The Future of Education in America

"Future schools will be centers for family and social services as well." - William L. Lepley, Dir. Iowa Dept of Education


February 22, 2010 - San Francisco, CA - - The above quote by William L. Lepley was contained in an eye -opening article on education for the future written in the early 1990 's and entitled: 21st century schools will offer learning for all citizens. He was making predictions for the year 2010 most of which seem to be coming true.

Among several revealing predictions he listed,"students evaluations will improve. Instead of grades, students will be assessed not on the work they complete but on the skills they master. Community service will be a graduation requirement." Community service is already a graduation requirement in many schools, especially private and religiously affiliated schools. Right now there are 14 public and Charter schools designated as International Baccalaureate Schools offering Certificates of Mastery rather than traditional graduation diplomas.

He added,"Open enrollment will allow students to attend different schools to take advantage of a particular curriculum or offerings at that institution. Students will move out of the system without barriers such as district boundaries, grade levels, neighborhood locations or regulatory restrictions."

In January the California Governor signed a state version of the federal Race To The Top legislation calling for, among other things, "open enrollment" and suggesting that the understanding of neighborhood will become much broader. It was also suggested by Assemblyman Mark Wyland 's legislative Aide s of regionalization of 6 or more states with California to establish core career technology standards.

AB 35, Workforce Development by Assemblyman Warren Furutani has passed the state Assembly with insufficient opposition and awaits its first hearing on the Senate side. The state legislature currently has 14 active workforce development type bills before it. So far only California Right to Life has submitted a letter of opposition. We received a phone call from the legislator 's Aide asking, with incredulity in his voice, how we could possibly be against such a wonderful opportunity for young people who, for the most part, will never be college material, to be employable when they graduate? The thinking in Sacramento and Washington is very elitist. They declare that they are only concerned about the inequality between the poor who can 't do anything for themselves and "rich" kids who have everything given to them.

Lepley wrote a more recent article in conjunction with A. James Jones, Director of Learning Technologies, Milton Hershey School, Hershey, Pa. and printed in the Technos Quarterly, spring 1996 vol 5 No1 edition. This article entitled Pay Now or Pay Later reflects his previous thoughts and sets out Lepley 's vision of schools as centers for technology training which will be the "great equalizer of all society focusing on shared values."

Here he declares that "If we believe that we are all created equal, as the Declaration of Independence states, then we must seriously address the growing divide between the information "haves" and the "have nots." To secure the rights to life, liberty, and the pursuit of happiness in 21st century America, a poor child with little or no family support will need more nurturing and help with education than our nation has been willing to provide so far in this (20th) century Technology can help."

Today the schools have completely embraced equality and diversity training into every facet of school life. Programs such as Character Counts or values training is taught as a subject in many schools.

Lepley is not alone in his enthusiasm for and promotion of science and technology as the greatest saver of mankind since penicillin.

Consider this 32 page publication by the Education Commission of the States; National Center for Learning and Citizenship, published June 30, 2008, entitled Workforce and Civic Development.

It is not enough in the eyes of bureaucrats that one receive a good academic education while in one 's developing years. The outcome of that education must include a commitment to the public and humanistic virtues of global citizenship, community involvement and the selection of a career that benefits the state and its Race To The Top in global competition.

The NCLC provides a bureaucratic definition of workforce and civic education which is:

  • Cooperation, collaboration and coordination with local and national businesses
  • Strategic thinking and learning
  • Incorporation of and adaptation of information technology
  • Global awareness
  • Financial literacy
  • Written and verbal presentation skills
  • What constitutes the desired knowledge and skills for the 21st century?

  • Engaged, active participation for self and community interests
  • Sense of equity, justice and fairness=pluralism (respect for and commitment to the rights of others and well -being of society)
  • A sense of personal responsibility
  • Ability to utilize technology
  • Leadership skills
  • Financial and market literacy
  • You may recognize the mantra of the Gay Rights and Planned Parenthood agenda in this list.

    How will all this be transferred from the elitist minds of the Washington, D.C. Think Tanks to the local classrooms? Through the creation of state P -20 (or P -16 Councils) which are made up of policymakers, education leaders and business leaders. The mission of these councils is to create one smooth, flowing, education system from kindergarten to post -secondary education and beyond. first, through legislation and Executive Orders at state and federal levels, States are being organized to reflect one set of educational core standards within each state. This is where the Race To The Top federal funding for education comes in. The federal government is buying out the educational interests within states and local communities. The deal being we, the Feds, will give you money to run your schools, you give us your children.

    Next six or more states will be organized into regional education neighborhoods reflecting the economic goals and workforce needs within those states. This is one form of regionalized or sustainable development governance. Former President Clinton signed Sustainable Development legislation for the United States which exactly reflects similar initiatives around the world in countries most active within the United Nations Community.

    During the late 1980 's and early 1990 's George H.W. Bush introduced a new and innovative set of educational goals. Sen. Ted Kennedy and others promoted it and it became No Child Left Behind which firmly established the role of the federal office of Education in what has traditionally been local educational offices.

    NCLB has never been completely accepted by parents and educators due to the recognized demise of parental and local control and so media plants have reported that it was fading away to be replaced with Race To The Top in order for local educators to regain control of their schools.

