What is the public school system supposed to accomplish?
Public education exists to prepare every child to become an informed citizen capable of participating in the political, economic, and social life of the United States and ultimately becoming economically independent.
Everything in the public school system should serve that purpose.
Teachers teach. Students learn. The public school system exists to make that happen.
The public school system owns buildings and land. It employs teachers and other personnel. It transports students. It purchases equipment and supplies. It maintains buildings. It operates information systems. It keeps records. It collects and spends enormous amounts of taxpayers’ money.
Those essential business functions require competent management. They do not require an educational bureaucracy. Yet over decades, layers of educational administration have been created with each new program.
Programs create regulations.
Regulations require reports.
Reports require administrators to prepare, collect, review, and enforce them.
More administrators create more programs, regulations, reports, meetings, directives, and administrative requirements. The bureaucracy begins to perpetuate itself.
Every layer costs taxpayers money.
Every report a teacher must prepare takes time away from teaching.
Every dollar spent on unnecessary administration wastes a dollar taxpayers provided to educate students.
And every hour a teacher spends serving the bureaucracy is an hour the public paid that teacher to educate children.
Some administration is necessary. Some of it is not. The burden should be on those who impose the mandates and spend the taxpayers’ money.
Show us what each administrative office contributes to educating students.
Show us what each program accomplishes.
Show us why each regulation is necessary.
Show us what each report contributes to the education of a student.
Show us why each layer of educational administration has to exist.
Does it materially help teachers educate students?
If it does, keep it. If it does not, eliminate it.
Ask what teachers need to educate students and build the system around them.
Strip away what does not contribute to education.
Preserve what does. That is how to rebuild the public school system.
The taxpayers elect a school board to manage the local public school system. Hold it accountable.
Each public school system manages valuable public assets with money taken from local taxpayers. Run it like the large business enterprise it is.
Hire experienced business and financial managers to manage the money, property, purchasing, contracts, transportation, technology, construction, maintenance, insurance, payroll, and other business operations. Manage those operations as effectively as any other business enterprise of similar size.
Put experienced classroom teachers, not educational administrators, in charge of the educational program in each school building. They know what happens between a teacher and a student because they have done it themselves.
The school board establishes educational policy and approves the curriculum. Experienced teachers operate the educational program. Classroom teachers teach the students. There is a direct line of responsibility.
Taxpayers elect the school board.
The school board answers to the taxpayers.
Business managers run the business operations for the school district.
Experienced teachers run the educational program.
Teachers educate the students.
What indispensable educational function remains for the layers of educational administration standing between them?
Do those layers help teachers educate students? If not, eliminate them.
The money belongs to the taxpayers. The time belongs to the educational mission. Neither exists to perpetuate a bureaucracy. Eliminating unnecessary bureaucracy is not educational reform by itself. It only clears the way for educational reform.
The purpose is to move money, time, authority, and attention back toward education.
Parents need to know what their children are expected to learn. Taxpayers need to know what their money is supposed to accomplish. School boards need an educational objective against which every policy, program, expenditure, and administrative requirement can be judged.
If teachers are there to teach and the entire public school system exists to make that possible, what should they teach?
The Integrated Learning Environment
Education does not begin when a child enters school.
Learning begins almost as soon as life begins.
Infants listen to voices. They recognize people. They observe movement. They respond to sounds. They reac for things. They discover that moving their hands and feet makes things happen. Long before they can speak, they are observing, experimenting, remembering, and learning. Parents are their first teachers.
Becoming a parent does not automatically teach anyone how to raise a child. Some first-time parents have cared for younger brothers and sisters, nieces, nephews, or other children. Others have never cared for an infant before they bring their own baby home. Parents learn too.
The economic structure of American family life has changed. For generations, grandparents and extended families brought experience into the home and passed it from one generation to the next. Many families do not have that help.
In millions of families, both parents work. Single parents work. Parents who leave home in the morning to earn a living cannot spend those hours talking, reading, playing, exploring, and learning with their children. Someone else does.
For many children, that person is a nursery school teacher.
The name of the program does not matter. It may be called nursery school, child care, day care, early childhood education, or preschool. What matters is that during the years before children enter the public school system, adults other than their parents may spend much of every working day with them while they are already learning.
We have made a serious mistake by treating nursery schools as places where working parents leave their children to be watched until they come home.
A good nursery school is not a babysitting service.
