05 October 2011
By Bill Korach Powerful evidence points to a tendency of American teacher’s colleges to expand the curriculum to “inclusion, social justice, diversity, multiculturalism” and other politically correct topics at the expense of math and other core subjects. Translated this means more “blame America first” diatribes, Islamic propaganda, and a firm opposition to America’s tradition of
to America’s tradition of Judeo-Christian morality. Math and science courses where United States students lag the developed nations are cut back. For this reason, the United States ranks 25th out of 34 developed countries in math. The assessment was undertaken by the Paris based Organization for Economic Cooperation and development. Guess who ranks # 1 in math? Shanghai China!
The schools of education in the U.S. are failing to produce first class teachers, or even 3rd class teachers. Richard Vedder, a scholar at the American Enterprise Institute, says in a recent article he wrote for the Chronicle of Higher Education:
• colleges of education don’t really challenge their students.
• mindless education courses have crowded out study of subject matter.
• there is something of an anti-knowledge culture in many education schools; learning facts is actually disparaged.
• the education colleges have been great promoters of the highly dubious notion that self-esteem is critically important.
• schools of education have worked closely with teacher unions to convince legislators to keep archaic practices regarding teacher certification that prevent otherwise qualified persons from getting education degrees.
A few years ago, Education Reform Professor Jay Greene actually quantified one of the problems. Writing in City Journal, he and a research assistant explored the number of multicultural classes offered in our teachers’ colleges. They counted the number of course titles and descriptions that...Read the full story in The Report Card
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