ACT (American College Testing, Inc.) SCORES, AND ACT CAREER (JOB) AND COLLEGE READINESS AND UNREADINESS EXPLAINED



It is important to understand this area well if one wants to know the truth about our results in education.

A problem can not be fixed if one is not sure or if one is dishonest about where and what the problem is.

 

We all want our children to live well. That means that those of our children who are not learning disabled, must know enough when graduating from high school, to learn more at a college or technical vocational school, without remedial education, to have a job that can provide the minimum amount for four people to survive above the goverment-provided poverty level. The public education system needs to be responsible for making sure that 88% of all children, who are not learning disabled, achive such such an objective. The school districts must also publish exactly and precisely what GPA average and what. Only facts. Nothing more as they do today.

To achieve this as an objective, we need to define further additional requirements our schools need to meet that all high school graduates must achieve through this website..



Look at the chart above. Today in Tennessee as an example, only 17% of graduating high school students (and only 6% of African American students, a major travesty) are ready/prepared (26% in the USA) according to ACT. This is a very poor, unacceptable, long-term result.



Where should our graduates be? Where should your child or grandchild be? In 2018 they should have been in a graduating class above an average 25 ACT score (that means close to 50% ACT Readiness of that class), to be driven to at least above 80% readiness urgently to save them from poverty all their lives. The international top performers are graduating close to 100% readiness, including most learning-disabled children. IT CAN BE DONE EXCEPT FOR LAZY OR INCOMPETENT PEOPLE, OR POOR MANAGEMENT.

 

We forgot that not so long ago, we graduated only those children who were prepared, and ready. That meant all those children who graduated with a diploma were ready, not just one out of five children who graduate from high school like today. That also means that employers could count on a person bring well enough educated if that person earned a diploma. WE BELIEVE THAT BY 2020-2022, our children will need to be at 27 average ACT score (THAT MEANS 75-80% OF GREDUATES ARE PREPARED/READY) because of nanotechnology's effect on robotic price/performance, old jobs disappearing, new better jobs appearing requiring more education. Employers have been increasingly complaining about how poorly high schools educate our children. Just note the fact that the ACT readiness is always based upon employer's needs a couple of years before the test but we need to graduate children for the future, meeting employers' needs minimum five years after graduation. Why? Because new technologies always eliminate low end jobs and create a lot of new jobs, but the new jobs require more education. What true readiness means for our children needs to take into account future developments in robotics and new technologies within 5 years of their high school graduation, and new technologies are coming at a faster rate now. Cognitive robotics and nanotechnology will have a massive impact that we have never seen before. That means a big increase is required in mathematics and most sciences, economics, English, reading and writing (to include script, that was discontinued by some very smart people around 2014. Just think of how your child can take notes in class with block letters) in order to be employable, and the need for keeping up education every single year is what our children will need in the future. This is new to us, but in some other countries like Japan, such continuing education has been part of life for thirty years.



The demand for ACT Readiness by employers may increase beyond 80% of diplomas in 2020 because of increasing job requirements, the COMBINED result of robotics and nanotechnology. Our school district objectives should be in the same ACT score areas, and not at 21 (equal to ACT Readiness at only 24%) that the State of Tennessee set for 2020 since 2005. That is an extremely poor objective and poor accomplishment. Today our children are not prep[ared for what is coming in just a few years.



Looking for a school for your child? Pick one with high average ACT Readiness percentage of those students who graduated.


DEFINITIONS
See the graph below with actual examples



  1. ACT readiness: is the percentage of students with a regular high school diploma who have only a 50-75% chance to finish only the first year of a vocational/tech training or college program, BUT IT DOES NOT NOT include any science or engineering program, because those require a much higher ACT score (26-28 average) in mathematics than what the ACT Readiness benchmark requires for mathematics. State report cards carry this information or ACT sent a report to your school district in July of every year that one can request. On the graph below, we just list these percentages from the Tennessee report card.


  2. ACT unreadiness is always 100% minus ACT readiness. Second, if we want to count it from 9th grade we multiply the "graduation rate" percentage by the ACT readiness percentage rate and subtract the result from 100%.


  3. ACT readiness based on 9th grade entry: Multiply 100% by the "graduation rate" percentage in the state report card. Then multiply the result by the "ACT readiness" percentage, and now you have "ACT readiness counting from 9th grade" entry.


  4. ACT unreadiness based on 9th grade entry: First, take the "ACT readiness based on 9th grade entry" percentage from above and subtract it from 100%. and now you have "ACT unreadiness based on 9th grade entry".





The chart below shows the actual results for the state of Tennessee and its Knox County.



 



THE ROBOTIC EFFECT: VERY IMPORTANT: Prior to 2015 many low-end jobs were replaced by robotics and software automation in manufacturing. However, robots are now advancing quickly to replace all low-end jobs, and go beyond the capabilities we currently offer with most high school graduates, advancing higher annually from now on. Artificial Intelligence (AI) already getting close to average human levels in 2015 and it is growing faster. Today in 2017 a $1,000 computer can do as many computations per second as a mouse brain. By 2045, a $1,000 computer will do as many computations per second as ALL HUMAN BRAINS IN THE WORLD (Ray Kurzweil PhD, Ray Kurzweil's predictions for the next 25 years). AI and Nanotechnology will get us there, with a start around 2022. These two developments are representative of where robotic capabilities will be only 25 years from now, well beyond average human capabilities unless public education improves dramatically. From a neurological brain capacity point of view we have a lot of room. We use only 4-5% of our brain. However our K-12 education system is very underdeveloped and it is already dragging down our public universities. Note that unless we change urgently, this will happen right in the middle of our children's lives, those children who are in high school today receiving a poor education. Nationally 74% (94% of African American students!) are already poorly prepared, with Tennessee at 84% (and TN Afr. Am. students at 97%) of our high school graduates. They are not ready to go beyond simple hourly jobs. Such jobs will be gone in a few more years. Fast food industry and supermarket jobs are already moving rapidly to robotic automation because the majority of our schools graduate students who cannot communicate properly in English, are poor readers, cannot even do basic math and have a poor attitude in the jobs.