The teachers who work with these children continue an educational process that began at birth.
They talk to children and listen to them. They read to them, show them things, and answer their questions. Nursery school teachers encourage children to observe, touch, build, draw, move, speak, listen, share, explore, and try again.
The children acquire language. They begin to understand numbers, shapes, sizes, colors, distance, time, and relationships. They discover other children and learn how to function with them. They encounter music, pictures, stories, plants, animals, machines, and the world outside their homes.
They are learning.
Nursery school teachers do not replace parents. They provide something that working parents cannot provide while they are at work: time.
Nursery school teachers should be recognized and compensated as teachers for the educational work they actually perform.
Those very early childhood programs need not become part of the public school system.
The public school system just has to recognize that the education of the children who enter preschool has already begun.
Public school education must continue that educational experience from the day a child enters preschool until the day an informed citizen graduates from high school.
Each year builds on every year before it. Knowledge acquired in one subject helps students understand another. Skills learned for one purpose become tools for solving other problems. As students acquire knowledge, they also acquire the ability and responsibility to use it.
When children enter the public school system in preschool, they arrive curious and already learning.
The public school teachers take it from there.
Children have been learning since infancy. Now they begin to learn deliberately.
Throughout preschool, kindergarten, and the primary grades, teachers build on the curiosity children bring with them and begin turning curiosity into inquiry.
Children learn to listen not merely because something attracts their attention, but because they are trying to understand it.
They learn to observe carefully, ask questions, follow directions, concentrate, practice, and complete what they start.
They learn that acquiring knowledge and developing skills requires effort and is often difficult.
They learn that not understanding something the first time does not mean they will not understand it after more effort.
Reading changes everything.
A child who can read no longer has to depend entirely upon another person to provide information. Books and other written material open access to knowledge accumulated by people the child will never meet and places the child may never visit.
Writing gives children the ability to organize what they think and communicate it to others.
Mathematics gives them another language for describing relationships, measuring, comparing, calculating, and solving problems.
Reading, writing, and mathematics become tools for learning everything else.
Teachers use the world around their students to put those tools to work. The classroom, school building, schoolyard, neighborhood, plants, animals, weather, buildings, machines, maps, pictures, music, stories, and people all become things to observe, question, describe, compare, measure, read about, write about, and understand.
The children are learning how to find out.
They are learning how to acquire knowledge they do not already possess and develop skills they do not already have.
They are learning how to persist when learning becomes difficult.
By the time they leave the primary grades, they have become students.
They know how to learn.
Now their world expands.
Elementary school teachers take students across the country and around the world. They take them back through history and forward through discovery and invention.
The school building and schoolyard remain places to explore, but the learning environment extends far beyond them.
The community provides people, institutions, businesses, government, history, architecture, transportation, and culture. Libraries, museums, laboratories, parks, historic places, workplaces, and the natural world become places to investigate.
Technology takes students farther.
Teachers can take them through a museum thousands of miles away, let them watch an experiment, explore another country, hear another language, examine a work of art, observe animals in their natural environment, and see the places where history happened.
The learning environment becomes as large as the world teachers can make available to their students.
And they connect it all.
History happened somewhere.
Geography tells us where.
Geology helps explain why the land looks as it does.
Climate and natural resources help explain where people settled and how they lived.
Science explains the natural world around them.
Mathematics allows them to measure it, compare it, and solve problems within it.
Language allows them to read what others have learned, think about it, discuss it, and communicate what they discover.
Biography puts people into that world.
Teachers encourage inquiry.
Why was a city built there?
Where did its water come from?
Why did people gather together to live there?
What did they build?
What did they grow?
What did they manufacture?
What did they buy and sell?
How did they travel?
Who governed them?
What happened when something changed?
Those questions make the artificial boundaries among school subjects disappear.
Students begin asking their own questions. They find information for themselves. They make their own connections. They use what they learned before to understand something new.
They also assume more responsibility for completing their work.
They learned how to learn in the primary grades.
Now they are learning how to use what they learn.
From students to young adults
By seventh grade, students know how to learn and are learning how to use what they learn.
Now the questions become harder and the answers less certain.
Students find information from more sources and learn that finding information is not the same as knowing whether it is true.
They distinguish fact from opinion and evidence from assertion. They recognize conflicting information. They ask who produced it, what evidence supports it, and what may be missing. They no longer consider information reliable simply because someone published it.
