okay to address me personally. Please refer to Rule #3.

I did just notice that the second video is interviews re political correctness and that was a mistake. I thought I was linking one to Watters asking people questions every informed citizen should know about our government so I screwed up there. So that video in the OP can be disregarded.

But yes, the videos are of course put together for entertainment, but the honest ones show the people who did know the answers along with the clueless folk. But who would have thought anybody who votes would not know who the Vice President of the United States was? Or which war gave us our independence from England? Or that we won our independence from England? I think a decent history education would also include at least some reasonable trivia such as why our flag is designed as it is and therefore has 50 stars and 13 stripes.

Didn't address you personally. Simply pointing out who provided the evidence. Not the same. Is the video you provided in the OP now not to be taken seriously?

The purpose of the rule not to address or refer to the member making the post is to keep personalities out of it for purposes of this discussion only. A post can always be discussed without mentioning directly or indirectly the person who made the post.

The videos were posed as anecdotal illustration which members can take seriously or not and are not necessary in order to discuss the stated thread topic.
 
And here I think is the problem:

. . .The literacy rates among fourth grade students in America are sobering. Sixty six percent of all U.S. fourth graders scored "below proficient" on the 2013 National Assessment of Education Progress (NAEP) reading test, meaning that they are not reading at grade level.1 Even more alarming is the fact that among students from low-income backgrounds, 80 percent score below grade level in reading.2

Reading proficiency among middle school students isn't much better. On the 2013 NAEP reading test, about 22 percent of eighth graders scored below the "basic" level, and only 36 percent of eighth graders were at or above grade level.3

Compared to other countries, we fail in math and science.


Pisa2014%20%282%29.jpg
In the growing global marketplace, students will need to excel in both math and science to compete internationally as engineers, scientists, physicians, and creative entrepreneurs. Yet, in a 2012 analysis of student performance on the Programme for International Student Assessment (PISA), the U.S. placed 27th out of 34 countries in math performance and 20th in science performance.4 . . . . Statistics About Education in America

If our education system is not educating children in the most fundamental skills in reading, math, and science, is there any chance that it does better in educating students in history, government, civics, and economics?
 
Back
Top Bottom