Deliberate Dumbing Down of America Public Education

Glossary G–19 called for by restructuring. Designed to implement the changes with minimal hindrance, it is not accountable to elected officials, dissenting parents, or the taxpayers. It is also known as “site-based management.” It could be referred to as “taxation without repre sentation.” (See 1977 National School Board Association [NSBA] President’s Warnings at NSBA Conference) School-to-Work or School-to-Career. Legislative initiative which changes focus of education to workforce training instead of information-based academic learning. The link or partner ship between the schools and businesses established through the SCANS competencies which provide a criterion both for testing and training the global workforce, also known as “limited learning for lifelong labor.” (See SCANS and Appendix XV and XVIII) Semantic Deception. The use by change agents of words and terms which mean one thing to the average, normal, common sense American but have an entirely different meaning for the change agent who is attempting to restructure the schools or implement controversial programs. Some examples are: higher order thinking skills (HOTS), critical thinking, basic skills, core values, direct instruction, health, etc. Part of Appendix XXVI says: “...[P]olicy analysts sometimes use the rituals of research to confound and weaken political or scien tific opponents, a form of research that appears similar to the ‘black’ magic of witches.” (See 1972 Mary Thompson paper on PPBS, and Appendix XI and XXVI) Skill Standards. The following excerpts have been taken from The School-to-Work Revolution by Lynn Olson (ibid.), pp. 178–179. [The writer recommends Olsen’s book for those inter ested in the history of school-to-work activities in the United States, without necessarily endorsing her views, ed.]

Skill standards spell out what workers within an industry or cluster of occu pations should know and be able to do to succeed on the job. They indicate to employers the skills of job applicants and provide workers with a widely recog nized credential. They could improve the quality of career information available to schools, employers, and young people. For example, they could help improve the match between what is learned in school and what is necessary on the job. In 1992 the federal government funded 22 pilot projects to test whether indus tries in the United States could develop voluntary skill standards. The projects covered industries ranging from printing, metalworking, and electronics to retail, hospitality, and tourism. Of the 22 pilot projects funded so far, the vast majority are led by trade associations or industry groups. In 1994 the Congress created a National Skill Standards Board to help promote the development of such voluntary efforts. The Board is charged with clustering occupations or industries into broad groups that would cover most of the workforce in the United States. In addition, it is supposed to develop a common national framework in which skill standards could be developed.

(See 1990 SCANS article and Appendix XV and XVIII) Special Education. Planned for all children “at risk” of not meeting the national standards. Special Education has traditionally required Individual Education Plans (IEPs) for eco nomically disadvantaged, learning disabled, and gifted and talented students. Special Education IEPs are a necessary component of OBE/ML/DI and school-to-work programs.