Meandering into Mediocrity

by | Jun 9, 2005

Now that my time in the Clark Country School District is coming to an end, both as a student when I graduated from Cimarron-Memorial High School in 2001 and as a Substitute Teacher as of June 9th, there are some alarming trends which I think someone must address. These trends are not restricted to only […]

Now that my time in the Clark Country School District is coming to an end, both as a student when I graduated from Cimarron-Memorial High School in 2001 and as a Substitute Teacher as of June 9th, there are some alarming trends which I think someone must address. These trends are not restricted to only Southern Nevada, but they will be exacerbated in the years to come by growing radicalization among the forces of political correctness and the new block scheduling which will go into place in Clark Country High Schools next school year. In essence, the public education system in the United States is teetering towards a situation that caters to and promotes the average, plain, and ordinary instead of the exceptional, intelligent, and best.

As a student in high school I was aware of these trends, but was fortunately buttressed against them by staying in the hardest classes and having the most able, challenging, and engaging teachers available. As a Substitute Teacher I have seen a whole different picture, engaging many different levels of students from the best and brightest to the worst and dimmest.

The first problem one encounters in classroom situations is that one has very few methods of ensuring discipline and the students are perfectly aware of this. In upper level classes there is a much greater degree of self-discipline amongst the students, most accord the teacher a healthy degree of respect and are able and usually eager to learn. In regular classes there is a noticeable divide amongst the students, a plurality wishing to learn and quite willing to behave while a sizable number refuse to do much of anything aside from talk, use prohibited electronics, speak disrespectfully to each other and the teacher, and numerous other things which make teaching difficult and which disrupt the other students from learning.

Perhaps corporal punishment in the classroom was too harsh, but the banishment of formal detentions and holding students back a grade represents the extension of irrational political correctness to the detriment of learning. There must be consequences for actions, good and bad, if any of these students is ever to be prepared for the reality of independent life.

The inability to flunk students leads to the next problem, the 4×4 Block scheduling to be implemented County-wide next school year. While students are no longer made to repeat grades they are penalized by not earning credits for high school classes they fail and which they need to make up before they can earn a diploma. Under the new block system the number of credits needed to graduate will be unchanged and yet the number of classes the students can take every year will be made larger. One teacher related a story about their special education class hearing this news and immediately putting two and two together; they can fail more classes and still graduate.

While the students in the lower echelons get some bonus classes to annoy teachers and fail, the students at the top and their teachers will have fewer classroom minutes to learn/teach the material. This is crucially important in Advanced Placement classes which are forced to move more quickly in order to cover all of the material in time for the students to take their AP tests at the end of the year. To illustrate this further, consider that under Cimarron-Memorial’s current block system students meet in their classes eight times every two weeks for a total of 524 minutes per class while under the new 4×4 Block schedule students will meet in their classes five times every two weeks for a total of 425 minutes per class. For those students in higher level classes and their teachers this is an hour and a half every two weeks that can scarcely be afforded.

Of course there is a fundamental problem with public education in general which will always be irreconcilable in a free country. There can be no accord brought between liberty and forcing property owners (or anyone else) to pay for schools. And it is obscene for children to go to school at the point of a gun. Freedom is just as essential in education as it is in any other service industry. Notice that none of the problems of discipline (in the classroom) appear in college because everyone is there voluntarily, is actively involved in one way or another in the funding, and presumably has some sort of goal.

Money cannot solve the problems of public education; untold billions have been thrown at the education system since the Soviets launched Sputnik and to no avail. As the education system heads down its inevitable path towards becoming a factory for creating mediocrities with a few strong and brave students surviving and prospering in spite of the circumstances one must think to the oft used argument for the public education system. It goes something like, “Without a compulsory system of public education the populace will be uneducated, not be able to perform jobs, research important things, etc.” Whenever you hear this argument, think of these great and important Americans

Alexander Marriott is currently a graduate student of the early republic at Clark University in Worcester, MA. He earned his B.A. in history in 2004 from the University of Nevada - Las Vegas, where he was an Op-Ed columnist for the UNLV Rebel Yell. Marriott grew up in Chicago and lived in Saudi Arabia for four and a half years and has resided in Las Vegas since 1996.

The views expressed above represent those of the author and do not necessarily represent the views of the editors and publishers of Capitalism Magazine. Capitalism Magazine sometimes publishes articles we disagree with because we think the article provides information, or a contrasting point of view, that may be of value to our readers.

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