American education services are in an utter failure.

Twenty years ago the U.S. ranked 1st in the world in high school diplomas and college degrees and now ranks 18th out of 24 industrialized nations in effectiveness.

The debate over American education services grows more heated and reports are continually released showing that the academic abilities of American students continue to fall when compared to those in other countries.

To solve the crisis, politicians, community leaders, and the education community all repeat the same lines.

Students fail, they tell us, because "expectations haven't been set high enough."

Every Ameican education services leader and nearly every politician presents the same "solution" to the education crisis: more money, better pay for teachers, and smaller classroom numbers so the children get enough attention from the teachers.

Consequently, there are two specific categories in which the U.S. excels, compared to the rest of the world.

First, the U.S. ranks second in the world in the amount we spend per student per year on education = $11,152 and is a leader in having some of the smallest classroom numbers in the world.

Every American should understand that these three items: higher pay, smaller classrooms and more money for schools are the specific agenda of the National Education Association (NEA).

The NEA is not a professional organization for teachers but a labor union and its sole job is to get more money into the american education services, and more pay for its members… the NEA is not about education but money and a political agenda.

America's education system has been completely restructured to deliberately move away from teaching basic academics to a system that focuses on little more than training students for menial jobs and specifically designed to deliberately dumb-down the children.

The field of psychology has very much taken over the public school system, and is doing its best to take over private schools.

Before the advent of psychology into the schools, American education services involved learning to read, acquiring mental skills and developing the ability of conceptual thinking. The idea behind traditional education was to prepare the student with as wide and strong a base as possible for future success.

The modern psychologists have a different idea, and this involves ensuring the students possess correct beliefs, attitudes and behaviors. The attention in American education services has gone from cognitive skills and effective thinking ability, to how the student feels, what he believes and what attitudes he has.

The real culprit is outcome-based education.

Professor Benjamin Bloom, the Father of Outcome-based Education (OBE) said: "The purpose of education and the schools is to change the thoughts, feelings and actions of students."

Psychologist B.F. Skinner determined, that to bring about such changes in the students values and beliefs, relentless specific programmed messages must be inputted.

Skinner once bragged: "I could make a pigeon a high achiever by reinforcing it on a proper schedule." Whole psychological studies were produced to prove that individuals could be made to believe anything, even to accept that black was white, given the proper programming.

OBE is not education. It's a combination of academic control and behavior modification. It is social engineering which uses behavior modification and values clarification to control the level of knowledge acquired and change attitudes, behaviors, beliefs and values.

OBE restricts academic achievement to the level of the lowest achiever. No student will achieve more than another. Fast learners will be held back until slow learners catch up.

Higher Order Thinking Skills (HOTS) are used to change complex human behaviors. HOTS, "critical thinking skills" and "higher order thinking skills" are the same, and they all change students' beliefs in absolutes of right and wrong/good and bad, which most parents teach children.

Traditional American education services focuses on teachers instructing students in various academic subjects K-12. Specific subjects must be covered to satisfy credit units. Knowledge is determined through tests. Passing grades result in promotion. Graduation occurs when all required subjects have been passed.

Outcome-Based Education focuses on what the student is, not on what he knows. It is designed for every child to FEEL successful.

Since businesses say they need workers that conform to the group, educators have decided to teach conformity by giving group assignments and group grades. Each student may be given a different task which, when put together with the other assignments, make up a complete project.

No student will be required to do the entire assignment, much like a factory worker would put a bolt or nut on a car and another would install the windows, etc. Each man can do his own particular job, but not one of them can assemble a whole car. That can be very beneficial in a factory, but not for a school.

Cooperative learning does not accurately reflect employment policies, either. No employer will put up with workers who consistently have to do their work over. Real-life employers fire individuals who can't or won't do the job.

Cooperative learning fools low achievers when it allows the fast learner to do all the work and rewards both of them the same. Real life doesn't let the slow learner repeat and repeat until he gets it right. An employer might allow that during training; but inevitably, every man must carry his own load.