Problems become more complicated too. Some have more than one possible solution. Some require choices among competing alternatives. Some have consequences that cannot be avoided.
Students learn to reach conclusions by reasoning from facts and change them when the facts prove them wrong.
Now the integrated learning environment becomes indispensable.
Real problems do not arrive labeled history, geography, mathematics, science, economics, or government.
History cannot be understood without geography, economics, government, science, and technology.
Environmental problems cannot be understood without biology, chemistry, geology, mathematics, economics, and politics.
Public questions cannot be understood without knowing how government works, what happened before, who will be affected, what alternatives exist, what they will cost, and what consequences each choice may produce.
Students have to connect what they know before they can decide what they think.
They begin using knowledge to make judgments and they become accountable for those judgments.
They assume greater responsibility for their conduct and behavior as well as their schoolwork.
They learn that decisions have consequences for themselves and for others.
They learn that intellectual responsibility matters. Cheating, plagiarism, and presenting someone else’s work as their own destroys the value of education for themselves.
They learn to admit what they do not know.
They learn to reconsider what they think they know when evidence proves them wrong.
They learn that changing a conclusion because the facts require it is part of learning.
By the conclusion of eighth grade, they know how to learn, how to use what they learn, how to make judgments from what they know, and how to accept responsibility for the decisions they make.
They entered the public school system as children.
They move on to high school as young adults.
From young adults to informed citizens
Young adults enter high school knowing how to learn, how to use what they learn, how to make judgments, and how to accept responsibility for their decisions.
High school has four years to bring it all together.
The questions become larger. The consequences become real.
The integrated learning environment has prepared them for the day when the decisions are theirs.
They read and write because they need information and must be able to understand, analyze, and communicate it.
They use mathematics and science to understand problems, measure consequences, evaluate alternatives, and test solutions.
They use history to understand how we got here, geography to understand where things happen, economics to understand the choices people and societies make, and government to understand who has the power to make public decisions and how citizens can control that power.
They can find information and determine whether it is reliable. They can distinguish evidence from assertion, recognize conflicting claims, identify what they do not know, and reach conclusions they can defend.
They know how money works.
They know what it costs to live independently, how wages relate to the cost of living, how taxes affect income, how credit works, what borrowing costs, how interest compounds, how insurance distributes risk, and how financial decisions made today affect the choices available tomorrow.
They begin making decisions about life after high school.
Some will continue their education. Some will enter military service. Some will pursue occupational or technical training. Many will enter the workforce directly.
Those paths require different preparation, but every student needs the same foundation for citizenship and independent adult life.
Every graduate lives in the same country. They vote in the same elections. They pay taxes. They borrow money. They sign contracts. They evaluate information. They make financial decisions. They accept responsibility for their choices.
And the choice they make at eighteen need not determine the rest of their lives. Education gives them the ability to change direction. No graduate should be trapped by a decision made at fourteen or by the limited economic opportunities available in the community where they happened to grow up.
A public high school diploma must certify that the graduate can read, write, reason, calculate, investigate, evaluate information, solve problems, make decisions, communicate, and continue learning and that the graduate understands enough history, geography, economics, science, mathematics, and government to be an informed American citizen.
The graduate can make the ordinary financial and practical decisions of independent adulthood and decide what comes next.
They entered high school as young adults. They graduate as informed citizens capable of independent adult life.
The integrated learning environment makes this entire educational journey possible.
An infant begins learning almost as soon as life begins.
Parents are the first teachers.
Nursery school teachers continue that education while children are still very young.
Public school teachers receive children who are already learning and teach them how to learn more effectively.
Students learn how to acquire knowledge. They learn how to use what they learn. They learn how to evaluate information, reason from facts, make judgments, and accept responsibility for their decisions. Then they learn how to use all of it to live as independent adults and participate as informed citizens.
It does not require another administrative office, another layer of educational bureaucracy, another set of regulations, or more reports.
It requires a curriculum designed as one continuous educational experience and teachers able to connect what students learned yesterday with what they are learning today and what they will need to know tomorrow.
Learning begins in infancy.
Curiosity becomes inquiry.
Children become students.
Students learn how to acquire knowledge.
Students learn to use knowledge.
Knowledge becomes judgment.
Judgment brings responsibility.
Young adults learn to make choices.
Informed citizens graduate from the public high school prepared to make the choices that will guide America for another generation.
