US Teacher’s Colleges: More Social Justice, Multiculturalism, Less Math

[William Korach]

05 October 2011

By Bill Korach Powerful evidence points to a tendency of American teacher’s colleges to expand the curriculum to “inclusion, social justice, diversity, multiculturalism” and other politically correct topics at the expense of math and other core subjects. Translated this means more “blame America first” diatribes, Islamic propaganda, and a firm opposition to America’s tradition of 

to America’s tradition of Judeo-Christian morality.  Math and science courses where United States students lag the developed nations are cut back. For this reason, the United States ranks 25th out of 34 developed countries in math. The assessment was undertaken by the Paris based Organization for Economic Cooperation and development. Guess who ranks # 1 in math? Shanghai China!

The schools of education in the U.S. are failing to produce first class teachers, or even 3rd class teachers. Richard Vedder, a scholar at the American Enterprise Institute, says in a recent article he wrote for the Chronicle of Higher Education:

• colleges of education don’t really challenge their students.
• mindless education courses have crowded out study of subject matter.
• there is something of an anti-knowledge culture in many education schools; learning facts is actually disparaged.
• the education colleges have been great promoters of the highly dubious notion that self-esteem is critically important.
• schools of education have worked closely with teacher unions to convince legislators to keep archaic practices regarding teacher certification that prevent otherwise qualified persons from getting education degrees.

A few years ago, Education Reform Professor Jay Greene actually quantified one of the problems. Writing in City Journal, he and a research assistant explored the number of multicultural classes offered in our teachers’ colleges. They counted the number of course titles and descriptions that...Read the full story in The Report Card

[Steve Tikas]

This is another reason why state and local government should be in control of the curriculum instead of the federal government.  If a city wants to teach all of that PC crap they should be forced to but it should not be required in areas were the parents actually want their children to get a real education. 

 

The more money we spend on a federal level the worse our education level gets.  Our education has actually gone down on an almost continual basis since the start of the Department of Education.

Our school are geared towards making kids feel good instead of teaching them.  They make the curriculum geared so everyone can succeed because God forbid a child get their feelings hurt by getting bad grades.  They pass children that should not be passed so they don't have the negative aspect of kids repeating grades on the books better to pass them when they aren't really ready.

 

Teachers unions are not for the kids that is why they are not called Children unions they are for the teachers.  Making sure that teachers are based more on how long they have been there instead of how good they are.  Take our local budget battle when you hear them talking about cutting teachers they always say it is based on seniority and not results.  Yup better to keep an under-performing teacher that has been there a long time then a first year teacher that actually teachers the kids something.  Better to protect the bad teachers then actually do what is right for our kids. 

 

Teachers unions are the federal government being involved are the two biggest problems in our children's chance of a good education.