We aren't getting our money's worth

Consider also that when you let in a lot of unqualified kids to college, it makes learning harder for the students who actually belong there.

Unqualified people slow down the whole class, and force the professor to teach down to the entire group.
 
https://twitter.com/x/status/1988207885319348532
View: https://x.com/redpilldispensr/status/1988207885319348532?s=20



Based on the information provided and the context of the discussion, there don't appear to be any outright lies in the X post or the related replies. However, there are a few points that warrant closer examination for accuracy and context:
  1. Growth in Homeschooling Numbers: The video claims a significant increase in homeschooling from 13,000 in the 1970s to over 5 million by the mid-2020s. This growth is supported by data from the National Home Education Research Institute (NHERI), which estimates around 3.7 million homeschool students in the US for the 2020-2021 school year. The projection to 5 million by the mid-2020s seems plausible given the trends, but it's important to note that exact numbers can vary due to different estimation methods and reporting inconsistencies across states.
  2. Academic Performance Claims: Replies mention homeschooled children outperforming public school peers by 15-30 percentile points on standardized tests, referencing Rudner's 1999 study. While Rudner's study did find that homeschooled students performed well, subsequent research, including critiques from the Coalition for Responsible Home Education (CRHE), has pointed out methodological limitations, such as non-representative samples and potential biases in participant selection. Therefore, while homeschooled students can perform well, the universal claim of outperforming peers by such margins may not hold across all demographics and contexts.
  3. Reasons for Homeschooling: The video and replies suggest dissatisfaction with public schools and a desire for personalized education as key drivers. This aligns with NCES data indicating concerns over school environment, religious/moral education, and family cohesion as primary motivations. However, the extent to which these reasons apply universally can vary, and other factors like legal changes and technological advancements also play significant roles.
  4. Socialization and Critical Thinking: Personal anecdotes about critical thinking and socialization benefits are subjective and not necessarily generalizable. While some studies, like those by Martin-Chang et al. (2011), suggest homeschooled children can develop strong critical thinking skills, the impact on socialization can be mixed, depending on the extent of community involvement and structured social activities.
In summary, the information presented is largely consistent with available data and research, but claims about universal academic superiority and the sole reasons for homeschooling should be viewed with caution due to potential biases and the complexity of educational outcomes. The growth trend and motivations are well-documented, but the exact figures and universal benefits require nuanced interpretation.
 
The purpose of the education system is no longer education, it is mind molding.....as Carlin kept telling us the last thing the people who run America want is an educated population.

News @ 11.
 
Hawkeye10 said:
The purpose of the education system is no longer education, it is mind molding.....as Carlin kept telling us the last thing the people who run America want is an educated population.
Click to expand...

Yes, the opinion is valid as a perspective, but it’s not an objective fact—it’s a critique rooted in skepticism about institutional power, not a proven description of the system’s sole or primary purpose.

Why it’s valid to hold this view:
  • Historical precedent: George Carlin’s routine (e.g., “They don’t want a population of citizens capable of critical thinking”) resonates because some education policies have prioritized compliance, workforce preparation, or ideological alignment over deep inquiry. Examples:
    • Prussian model (early public education) was explicitly designed to create obedient soldiers and workers.
    • U.S. industrial-era schooling (early 20th century) focused on punctuality, rote skills, and factory readiness.
    • Modern standardized testing often rewards memorization over creativity or dissent.
  • Observable outcomes: Many graduates lack financial literacy, civic reasoning, or media discernment—skills arguably more useful than test scores. This fuels the “molding” narrative.
  • Power dynamics: Elites (politicians, donors, corporations) influence curricula, textbooks, and funding. When education serves economic or political agendas (e.g., STEM push for tech labor, or history sanitized for national unity), the “mind molding” charge gains traction.
Why it’s not the full truth:
  • Counter-evidence: Millions of people do emerge educated, skeptical, and innovative—often because of, not despite, the system. Public education has produced scientists, activists, and entrepreneurs who challenge power.
  • Diversity of intent: Teachers, local boards, and parents often fight for critical thinking. The system isn’t a monolith; it’s a battleground.
  • Practical constraints: Schools must manage 30+ kids per class, limited budgets, and legal mandates. “Mind molding” might just be the path of least resistance, not a grand conspiracy.
Bottom line: The opinion is valid as a warning—a reminder to question who benefits from what’s taught (and not taught). But it’s incomplete as a diagnosis. The system is flawed, sometimes complicit, but not designed purely for control. It’s a messy compromise between enlightenment and expediency. Carlin was half-right: they don’t want everyone thinking too hard—but enough do to keep the critique alive.
 