Saving Public Education and the Public School System
August 14, 2026 | Schools
What is the public school system supposed to accomplish?
Public education exists to prepare every child to become an informed citizen capable of participating in the political, economic, and social life of the United States and ultimately becoming economically independent.
Everything in the public school system should serve that purpose.
Teachers teach. Students learn. The public school system exists to make that happen.
The public school system owns buildings and land. It employs teachers and other personnel. It transports students. It purchases equipment and supplies. It maintains buildings. It operates information systems. It keeps records. It collects and spends enormous amounts of taxpayers’ money.
Those essential business functions require competent management. They do not require an educational bureaucracy. Yet over decades, layers of educational administration have been created with each new program.
Programs create regulations.
Regulations require reports.
Reports require administrators to prepare, collect, review, and enforce them.
More administrators create more programs, regulations, reports, meetings, directives, and administrative requirements. The bureaucracy begins to perpetuate itself.
Every layer costs taxpayers money.
Every report a teacher must prepare takes time away from teaching.
Every dollar spent on unnecessary administration wastes a dollar taxpayers provided to educate students.
And every hour a teacher spends serving the bureaucracy is an hour the public paid that teacher to educate children.
Some administration is necessary. Some of it is not. The burden should be on those who impose the mandates and spend the taxpayers’ money.
Show us what each administrative office contributes to educating students.
Show us what each program accomplishes.
Show us why each regulation is necessary.
Show us what each report contributes to the education of a student.
Show us why each layer of educational administration has to exist.
Does it materially help teachers educate students?
If it does, keep it. If it does not, eliminate it.
Ask what teachers need to educate students and build the system around them.
Strip away what does not contribute to education.
Preserve what does. That is how to rebuild the public school system.
The taxpayers elect a school board to manage the local public school system. Hold it accountable.
Each public school system manages valuable public assets with money taken from local taxpayers. Run it like the large business enterprise it is.
Hire experienced business and financial managers to manage the money, property, purchasing, contracts, transportation, technology, construction, maintenance, insurance, payroll, and other business operations. Manage those operations as effectively as any other business enterprise of similar size.
Put experienced classroom teachers, not educational administrators, in charge of the educational program in each school building. They know what happens between a teacher and a student because they have done it themselves.
The school board establishes educational policy and approves the curriculum. Experienced teachers operate the educational program. Classroom teachers teach the students. There is a direct line of responsibility.
Taxpayers elect the school board.
The school board answers to the taxpayers.
Business managers run the business operations for the school district.
Experienced teachers run the educational program.
Teachers educate the students.
What indispensable educational function remains for the layers of educational administration standing between them?
Do those layers help teachers educate students? If not, eliminate them.
The money belongs to the taxpayers. The time belongs to the educational mission. Neither exists to perpetuate a bureaucracy. Eliminating unnecessary bureaucracy is not educational reform by itself. It only clears the way for educational reform.
The purpose is to move money, time, authority, and attention back toward education.
Parents need to know what their children are expected to learn. Taxpayers need to know what their money is supposed to accomplish. School boards need an educational objective against which every policy, program, expenditure, and administrative requirement can be judged.
If teachers are there to teach and the entire public school system exists to make that possible, what should they teach?
The Integrated Learning Environment
Education does not begin when a child enters school.
Learning begins almost as soon as life begins.
Infants listen to voices. They recognize people. They observe movement. They respond to sounds. They reac for things. They discover that moving their hands and feet makes things happen. Long before they can speak, they are observing, experimenting, remembering, and learning. Parents are their first teachers.
Becoming a parent does not automatically teach anyone how to raise a child. Some first-time parents have cared for younger brothers and sisters, nieces, nephews, or other children. Others have never cared for an infant before they bring their own baby home. Parents learn too.
The economic structure of American family life has changed. For generations, grandparents and extended families brought experience into the home and passed it from one generation to the next. Many families do not have that help.
In millions of families, both parents work. Single parents work. Parents who leave home in the morning to earn a living cannot spend those hours talking, reading, playing, exploring, and learning with their children. Someone else does.
For many children, that person is a nursery school teacher.
The name of the program does not matter. It may be called nursery school, child care, day care, early childhood education, or preschool. What matters is that during the years before children enter the public school system, adults other than their parents may spend much of every working day with them while they are already learning.
We have made a serious mistake by treating nursery schools as places where working parents leave their children to be watched until they come home.
