THE CASE OF THE CAPTURED CHILD IN AMERICA'S CLASSROOMS (Part I)

AMERICAN EDUCATION: Where Has It Been, Where Is It Now and Where Is It Going?

In the February 19, 2023, blog/podcast, I shared the term “captured” student. Not only are today’s students captivated (supposedly) in their classes but they are also captured. Teachers who exploit their secular progressive views in the classroom assume all students share their perspective. Students, who are forced to absorb propaganda from one ideological sway, do not have the means nor the courage to get up and leave the classroom in the midst of a lecture. They are truly a captured audience. A little history is in order before we can remedy the issue of the captured child

WHERE HAS AMERICAN EDUCATION BEEN?

1600-1700’s

Let’s explore the inception of American education in the 1600’s to the classrooms of the 21st century. A truly broad spectrum condensed for quick comprehension! As I was doing my research, I came across this concise history of American education. According to Wendy Paterson, writing for Buffalo State University: in the 1600 and 1700’s, receiving any education depended on region, race, gender and social class. Instructional styles and the nature of the curriculum were locally determined. Teachers were expected to be models of strict moral behavior.

Late 19th and Early 20th Centuries

The industrialization of our country needed a reliable work force. Therefore the preparation of teachers became paramount. Thus the first formalized national education curriculum was born out of instilling students with the norms of moral behavior.

Soon the concept of “born to teach” was replaced with the “science of teaching” or pedagogy.  Teachers’ Colleges began to appear in the 1930’s and evolved by the 1950’s into distinct academic departments.

The reformed movements in education throughout the 20th century introduced ideas of child-centered learning, assessment of learner achievement, educating the whole person and assuring education opportunities  for all persons. This encouraged teacher preparation to a higher state of accountability.

1950’s-1970’s

World events directly affected teacher education. Civil rights movement of the 1950’s and the turbulent 60’s left their influence on how children were taught. Then came the Sputnik. When the world began the race to the moon, science and math came to the forefront. Along with this, teaching became much more regulated.

1980’s

American education turned from measuring one child against another to measuring each child  on “national standards” which was defined as the knowledge and skills necessary to achieve.

1990’s

Ms. Paterson* continues that by 1998, almost every state had defined or implemented academic standards for math and reading. Principals and teachers were judged; students were promoted or retained, and legislation was passed so that high school students would graduate or be denied a diploma based on whether or not they had met the standards, usually as measured by a criterion-referenced test. Standards-based curriculum became a “teacher proof” system of ensuring that all children—no matter what their socioeconomic privilege—would be taught the same material.  Such packaged standards-based curriculum movements once again turned the public eye to a need to conform, achieve, and compete.

*Wendy Paterson, dean of the School of Education, is an internationally recognized scholar in the areas of early literacy and reading, developmental and educational technology, and single parenting. She received the SUNY Chancellor’s Award for Excellence in Professional Service in 1996.

WHERE IS AMERICAN EDUCATION NOW?

Who am I to tell America’s story of education? I am my own walk in history having spent 18 years as a student (Kindergarten through two degrees in education) and 46 years as an educator.

Here are some comparisons between yesteryear and today. A “then and now” approach to track our educational system’s deterioration.

• A moral compass was required of early teachers VS no moral compass with many of today’s teachers. These instructors are empowered by the state and federal governments to take on the parental rights of child-rearing. They use their classrooms as a platform for gender fluidity and the sexualization of children before puberty. If you believe in a higher power who set forth laws for the survival of humankind, then you probably believe American education moved from a God-centered model to a godless one. And how’s that working out…

• High moral standards for students VS no moral standards as status quo in today’s public school setting. According to the National Center for Education Statistics: During the 2019–20 school year, 77 percent of public schools recorded that one or more incidents of crime had taken place, amounting to 1.4 million incidents. Schools aren’t safe anymore when students feel empowered to hurt other students. No moral code has a direct correlation to chaos.

• Inequality of education of the 1600 and 1700’s was based on region, race, gender and social class VS the continuation of inequality of education TODAY! If you live in a liberal city (region), oppressed (race), non-binary (gender) and on welfare (social class), more than likely you are attending a failing school (example: Baltimore public schools have zero students proficient in math; more than 21,000 students in Chicago Public Schools are being left behind as they attend failing schools).

• The 20th century pedagogy model for Teachers’ Colleges has existed for almost 100 years VS the 21st Century lack of teacher preparation in learning strategies for today’s screen addicted students. According to the report conducted by the National Council on Teacher Quality, most states "haven’t done enough to prepare new teachers for the higher standards their students are expected to achieve," as stated in an article found on DailySignal.com. And this from U.S.News: America's approach to teacher prep is broken.

• Consequences for poor achievement twenty-five years ago (1998) were in place where principals and teachers were held accountable. Students were detained if they had not demonstrated achievement. High school seniors could not receive a diploma unless they met standardized goals set by state legislatures. All this VS the non-existent consequences in the teaching world I left five years ago. If a parent demanded a higher grade, the administration would raise the lower grade if the teacher would not. Disruptive students were tossed right back into the classroom with only a meaningless verbal reprimand. Many parents would not allow their children to be corrected or disciplined. Administrators either didn’t know how to support their staff or chose not to. Cheating in the classroom was rampant with little to no interaction from the teacher or the administration.

WHERE IS AMERICAN EDUCATION GOING?

Downward and in a hurry! According to Jon Guttman, Research Director of HistoryNet: As recently as 20 years ago, the United States was ranked No.1 in high school and college education.

In 2009, the United States was ranked 18th out of 36 industrialized nations. Over that time, complacency and inefficiency, reflective of lower priorities in education, and inconsistencies among the various school systems contributed to a decline. Concurrent with any even minor decline in American education, one has to consider the ambitious increases in education among the countries that have surpassed it. Another factor is the diversity of people entering the American educational melting pot. The top three leaders in general education, Finland, Japan and South Korea, have relatively smaller and much more homogeneous populations, making it easier to maintain a consistent standard.

If you would like to see your state’s educational report card, here is the link: https://www.alecreportcard.org/state/. As a former educator, I was appalled by the rankings of Teacher Quality for each state. (The National Council on Teacher Quality analyzes state policies across a number of crucial factors, including teacher preparation, licensing, evaluation, compensation structure, professional development, and dismissal procedures.) Most states are in the D range with two receiving F’s. There were no A’s given.

So what about the Captured Child? Where do children who love God go to school in today’s liberal-minded institutions of learning? These children understand God’s role when He formed them in the womb as well as His unconditional love as they grow to understand His laws. When God’s existence and His commandments are not only ignored but denigrated, these God-loving children are held hostage in school systems incapable of empathy and moral direction. With failing schools, ill-prepared teachers and a secular progressive agenda forged in many of our schools, the captured child does not have a voice. Is there a place in America’s schools for these children (and their parents)? I adamantly believe there is but first we need to look at the other options.

Tune in to the next blog: THE CAPTURED STUDENT: ESCAPING TO PAROCHIAL, PRIVATE AND HOME SCHOOLS (Part II in a series)

Order your copy today.  Winner of the 2020 Topshelf and 2022 Mainstream Media Non-fiction Book Award. AMAZON REVIEW: Loved the truth behind this book. Author is amazing..

I would be happy to address your school, district, school board or Teachers’ College. RESCUE THE TEACHER, SAVE THE CHILD! is equipped with thoughtful questions at the end of most chapters designed for students, parents, teachers and administrators. Let’s encourage a national conversation on education reform. You can reach me at rescuetheteacher@yahoo.com.