One of the most significant challenges facing our nation lies in its approach to education, spanning from elementary school through advanced academic pursuits.

Reading is the cornerstone of learning, and without strong literacy skills, personal growth becomes significantly challenging. Successful individuals often attribute their knowledge and achievements to extensive reading, with research suggesting that over 90% of their learning occurs through written materials. Developing robust reading comprehension is essential for anyone seeking to expand their understanding and advance in their personal and professional endeavors.

A failing primary education system reveals its deepest shortcoming when students graduate without mastering fundamental literacy skills. Similarly, higher education institutions are fundamentally flawed when their graduates struggle to secure meaningful employment or achieve professional sustainability.

Despite the allure of higher education, many prestigious institutions perpetuate a cycle of academic detachment from practical life skills. The real-world education gained through four years of hands-on work often surpasses the theoretical knowledge acquired within the sheltered confines of academic campuses, leaving graduates more intellectually burdened than professionally prepared.

In short, looking back over the years, I would have to give our public and college education system a grade of F in teaching the basics and an F- in advanced subjects. I would certainly have to give them a B on teaching students how to fail. I say this because some have succeeded despite the quality of education.

Despite substantial financial investments in education, particularly in urban and well-funded school districts, academic performance appears to be declining. Conversely, smaller rural school systems demonstrate more effective educational outcomes. Historical evidence suggests that educators in the past, such as those teaching in single-room schoolhouses, often achieved greater academic success with students, despite many teachers lacking formal higher education credentials. This observation raises important questions about the relationship between educational spending, teaching methodology, and student learning achievements.

Are we potentially misdirecting educators in their professional development and training approaches?