A good nursery school is not a babysitting service.
The teachers who work with these children continue an educational process that began at birth.
They talk to children and listen to them. They read to them, show them things, and answer their questions. Nursery school teachers encourage children to observe, touch, build, draw, move, speak, listen, share, explore, and try again.
The children acquire language. They begin to understand numbers, shapes, sizes, colors, distance, time, and relationships. They discover other children and learn how to function with them. They encounter music, pictures, stories, plants, animals, machines, and the world outside their homes.
They are learning.
Nursery school teachers do not replace parents. They provide something that working parents cannot provide while they are at work: time.
Nursery school teachers should be recognized and compensated as teachers for the educational work they actually perform.
Those very early childhood programs need not become part of the public school system.
The public school system just has to recognize that the education of the children who enter preschool has already begun.
Public school education must continue that educational experience from the day a child enters preschool until the day an informed citizen graduates from high school.
Each year builds on every year before it. Knowledge acquired in one subject helps students understand another. Skills learned for one purpose become tools for solving other problems. As students acquire knowledge, they also acquire the ability and responsibility to use it.
When children enter the public school system in preschool, they arrive curious and already learning.
The public school teachers take it from there.
Children have been learning since infancy. Now they begin to learn deliberately.
Throughout preschool, kindergarten, and the primary grades, teachers build on the curiosity children bring with them and begin turning curiosity into inquiry.
Children learn to listen not merely because something attracts their attention, but because they are trying to understand it.
They learn to observe carefully, ask questions, follow directions, concentrate, practice, and complete what they start.
They learn that acquiring knowledge and developing skills requires effort and is often difficult.
They learn that not understanding something the first time does not mean they will not understand it after more effort.
Reading changes everything.
A child who can read no longer has to depend entirely upon another person to provide information. Books and other written material open access to knowledge accumulated by people the child will never meet and places the child may never visit.
Writing gives children the ability to organize what they think and communicate it to others.
Mathematics gives them another language for describing relationships, measuring, comparing, calculating, and solving problems.
Reading, writing, and mathematics become tools for learning everything else.
Teachers use the world around their students to put those tools to work. The classroom, school building, schoolyard, neighborhood, plants, animals, weather, buildings, machines, maps, pictures, music, stories, and people all become things to observe, question, describe, compare, measure, read about, write about, and understand.
The children are learning how to find out.
They are learning how to acquire knowledge they do not already possess and develop skills they do not already have.
They are learning how to persist when learning becomes difficult.
By the time they leave the primary grades, they have become students.
They know how to learn.
Now their world expands.
Elementary school teachers take students across the country and around the world. They take them back through history and forward through discovery and invention.
The school building and schoolyard remain places to explore, but the learning environment extends far beyond them.
The community provides people, institutions, businesses, government, history, architecture, transportation, and culture. Libraries, museums, laboratories, parks, historic places, workplaces, and the natural world become places to investigate.
Technology takes students farther.
Teachers can take them through a museum thousands of miles away, let them watch an experiment, explore another country, hear another language, examine a work of art, observe animals in their natural environment, and see the places where history happened.
The learning environment becomes as large as the world teachers can make available to their students.
And they connect it all.
History happened somewhere.
Geography tells us where.
Geology helps explain why the land looks as it does.
Climate and natural resources help explain where people settled and how they lived.
Science explains the natural world around them.
Mathematics allows them to measure it, compare it, and solve problems within it.
Language allows them to read what others have learned, think about it, discuss it, and communicate what they discover.
Biography puts people into that world.
Teachers encourage inquiry.
Why was a city built there?
Where did its water come from?
Why did people gather together to live there?
What did they build?
What did they grow?
What did they manufacture?
What did they buy and sell?
How did they travel?
Who governed them?
What happened when something changed?
Those questions make the artificial boundaries among school subjects disappear.
Students begin asking their own questions. They find information for themselves. They make their own connections. They use what they learned before to understand something new.
They also assume more responsibility for completing their work.
They learned how to learn in the primary grades.
Now they are learning how to use what they learn.
From students to young adults
By seventh grade, students know how to learn and are learning how to use what they learn.
Now the questions become harder and the answers less certain.
Students find information from more sources and learn that finding information is not the same as knowing whether it is true.
They distinguish fact from opinion and evidence from assertion. They recognize conflicting information. They ask who produced it, what evidence supports it, and what may be missing. They no longer consider information reliable simply because someone published it.
