Deliberate Dumbing Down of America Public Education

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The Noxious Nineties : c. 1997

• Their relationship with one another. Beyond the primary principles established by the committee are six objectives which may appear to many educators as fundamental objectives for any school system in any na tion. These primary objectives include: • to enhance the community’s appreciation of the need for quality school educa tion; • to inculcate a quality culture in the school system [emphasis in original]; • to provide a practical framework for key players in the school system to achieve the aims of education in an effective, efficient and accountable manner; • to recommend an integrated strategy for quality assurance; • to reward or give recognition to performing schools; and • to assist or take appropriate remedial action regarding under-performing schools to encourage initiatives and continuous improvement. In its deliberations, the committee reviewed large volumes of overseas and local literature on the effective schools movement, quality assurance measures and school management approaches. Members of the committee participated in visits to study the operation of edu cation throughout the world.... The [Education Commission] report was primarily a product which offered a plan to develop performance indicators for the school system.... Society has accepted the responsibility to provide an education for each and every child and to struc ture such an education according to their individual abilities and aptitudes.... As a leader in international commerce, the community of Hong Kong, especially the business community, recognizes massive changes in world trade and production. As businesses throughout the world, including nations in North America and Europe, have restructured their businesses and production systems, Hong Kong has emerged as one of the world’s foremost financial centers, a hub of regional telecommunications, transport and trading, a leading tourist and convention destination and a major exporter of professional services to the world, especially mainland China. Along with its transformation, Hong Kong commerce now demands a labor force which is “informed and knowledgeable, highly qualified and specialised, with advanced skills and the ability to think independently and to communicate well.” (p. 5) [Ed. Note: Surprise! Surprise! The reader should turn to Appendix VI for the SAFE effective school international pilot project carried out in Korea in 1970 to see that many of the “ef fective school correlates” referred to above were exported from the U.S. to other parts of the world.] “T HE G OAL OF H ONG K ONG S CHOOLS —E STABLISHING Q UALITY IN I TS S CHOOLS ” WAS THE feature article in the June/July, 1997 issue of The Effective School Report . This article continues the explanation of the transformation of Hong Kong’s educational system which began in last month’s issue. Excerpts follow:

Excellence is found in the innovations and outstanding performance which distinguish one school from others.

School Choice Should Be Made Available Hong Kong’s education system provides parents with a choice of different types of schools. The perception of parents and students of the educational process, and the satisfaction of