At the “higher” ed level. Read this:
Another Inconvenient Truth
In 2006, the University of Connecticut set out to discover how much learning happens in a student between entering as freshmen and graduating as a senior. Five academic areas were selected to measure, using 14,000 students at 50 American colleges, including Yale, Brown, and Georgetown. At 16 of those 50 – including Yale, Brown, and Georgetown – graduating seniors knew less than incoming freshmen. Negative growth had occurred. In the other 34, no measurable change had taken place.
A bald summary might look like this: after spending an average of six years in search of a BA degree or its equivalent, and spending an average of a quarter million in cash and loans, a great many young people had nothing or even less than nothing to show for the investment. What they had was a piece of magical paper. This is a script out of the Marx Brothers.
-John Taylor Gatto, Weapons of Mass Instruction, pp. 37 – 38 (2010).
Sadly, this is not isolated in the colleges. I noticed a similar pattern while researching K-12s. Pick a school system and then look at the assessed test scores or other metrics from elementary through high school. One will notice that the longer a child is in the grips of these failed, deadly institutions, the less the child knows about a given subject. I randomly picked a feeder system, elementary, middle, and high school-levels, in the former state of Georgia to make this point. I used math. Let’s have a look at the effectiveness of the “lessons”.
5th grade: 14% math proficiency (stellar, huh?);
8th grade: 11.9%;
HS Algebra: 7%…
I understand that theoretically the level of difficulty increases as the grades advance, but learning is supposedly cumulative, right? And it’s not just in this one dead system. Just pick a system and test it. And it’s, ala the UCONN study, in the colleges as well. Why? Because – hang onto something – the schools were designed to destroy or cripple thinking rather than impart knowledge. To that wicked end, they are smashingly effective.
When America was an industrial nation, this system built docile, semi-literate workers for factories. In this day and age, as there is little to nothing for the kids to do once they graduate, it makes perverse sense to retard them as far as possible. That, and the primary focus of the schools has since shifted from faux-indoctrination to Moloch fodder-making.
However one slices it, no child should be subjected to this rank evil. And no semblance of even partially-advanced civilization will survive such a system. The results are already upon us. The organized schools were conceived with ill intent. Now, they are purely destructive and dangerous. It’s time to end them.
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