Problems become more complicated too. Some have more than one possible solution. Some require choices among competing alternatives. Some have consequences that cannot be avoided.
Students learn to reach conclusions by reasoning from facts and change them when the facts prove them wrong.
Now the integrated learning environment becomes indispensable.
Real problems do not arrive labeled history, geography, mathematics, science, economics, or government.
History cannot be understood without geography, economics, government, science, and technology.
Environmental problems cannot be understood without biology, chemistry, geology, mathematics, economics, and politics.
Public questions cannot be understood without knowing how government works, what happened before, who will be affected, what alternatives exist, what they will cost, and what consequences each choice may produce.
Students have to connect what they know before they can decide what they think.
They begin using knowledge to make judgments and they become accountable for those judgments.
They assume greater responsibility for their conduct and behavior as well as their schoolwork.
They learn that decisions have consequences for themselves and for others.
They learn that intellectual responsibility matters. Cheating, plagiarism, and presenting someone else’s work as their own destroys the value of education for themselves.
They learn to admit what they do not know.
They learn to reconsider what they think they know when evidence proves them wrong.
They learn that changing a conclusion because the facts require it is part of learning.
By the conclusion of eighth grade, they know how to learn, how to use what they learn, how to make judgments from what they know, and how to accept responsibility for the decisions they make.
They entered the public school system as children.
They move on to high school as young adults.
From young adults to informed citizens
Young adults enter high school knowing how to learn, how to use what they learn, how to make judgments, and how to accept responsibility for their decisions.
High school has four years to bring it all together.
The questions become larger. The consequences become real.
The integrated learning environment has prepared them for the day when the decisions are theirs.
They read and write because they need information and must be able to understand, analyze, and communicate it.
They use mathematics and science to understand problems, measure consequences, evaluate alternatives, and test solutions.
They use history to understand how we got here, geography to understand where things happen, economics to understand the choices people and societies make, and government to understand who has the power to make public decisions and how citizens can control that power.
They can find information and determine whether it is reliable. They can distinguish evidence from assertion, recognize conflicting claims, identify what they do not know, and reach conclusions they can defend.
They know how money works.
They know what it costs to live independently, how wages relate to the cost of living, how taxes affect income, how credit works, what borrowing costs, how interest compounds, how insurance distributes risk, and how financial decisions made today affect the choices available tomorrow.
They begin making decisions about life after high school.
Some will continue their education. Some will enter military service. Some will pursue occupational or technical training. Many will enter the workforce directly.
Those paths require different preparation, but every student needs the same foundation for citizenship and independent adult life.
Every graduate lives in the same country. They vote in the same elections. They pay taxes. They borrow money. They sign contracts. They evaluate information. They make financial decisions. They accept responsibility for their choices.
And the choice they make at eighteen need not determine the rest of their lives. Education gives them the ability to change direction. No graduate should be trapped by a decision made at fourteen or by the limited economic opportunities available in the community where they happened to grow up.
A public high school diploma must certify that the graduate can read, write, reason, calculate, investigate, evaluate information, solve problems, make decisions, communicate, and continue learning and that the graduate understands enough history, geography, economics, science, mathematics, and government to be an informed American citizen.
The graduate can make the ordinary financial and practical decisions of independent adulthood and decide what comes next.
They entered high school as young adults. They graduate as informed citizens capable of independent adult life.
The integrated learning environment makes this entire educational journey possible.
An infant begins learning almost as soon as life begins.
Parents are the first teachers.
Nursery school teachers continue that education while children are still very young.
Public school teachers receive children who are already learning and teach them how to learn more effectively.
Students learn how to acquire knowledge. They learn how to use what they learn. They learn how to evaluate information, reason from facts, make judgments, and accept responsibility for their decisions. Then they learn how to use all of it to live as independent adults and participate as informed citizens.
It does not require another administrative office, another layer of educational bureaucracy, another set of regulations, or more reports.
It requires a curriculum designed as one continuous educational experience and teachers able to connect what students learned yesterday with what they are learning today and what they will need to know tomorrow.
Learning begins in infancy.
Curiosity becomes inquiry.
Children become students.
Students learn how to acquire knowledge.
Students learn to use knowledge.
Knowledge becomes judgment.
Judgment brings responsibility.
Young adults learn to make choices.
Informed citizens graduate from the public high school prepared to make the choices that will guide America for another generation.