American Education Is Rotten from Top to Bottom
In reading the “overview” of Dr. Jill Biden’s 2006 doctoral dissertation from the University of Delaware, I am reminded just how rotten, from top to bottom, are America’s schools of graduate education. That a doctor of anything could write a sentence like the one that follows speaks to the historic worthlessness of most graduate programs in education:
Three quarters of the class will be Caucasian; one quarter of the class will be African American; one seat will hold a Latino; and the remaining seats will be filled with students of Asian descent or non-resident aliens.
An advisory committee had to approve this mumbo-jumbo. Apparently, none of the committee members noticed that when you add three fourths to one fourth, you’ve pretty much exhausted all the “fourths” available — all the seats as well. Although the temptation is to write Dr. Jill’s dissertation off to the power of political pull, her dissertation, from my experience, represents something of a norm in the illiteracy, innumeracy, and race obsession of grad-level education.
My oldest brother, an exceptional high school principal, refused to pursue a doctorate in education — the key to becoming a school superintendent — because he thought the courses he took to get his Master’s a waste of everyone’s time. My middle brother became a very good high school math teacher without getting any education degrees. He simply retooled through a special quickie program after retiring as an engineer from Exxon.
On the other hand, an in-law, since deceased, did go on to get his Ed.D
Article from LewRockwell