    We learn through a briefly worded article at the back of the Washington Post of 2/18/2010, that a bipartisan committee of House Republicans and Democrats are planning to "rewrite the No Child Left Behind education law." Now, we realize that NCLB was just one step in the slippery slope of centralization of education further placing education within the domain of an elite few at the federal level.

    This was a goal first brought to light in the 1980`s, by Rep. Bob Schaeffer that Hillary Clinton, in partnership with Mark Tucker of the National Center for Education and the Economy - NCEE, had developed a plan to nationalize standards, tests, curriculum and databases of student achievements. Certificates of Mastery, replacing diplomas, came with it.

    We now hear from some parents that their students while in high school are taking some college courses which will place them directly in colleges in an apparently seamless manner. Parents proclaim this as wonderful indicating that their child is somehow above the average student. In reality this was all planned in the 1980 's by the NCEE and the Clinton/Tucker partnership.

    Today Marc Tucker is an advisor to the U.S. Department of Education addressing the issues of how to implement this whole NCLB/Race To The Top program which is being lapped up by public, charter and private schools desperate for the federal tax dollars that come with it.

    California has a P -16 statewide Council that works in conjunction with a statewide Workforce Investment Board (created through federal legislation) working to bring all school districts into line with this master plan. One interesting member of this P -16 council is Jed Wallace, President and CEO of the California Charter Schools Association.

    There is even a place for parents in all this re -formation of education. We will become partners with the schools. Education Week 's October 2009 Spotlight Publication focuses almost entirely on Parental Involvement and how educators and teachers can create an atmosphere of encouragement for parents to become partners with the teachers in creating little future workforce entrants.

    In the publication Spotlight on Parental Involvement, Larry Ferlazzo reveals how he insinuated himself into students homes. One might even say that he brags about how he "got to know my students." Mr. Ferlazzo spent the first 19 years of his working life as a community organizer before becoming a high school teacher.

    The Parent Teacher Home visitation Program was his entry into the privacy of families. The outcome of his visitations resulted in parents forming partnerships with the school guaranteeing that they would help their children remain in school (no loss of ADA here from school dropouts) with the added result of bringing parents to the attention of service provider agencies in the community. He admits that he also got extra pay for doing this.

    What I have attempted to bring to your attention is referred to by some as a system of Programming, Planning and Budgeting - PPBS. This is a very scientific and analytical approach to programming people and communities through meticulous planning in the same manner that one would organize the natural and animal kingdoms. It places total reliance on the ability of some human beings to organize other human beings using an appeal to human nature with psychological, behavioral, emotional and scientific calculations, budgeting, to achieve the desired outcome of a peaceful, compliant, contented world. This scientific approach understands that at the beginning of this planned and globalized world there will be confusion, anxiety, and resistance from the subjects. People will be put through a series of events that result in voluntarily giving up certain freedoms for the presumed greater good of a better world. The current catch phrase is "best practices."

    Already we read in the media of dire warnings against the "rightwing conspirators" who are being placed in the category of terrorists; Tea Party members, pro -lifers, gun -owners, immigrants, welfare families, people of faith. These, according to the government mantra, are not individuals seeking to exercise their God given and Constitutionally protected rights, they are groups seeking to deny equality to others.

    The Government is attempting to make us an offer we can 't refuse. They are saying; just let us determine for you the best practices in health care, education, employment, housing, transportation, security, family size and lifestyle decisions and you will be happy, healthy, educated, employed, housed and we can do this without the aid of any God. We just need you to give up your freedoms and your money to do it.


    Kent Tempus, The Iowa Journal, 21st century schools will offer learning for all citizens, no date. Article can be obtained through American

    Elizabeth Tarica, "A less bookish approach," The 3/17/2008.

    Sandra T. Molina Staff Writer, Whittier Daily News, Montebello Unified breaks ground on $30 million Technology school, 01/26/2010 10:16 Pm. "This is just another example of how the district and the board have a clear vision on ensuring all our students are prepared for either college or the work force," said Superintendent Edward Velasquez.

    Larry Ferlazzo, "Going Home," Education Week: Spotlight on Parental Involvement, Pg 1 -2, October, 2009.

    Psychiatric Services, July, 2009, vol 60 No. 7, Workforce Development in Behavioral Health,,

    Association of Metropolitan School Districts - Minnesota Twin Cities, Report raises questions about charter schools. Dec. 2008.

    Tiffani Lennon & Bruce Vandal, Workforce and Civic Development: National Center for Learning and Citizenship, June 30, 2008.

    Donna Garner, "The Roll -out of the Marc Tucker/Obama/Arne Plan," "Tucker 's ambitious plan was implemented in three laws passed by Congress and signed by President Clinton in 1994: the Goals 2000 Act, the School -to -Work Act, and the reauthorized Elementary and Secondary Education Act."

    Catherine Gewerts, Education Week, Jan 10, 2010, "Experts weigh in on `Race to Top testing Rules. "

    Thomas Sowell, "Distractions used by politicians to take away freedoms," Commentary, Contra Costa Times, Feb. 19, 2010.

    Nick Anderson, "Lawmakers to launch bipartisan effort to rewrite No Child Left Behind," Washington Post Feb 18,2010 -dyn/content/article/2010/02/17/AR2010021705195.html?wpisrc=nl_fed

    ©2010 Camille Giglio. All rights reserved.