Jeff Jacoby has written a very good column entitled Dumbing down democracy which provides stark evidence concerning the appalling civic education provided by both high schools and most colleges and universities. His assertions are drawn from data collected in a survey conducted by the Intercollegiate Studies Institute and the size of the sample involved - 14,000 freshman and seniors - and survey design are sufficient for the data to be considered representative of the matriculating population.
The results are completely unsurprising to anyone with knowledge of the current focus of high school education. I'm quite sure that the students involved could regurgitate pap concerning the importance of diversity, tolerance and acceptance at length as well as being able to demonstrate an extraordinarily high level of self esteem which the survey proves is totally unfounded.
The NEA is producing as fine a herd of docile mushheads as they could ever hope to see but they seem to have forgotten that apathy feeds on ignorance. As these collegiate sheep have their fine fleece of ignorance sheered by life's vicissitudes they are going to become somewhat less docile and perhaps willing to engage in a little payback at the ballot box.
The devaluation of a high school degree and especially a college degree may be the reason that more male high school seniors are deciding that matriculation at a four year school is an economic error. The 'unseen hand' may be working with its slow but steady efficiency in marking the value of a college degree to fair market, making those seniors decision one of rational economic interest rather than an indicator of the educrats inability to provide a meaningful educational experience involving thinking rather than feeling.
The differential in lifetime income between a college graduate and a high school graduate is still very substantial but it is a comparison of the mean of one versus the mean of the other. It is quite possible that a fair number of male high school seniors are uninterested in subjecting themselves to a feminized system of instruction solely on the basis of a beneficial economic return whose first fruits don't show up in the bank account until ten years after graduation. That is especially true given the fact that a three year apprenticeship program in many trades pay a second year apprentice far more than most college graduate will receive for their first years work.
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