the state prepares them for life. They don’t see education as a
primary responsibility or concern of the family. Some even
see it as a sort of recess for families from their children.
In this worldview, the purpose of education is largely
centered on the plans and needs of the community or state.
When families neglect their responsibility in the educa-
tion of their children, students quickly become assets (or
liabilities) of the state. They are then seen as a resource or
commodity to be developed and utilized for the greater
good. The agenda and philosophy of education then move
quickly to that of those governing and those leading the
state’s department of education. It gets more intense when
the federal government steps in with mandates to serve its
interests. This is Common Core.
But how well does this work?
Some will argue that it works pretty well. They look at the
sheer numbers (close to 90%) of America’s children who
attend state schools, and say it must be working. They look
at the concept that no child is left behind but has the right to
an education and feel that represents the best of education.
They sometimes talk about the influence education has had
in the decline of racial segregation and lifting of economic
ceilings for minorities and say, “It is working.”
Certainly the vast majority of Americans celebrate moral
victory in our society, regardless of where we attribute its
source. Real justice is right and good. But public education
is no model for promoting morality or justice. In contrast, it
tends to promote immorality.
There are many arguments to suggest that this educational
philosophy and national reality is not working well at all.
The cost of education is the single greatest budget line
item in about every community across the nation, and costs
are rising yearly. In spite of that fact, the product of our
educational system seldom improves. Graduation rates are
often shockingly low. By many standards, especially inter-
national standards, our student performance is declining,
even with the massive funding being received. Perhaps most
concerning, students often grow to form a very different
set of values from their parents and family, especially those
whose values are faith based.
In contrast, students who are educated in non-public
institutions are generally educated at a much lower cost, they
consistently have a higher graduation rate, and they often do
better in testing. Most importantly, they are far more likely
to share the value system of their parents and family.
But the strongest argument I have is this: I have spoken
with literally hundreds, even thousands of teachers. One
common theme I have found in them all, regardless of
their teaching environment, is the frustration of trying to
teach a child whose parents are not involved with them in
the learning formation of their child. Universally, teachers
confirm that parental involvement in their child’s education
significantly improves the result.
My conclusion: The education of our children is best
served when the family enterprise is fully engaged.
Melvin Adams is President & COO of Renewanation. A minister
and educator, Melvin’s 33-year career includes organizational
leadership and ministry in the U.S. and several countries around
the world. While leading his family, influencing people for Jesus,
and building Renewanation, he pursues interests in conservative
politics, culinary experimentation, and some very small time ag-
riculture. He and his wife, Sandy, have six children and seven
grandchildren. They reside in Hardy, Virginia.
FOOTNOTES
1. “Hillary Clinton at Kirkwood Community College,” C-SPAN, www.c-span.org/
video/?325353-1/hillary-clinton-education-roundtable-iowa, (April 14, 2015)
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