Note: This is a slightly expanded version of my letter to the editor in response to a 4/29/07 article by the superintendent of a nearby public school district in north Mississippi.
In “School districts not unlike farming operations,” Steve Coker asserts: “Schools are complicated, sophisticated learning centers these days, a far cry from the old reading, writing and ’rithmetic of by-gone days.” This kind of disparagement of the three Rs—which are the essential foundation for all other learning—helps explain why so many high school graduates are unable to read, write, and use basic math well enough to function in college or jobs.
A 2004 study by the U.S. Department of Education showed that nationwide, almost one-third of all freshmen entering college enroll in at least one remedial course. Mississippi employers and colleges spend an estimated $134.3 million on remedial education every year. One wonders how much “complicated, sophisticated learning” is really taking place.
A more alarming aspect of Coker’s article, however, is his assertion that “Our product is the marketable skills of our children.” He describes the quality control grading system for schools as a way “to ensure that this special product has value in today’s work place.”
Children are not seed corn. They are not commodities. They are not human chattel to be sold on the auction block to the highest bidder offering “good paying jobs with benefits.”
Rather, they are unique individuals with eternal souls.
That’s why an increasing number of families are educating their children at home. An estimated 1.9 to 2.4 million children (K-12) were home educated in the U.S. in 2005-2006, and home education is growing at the rate of 7-12% per year.
Home education allows customization of curriculum, learning environment, and pedagogical approaches. Home-educated students typically score above average on standardized tests, and they are commonly involved in a variety of activities such as field trips, Scouts, 4-H, politics, sports, church, and volunteer work.
Research on adults who were home educated shows that they succeed at college at a rate equal to or higher than the general population and that they are active, productive citizens.
Coker asks, “Would you want a mediocre tomato if you could eat an exemplary one?” He likewise asks if readers would prefer for their children to have an average or an exemplary education.
Parents who want their children to have an excellent education would do well to consider homeschooling.
The best-educated children—like the best tomatoes—are homegrown.
Mary Jo Tate
This letter is made of win!
the Fish
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My aunt used to be a middle school principal. The community where she worked was “run” by a major chemical plant. They had a huge say in how the science programs were run because they were looking for workers. She didn’t seem to have a problem with it. I remember thinking how awful to squeeze all those kids into the same mold.
Where I live, computer technology is the prevalent industry. It is not surprising that a very well-known computer company is a major contributor to the local school districts. And guess what kind of classes are encouraged?
Homeschooling is a far superior way to educate children according to their giftings, talents and interests.
>The best-educated children—like the best tomatoes—are homegrown.
That’s a great one liner.
It is a little disturbing how much of the corporate language is applied to children It is all about markets and commodities…as if humans do not really have much worth outside of their ability to produce or consume.
And I read somewhere recently about children who focus more heavily on basic skills early on do better on other subjects later. Another something I should have bookmarked, but neglected to…
Dana
http://gottsegnet.blogspot.com