By Bill Korach
Since the founding of the Department of Education in 1978, the potential has existed for K-12 education to be nationalized. Common Core has provided a below the radar platform for the nationalization of education because it has been tied to Race to the Top funds. However, as the government has continued to pour money into public schools, test score have continued to decline. In short, the more public money spent, the worse schools get. The attached chart from Cato Institute’s Andrew Coulson clearly demonstrates the failure of additional spending. Yet the Obama administration naturally wants to spend more money and exert more control over education.
Lee Carey, writing in the American Think states that the conditions are ripe for more national government involvement through Common Core:
The statist media is clearly lining up to help push for federal intervention into the nation’s public schools. Good grief — something has to be done! Big national problems require big federal government solutions.
In an ad attached to the Washington Post article cited above, the “experts at CTB/McGraw Hill” promote the effectiveness of the Common Core curriculum and direct interested persons on how to download the “eGuide” to Common Core. (You’ll find a brief history of CTB/McGraw Hill here.) Like the drug and insurance companies that lined-up early to support ObamaCare, the textbook publishers will sign-on early for ObamaCore education. (Next time you child student brings home a glossy covered text book, research how much your school district paid for it, and the reasons for college professor authors and book publishers supporting nationalized education will become clear. It’s about money.)
Our friends, neighbors and relatives who used the “other-nations-seem-to-be-able-to-do-it-better-than-us” argument to advance ObamaCare are being prepped by the media to make the same argument with regard to ObamaCore Public Education (or maybe it’ll be HillaryCore — where public education takes one, big, national village).
ObamaCare promoters will argue that it makes no sense for compulsory education to be variously administered in small fiefdoms led by independent school boards where the primary qualification to being elected is the ability to fog a mirror, and school board members need only be marginally literate.
Proponents for changing the role of local school administrators will note how school district superintendents function more as local politicians and controversy firefighters than as professional educators. By comparison, imagine each local post office being its own free-standing enterprise instead of the smoothly-functioning, standardized, nation-wide machine that it is today.
We’ll hear the case made that school teachers need to be focused on teaching to national standards so that when students transfer from one part of the country to another they don’t have to be re-evaluated. Same for teachers.
Plus, it will facilitate a fairer distribution of educational funding so that, regardless of the socio-economic conditions of their home state, city of residence, and even neighborhood, U.S. students will benefit from the same educational opportunities available from sea-to-shining-sea.
The economic life of the nation depends, we’ll be told, on the equality of America’s public educational system. It’s not only fair, it’s…patriotic.
So it’s coming — the nationalization of America’s public education. It’ll come on the heels of ObamaCare’s continuing success, as hardcore Democrats statists and moderate Republican statists work across the proverbial aisle to smooth out the few, initial, speed bumps in the ObamaCare on-line registration process, and compliant citizens align America’s healthcare system with the world’s other industrialized nations. So they won’t make fun of us anymore. Nobody likes being made fun of. Or, better, nobody likes being the brunt of fun-making.
When that happens, what Professor Fedor Filippovich Korolev (1898-1971), Academy of Pedagogical Science of the U.S.S.R. wrote on 1970 on the occasion of the centenary of the birth of V.I. Lenin, in an article entitled “Lenin and Public Education,” shall become true in America.
“Under the influence of the social ideas inherent in the October Revolution, the role of the school and of educational theory underwent a radical change in the course of the construction of socialism. From an instrument of class domination, the school became an instrument of profound social transformations and the spiritual renewal of the individual-an active and powerful force for social change.
“The formulation and solution of educational questions was inseparably connected with Lenin’s broad, all-embracing programme of social transformation. His concept of education was firmly based on the education of the new man by whom such changes in society and man himself were to be brought about were part of a single process, and were interconnected. This explains the fact that whatever social process Lenin was analyzing, whatever the economic or political problems he was investigating, he never lost sight of educational questions, which remained constantly within his field of vision.”
Now there is one more reason to stop Common Core.