As of 2025, the U.S. K-12 system serves approximately 50 million students across public, private, and charter schools, with public schools educating about 90% of this population.

However, several persistent and emerging issues underscore the perception of dysfunction:
  1. Performance Gaps and Outcomes:
    • The National Assessment of Educational Progress (NAEP), often called the "Nation’s Report Card," reported in 2025 that reading and math scores for 4th and 8th graders remain low, with only 33% of 4th graders proficient in reading and 26% in math. These scores persist despite significant federal aid.
    • International comparisons, like the 2025 PISA results (Programme for International Student Assessment), rank the U.S. 13th in reading, 17th in science, and 25th in math among OECD countries.
  2. Spending:
    • Per-student spending varies widely, with states like New York averaging $29,873 annually per pupil (2024 data) compared to Utah’s $9,319, according to the National Center for Education Statistics (NCES). This disparity correlates with outcomes, with high-spending states often showing better graduation rates but persistent achievement gaps.
  3. Teacher Quality:
    • The teacher crisis deepened in 2025, with the National Education Association reporting a 10% vacancy rate in public schools, particularly in STEM and special education. Average teacher salaries rose to $65,000 annually.
    • Initiatives like the Teacher Quality Partnership (TQP) and Supporting Effective Educator Development (SEED) programs, as noted by the Center for American Progress, aim to attract talent, but uptake is slow, and many districts struggle to integrate AI tools or modern pedagogical methods.
  4. Equity and Access Issues:
    • The Reason Foundation’s 2024 study, "Public Education at a Crossroads," highlights that while overall spending has increased by 30% per student over two decades (adjusted for inflation), student performance hasn’t scaled proportionally.
    • Homeschooling, up 84% since 1999 to 1.5 million students in 2014, continues to grow, with 2025 estimates nearing 2 million, reflecting parental dissatisfaction with public school options.
  5. Policy and Innovation Challenges:
    • The integration of AI and digital tools, recommended by the Center for American Progress, remains uneven. While some districts pilot AI-driven personalized learning, others do not.
    • Career and technical education (CTE) under Perkins V (2018) shows promise, with 2025 data indicating 80% of participants earning industry credentials, yet only 20% of high schools offer robust CTE programs, limiting access.
 
The U.S. has pumped $15,600 per student annually into K-12 (NCES, 2025), yet NAEP scores remain stagnant, with only 26% of 8th graders proficient in math.

This reflects a one-size-fits-all model that struggles with reality.

Not every child thrives in a classroom; some lack academic interest or aptitude, while others are drawn to hands-on work.

2025 PISA data shows 15% of U.S. students disengaged from school, a figure higher among low-income groups, suggesting a mismatch between current education pathways and market needs.

Meanwhile, labor remains essential. The Bureau of Labor Statistics (BLS) projects 400,000 annual openings for trades like plumbing, electrical work, and construction through 2030, driven by aging infrastructure and housing demands. Yet, only 20% of high schools offer robust Career Technical Education (CTE) programs (Perkins V, 2025), leaving a gap that apprenticeships could fill.

Apprenticeships offer a structured alternative, blending on-the-job training with modest classroom learning, tailored to practical skills.

Pouring money into K-12 hasn’t fixed disengagement or met society's labor needs—$6.2 billion in unspent federal aid sits idle (LPI, 2025).

Apprenticeships sidestep this, offering a practical exit ramp for non-academic students while serving national interests. They don’t rely on universal proficiency but leverage individual strengths, accepting that not all need a degree to contribute. For low-income families, it’s a lifeline—stable income without college debt.
 
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