U.S. Education Is in Trouble, Let's Fix It! 22 Reform Proposals by Richard W. Garrett
School is now back in session all across the nation. As kids fill the classrooms and teachers start the curriculum, the cracks in the US education system are becoming clearer than ever. Ignoring the problems will only make things worse — but with such a huge overhaul in front of them, how are educators and parents supposed to make real, noticeable change?
We talked to Richard W. Garrett, PhD, who has been studying the U.S. public education system for 10 years. His new book, U.S. Education Is in Trouble, Let’s Fix It!: 22 Reform Proposals (Rowman & Littlefield Publishers), is a comprehensive guide for reforming schools. Check out what he has to say about the current state of education system and what needs to change, fast.
Q: Why did you write U.S. Education Is in Trouble, Let’s Fix It! 22 Reform Proposals?
A: Ten years ago, I became convinced that US public schools were not doing a satisfactory job of educating our children. Our son was an elementary teacher and his almost daily phone calls played a big role is shaping my opinions. Even though I was getting old, I decided to commit time to try to improve the system. In these ten years, I have published 2 books and given several talks. The journey has most certainly been complex, but I believe I have sound advice on what to do to fix the problems.
Q: Do you think people will be shocked with the observations you make about what’s wrong with the current system?
A: Shocked, I’m not sure there is much shock left in the minds of most folks. There is much discussion about education in the public domain and we have all seen many bad news scenes from the world of elementary and high schools. Our population is already jaded about such topics.
However, I hope there is still enough concern to generate shock as the result of my blaming parents and school boards about their role in letting our system slide so far. Shock may arise because national math and reading assessments have not improved in 48 years or because 25% of our adult population of high school graduates have the reading ability of a 10-year-old child. I could go on …
Q: What do you think have been the primary problems with our public education system, and why haven’t solutions been implemented already?
A: Chapter 3 of the book is titled: When Did Things Begin to Go Bad? This is the “every kid gets a trophy” chapter. Here is a quote from Steve Baskin, the author of the Psychology Today article, The Gift of Failure, Letting Our Children Struggle Is a Difficult Gift to Give:
The self-esteem movement has done an entire generation a deep disservice. It started with the best of intentions. There are four primary root causes of today’s troubled system. They are:
- Parents
- School Boards and Superintendents are not doing their jobs.
- Runaway discipline problems must be solved.
- End social promotion.
The book elaborates on why these 4 items (out of a list of 22 reform proposals) are so important and why they must be resolved.
Q: What is the greatest myth as it pertains to our current education system?
A: As George Bernard Shaw said in the early 1900s — “Those that can, do; those who can’t, teach.” This colossal slam haunts education still today.
Q: What role to parents play in fixing the problem? Teachers? Administrators?
A: Parents can be divided into two groups. Those that seem to want to destroy the system and those who dedicate themselves to the development of excellent schools.
Those who either deliberately or inadvertently are harming the system do not train their children to respect teachers and the schools. Teachers tell me, it’s not the kids that give me trouble, it’s the parents! These people are always looking for an opportunity to sue the teachers and or the schools. The constant threat of lawsuits is a plague on the schools that warps their behavior. If there is uncertainty in your minds about such people, investigate the world of kid’s sports. The obnoxious behavior of parents is making it difficult to recruit coaches and umpires.
The other group of parents can have a profound impact on schools and produce many excellent results. Teachers will do their jobs when the classrooms are fixed, and runaway discipline is much less of an issue. Administrators have much to do to make the system work smoothly. They are a part of the problem.
Q: You have posed 22 solutions in your book. How does the system go about tackling them and addressing them? And are some easier to focus on first than others?
A: One thing is for sure, there is a sequence that must be followed. Many of the 22 proposals will require more teachers. For example, starting certain students at 3 years of age; more teachers required here. Stopping social promotion will probably require more teachers. Two things must be in place to attract more young people into the classrooms: 1. Better pay, enough to draw them out of the general labor pool of four-year college graduates. 2. The classrooms must be “fixed”. No more disrespectable insults, no more runaway discipline. The young potential teachers know from many sources what can happen in classrooms, and they do not want any part of it.
Q: What role will you play in the solutions process now that you have laid out a plan?
A: I will do whatever is necessary to get the reform ball rolling; to get the Chambers of Commerce leading the way. Once things get going, I will step away and let the professionals fix the system.
Q: What’s the most optimistic thing you can say about the education system and its future?
A: The timing in the country for my book seems almost perfect. The book will illuminate why things are so bad and give advice how to make the changes.
Richard W. Garrett PhD has been studying the U.S. public education system for 10 years and has concluded that major reforms are needed. This is his second book on this subject area. In 2017 he published: The Kids Are Smart Enough, So What’s the Problem? This new book is much more comprehensive with its 17 chapters touching on many diverse topics. What is unique about the new book is the set of 22 recommendations to improve the system.
