by Hank Martin
As a native of Albemarle County, and a product of its educational system, both as a student (class of 81) and as a parent (class of 08 and 15), I have held a ringside seat to the conditions we are now observing. When I served my sentence of “free education” from 69-81, I erroneously thought that being a student was as bad as it could get. Little did I know at the time, being the tax paying parent would be worse. However, at least, the VERY least, the ACPS system was meeting its marks. Sadly and self-evidently, this is no longer true.
As has been reported on “The Schilling Show” over the years, malfeasance abounds. From sexual assaults in the boy’s athletic locker room, teachers hospitalized from student attacks to failed administrative staff NOT performing the Federal and State requirements for random drug tests of its school bus drivers.
What is the reality of the situation within the ACPS system? They have experienced fluctuations in accreditation statuses and student performance, prompting discussions about the efficacy of increased funding requests. While all 24 schools in the division achieved accreditation for the 2022-23 school year, several were accredited with conditions, indicating areas needing improvement.
In the 2024 Standards of Learning (SOL) assessments, ACPS reported a 75% pass rate in reading, a slight improvement from the previous year’s 74% and above the statewide average of 73%. Math scores also saw an increase, with a 72% pass rate compared to 69% in 2023, surpassing the state average of 71%. Despite these gains, significant achievement gaps persist among Black and Hispanic students, economically disadvantaged students, students with disabilities, and English Learners. For instance, only 50% of Black students and 49% of Hispanic students passed the reading SOL, highlighting ongoing disparities.
In response to these challenges, the ACPS School Board approved a $269.4 million operating budget for the 2024-25 school year, representing a $9.5 million (3.6%) increase over the previous fiscal year. The budget aims to maintain current service levels, offer competitive compensation, address the needs of English Learners and students with disabilities, and provide equitable social-emotional support.
One could argue that increasing funding without addressing systemic issues may not yield the desired improvements in student outcomes, contending that simply allocating more money to a system facing persistent achievement gaps and accreditation challenges does not guarantee success. It would seem more logical to advocate for a comprehensive evaluation of resource allocation, teaching methodologies, and accountability measures to ensure that additional funding effectively addresses the root causes of educational disparities. However, given established history, not just at ACPS, but in the whole of the public education system of America, this is unlikely to change anytime in the foreseeable future, wasting the hard earned tax revenue of the taxpayers and certainly failing the students crossing their thresholds onto the world’s stage.
For decades, the American public education system has faced criticism for its shortcomings. Chronic underfunding, disparities in access to quality education, outdated curricula, and a lack of emphasis on critical thinking and STEM (Science, Technology, Engineering, and Mathematics) subjects have culminated in a crisis that is now more urgent than ever. As we are now witnessing the societal and cultural impacts of DEI and the multitude of programs for an alphabet soup toleration of mental disorders, we are sadly observing the impact that having wasted so much of American student’s time and resources, has, is and will graduate them into a world with an educational handicap.
The rapid advancement of artificial intelligence (AI) and other transformative technologies has exposed the glaring inadequacies of American education, leaving domestic students ill-equipped to meet the demands of a high-tech, skills-driven global economy. As the United States faces an increasing need for highly skilled workers in AI, robotics, biotechnology, and other cutting-edge fields, the reliance on importing talent from abroad underscores the stark reality: American public education is failing to produce a workforce that can compete globally.
The roots of the problem lie in systemic neglect. Over the years, public schools in many parts of the country have suffered from insufficient funding, leading to overcrowded classrooms, outdated textbooks, and inadequate access to technology. Furthermore, disparities in educational quality across socioeconomic and racial lines have deepened, leaving millions of students without the resources they need to succeed. The curriculum itself has also lagged behind. While other nations have prioritized STEM education and critical thinking skills, American schools have often emphasized rote memorization and standardized testing, while spending far too much time in social and cultural areas that were better left to parents. This approach fails to cultivate the problem-solving and innovative thinking necessary for the AI era.
The rapid rise of AI and related technologies has transformed industries, creating a demand for workers with specialized knowledge in data science, machine learning, and software engineering. These fields require not only technical expertise but also a foundation in mathematics, science, and analytical thinking—areas where American students often underperform compared to their international peers. For instance, in the Program for International Student Assessment (PISA) rankings, which measure student performance in reading, mathematics, and science, American students consistently score below their counterparts in countries like China, Singapore, and Germany. These nations have invested heavily in STEM education, recognizing its importance in driving economic growth and innovation.
To bridge the skills gap, the United States has and will increasingly rely on highly educated immigrants to fill roles in technology and research. H-1B visa programs, designed to bring in skilled foreign workers, have become a cornerstone of America’s tech industry. While this influx of talent has fueled innovation, it also highlights the inability of the domestic education system to produce a sufficient number of qualified professionals.
The reliance on international talent is not a sustainable solution. As other countries invest in retaining their skilled workers and fostering domestic innovation, the United States risks losing its competitive edge. Moreover, the dependence on foreign expertise underscores the failure to nurture homegrown talent—a failure that begins with the public education system.
Addressing these deficiencies requires a comprehensive overhaul of the American education system. Logically, these steps should include:
- Increased Investment: Public schools need adequate funding to improve infrastructure, hire qualified teachers, and provide access to modern technology.
- Curriculum Reform: Schools must prioritize STEM education, critical thinking, and problem-solving skills while moving away from standardized test-centric models.
- Teacher Training: Educators need ongoing professional development to stay current with technological advancements and effective teaching methods.
- Equity in Education: Efforts must focus on closing the achievement gap by providing equal access to resources and opportunities for all students, regardless of socioeconomic background.
- Public-Private Partnerships: Collaborations between schools and industries can ensure that curricula align with the demands of the modern workforce and provide students with real-world experience.
The deficiencies in the American public education system are no longer just a domestic concern; they have become a matter of global competitiveness. As AI and other transformative technologies continue to reshape the world, the United States must confront the reality that its students are being left behind. By investing in education and prioritizing the development of a skilled, innovative workforce, the nation can reclaim its position as a leader in science and technology. Failure to act will only deepen reliance on foreign talent, leaving the future of America’s progeny in the hands of others—the ultimate form of bondage.
