Throughout the United States, the failure of academic achievement in public schools in particular is utterly condemning, even by somewhat paltry standards as considered internationally. Though it varies by subject, grade level, and state, at-grade-level academic achievement in U.S. public schools is often well below half of students and is often below a third of them. Illiteracy and innumeracy are increasingly the expectation, not a deviation from it, to be dealt with through increasing demands for programs, money, and “equity,” another Marxist end. None of these will succeed so long as
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