In 1997, Albert Shanker, then-president of the American Federation of Teachers, the largest teachers’ union, said, “When school children start paying union dues, that’s when I’ll start representing the interests of children.”
In today’s world, a somber reality has emerged: That shocking and self-centered quote by the head of the AFT now appears to have taken root within his organization’s progeny. A glaring illustration of this can be found in the Baltimore City Public School District, a focal point of extensive scrutiny and a years-long investigation that revealed some of the most disconcerting, shocking data ever revealed about a public school system in America.
Just imagine the heartbreak of discovering that your child’s test scores in mathematics were not at a proficient level. This would undoubtedly be a devastating blow for any parent. However, what if you learned that your child was not the only one struggling in the classroom?
In fact, it was discovered that every single student in the school was not proficient in math.
But now imagine even that an entire school system could not say it was exceptional in that regard, as an additional 22 schools within the Baltimore City school district also reported zero students with math proficiency.
This staggering statistic is hard to fathom, but it is an indisputable fact. Even more concerning is that a further 20 schools in the Baltimore City public school district had only one or two students who were proficient in math, while the remainder fell short of this benchmark.
The catastrophic result of greed and a lack of appreciation for the crucial significance of education has now materialized, brought about by the reprehensible actions of union leaders who manipulate and disrespect our young students, treating their noble profession as just another job and prioritizing their own interests over the future of our nation.
One might be tempted to brush off the zero-math proficiency statistic as mere cherry-picking, but the grim reality of Baltimore’s educational crisis is inescapable. Figures additionally reveal that a staggering 41% of all students in Baltimore City high schools have a grade point average of less than 1.0, equating to failing grades in almost every single class—with maybe lunch period as their saving grace.
The dire state of reading levels in these schools is no less concerning, with 70% of students requiring remedial reading classes and 75% only possessing elementary school-level reading skills.
Making matters worse, the budget for Baltimore’s schools stands at a staggering $1.6 billion, or $21,606 per student, making it the fourth-highest in the nation, trailing only New York, Boston, and Washington, D.C. Despite this astronomical budget, however, the average reading scores in Baltimore are approximately half of those achieved in those three states, highlighting the stark disparity between investment and performance.
The disturbing truth is that our system is set up so those in positions of power can profit when students fail because it brings institutions more money. The imperative to invest in a system that prioritizes the academic growth and wellbeing of our youth, free from corruption and the influence of financial gain, cannot be overstated. It is our duty to build an educational system that values the development of our youth above all else, and that holds leaders accountable when they prioritize their own selfish interests.
The failure of the Baltimore City public school district to serve its students properly is a perfect example of precisely what is wrong with our current systems. The actions of the school administrators and elected leaders in Baltimore is a betrayal of the trust placed in those tasked with shaping the future of America. The findings of Project Baltimore’s multi-year investigation, exposing the misappropriation of billions of taxpayer dollars, paint a picture of a broken system where bureaucracy reigns supreme and progress is impeded.
It is imperative that we act with urgency and purpose to ensure that every child receives the education they deserve, and that our society does not suffer the catastrophic consequences of a generation of unprepared leaders, particularly in light of the high reading, math, and science proficiency levels of our adversary, China, which hover at around 94%.
After all, this past decade highlighted, for most, the notion that elected leaders must be educated. The idea that a sitting president could not read or perform basic math functions would be unthinkable, yet the stark reality is that many children in entire major cities, such as Baltimore, do not possess even the most basic qualifications to be taken seriously as effective leaders by today’s standards. The implications of such a systemic educational crisis at scale would be devastating for our nation, as future American leaders who lack these fundamental skills will be unable to effectively wield power and make informed decisions. It would send us backward, not forward.
The delicate balance of our society is constantly threatened by ignorance; if just one generation falls short, it will lead to a bleak future caused by a downward spiral of ignorance. To secure a brighter future for everyone, we must nurture the seeds of knowledge within our children, for they hold the key to unlocking the path to our collective destiny. That is why it is crucial that we recognize that investing in their education is not just a duty, but a sacred obligation to ensure the preservation of progress for generations to come. The future of our society depends on it—it depends on our kids. Kids’ lives matter.
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