 

IF YOU DO NOT BELIEVE THAT THIS WILL HAPPEN, THEN INVESTIGATE THESE SUBJECTS, BECAUSE THE NEXT QUARTER CENTURY WILL HAVE A HUGE IMPACT ON HUMANITY. GETTING SURPRISED BY IT WILL BE DEADLY.

 

There are many excuses for the poor results that our public schools have been delivering. But a 47-school charter school chain in New York City, Success Academy Schools, has been scoring ABOVE 90% in every school with its students passing most private schools with their poor, inner city African American children! We are not willing to visit them from Tennessee to find out how they are doing it. By the way, Charter Schools are also public schools, and they are not taking money away from traditional public schools. FINLAND IS EVEN BETTER. THEIR TEACHER QUALITY, SELECTION, AND TEACHING METHODOLOGY IS THE BEST.

 

Groups from more than 100 countries visit Finland each year, to see what they have improved. But our school district management does not want to learn to improve to provide better results with our children. AND WE ARE PAYING FOR THEM ALL ONE OF THE HIGHEST RATES IN THE WORLD PER STUDENT, FOR POOR EDUCATION!

 

OUR POINT IS THAT A LARGE PERCENTAGE OF THE UNPREPARED GRADUATES COULD BE GREATLY REDUCED IF WE CREATED THE FOLLOWING FOUR ITEMS WITH A SENSE OF URGENCY:



1. AN AVERAGE A.C.T. SCORE OBJECTIVE IN ALL HIGH SCHOOLS THAT IS AT LEAST 10% HIGHER IN AVERAGE THAN LAST YEAR'S AVERAGE ACT SCORE INSTEAD OF A SILLY 90% GRADUATION RATE AS AN OBJECTIVE.



2. ALTHOUGH THEY PROVIDE THE RESULTS, WE NEVER HAD AN OPERATING PLAN IN OUR SCHOOLS WITH A SPECIFIC MONTHLY ACADEMIC OBJECTIVE (SUCH AS USING MONTHLY OR MONTHLY YEAR-TO-DATE GPA OBJECTIVES, FOR EVERY MANAGER AND EVERY CLASS OF STUDENTS. WE HAVE NO SUCH OBJECTIVES AND NO SUCH OPERATING PLANS.



3. WE NEED BETTER TRAINED TEACHERS AND MANAGEMENT IN OUR PUBLIC SCHOOLS. BY DOING SO WE COULD MAKE AT LEAST HALF OF OUR HIGH SCHOOL GRADUATES SUCCESSFUL IN ADDITION. WITHOUT SUCH OBJECTIVES, AND OUR SCHOOLS NEVER HAD THEM, EMPLOYEES AND TEACHERS KEEP DOING EXACTLY THE SAME THING AS BEFORE EVERY DAY. THE RESULT CANNOT GO UP UNLESS WE CHANGE THE WAY WE WORK EVERY DAY. THAT CANNOT CHANGE WITHOUTTHE FOCUS OF A MONTHLY OBJECTIVE.



4. MANAGEMENT TRAINING FOR SUPERINTENDENT AND HIGH SCHOOL PRINCIPALS, WITH FOCUS ON HOW TO IMPROVE EDUCATION RESULTS.



UNLESS K-12 EDUCATION IMPROVES VERY RAPIDLY TO AN 80% A.C.T. READINESS LEVEL BY 2020, children who are not ACT Ready have absolutely no chance in the future for these reasons. DO NOT SAY IMPOSSIBLE YET. WE HAVE OUR POOR RESULTS BECAUSE WE DID NOTHING ABOUT THEM! BUT THE WORLD AROUND ALL OF US CHANGED AND IT IS OUR FAULT THAT WE MISSED IT. Without change, the general public continues to be dumbed down, and public education continues to deteriorate with rising expenses per student continuing a trend since 1970. WHY DO YOU THINK OUR ELECTED LEADERS HAVE BEEN IGNORING THIS DROP IN EDUCATION SINCE 1970, AS THE PUBLIC PAID MORE PER STUDENT EVERY YEAR SINCE 1970? We became the fifth largest spender in the world per student, and dropped to 40th place from the top at the same time. No governor of either party initiated any program that raised the ACT scores and Readiness to this date. They all started many programs that sounded fabulous for our children, but the ACT or SAT score went nowhere - and they are the only tests that tell us every year how much a child learned from grade one to twelve.



Anesthesia robots have been announced since 2013 http://www.popsci.com/meet-machine-could-replace-anesthesiologists, that can replace anesthesia nurses and some anesthesiologists with FDA approval in 2015 and 2016. These two jobs are way beyond an ACT READY high school diploma. From 2016 on, we will see more and more COGNITIVE robots in the workplace. Cognitive robots are not only based on the advancing artificial intelligence, but many of them can understand and speak, learn and make decisions, and not have any problems with basic as well as more advanced mathematics or communications in multiple languages. They do not have attitude problems, can deliver uniformly high quality results and most will cost less than minimum wage. Very importantly they also have a software application module for specific jobs, which then the cognitive robot can improve in two ways: one is by learning from any knowledge base on the Internet, or by downloading automatically from its manufacturer a more enhanced version of the "job module". As of 2015, China is making a major push to automate its production on a huge scale using cognitive robotic capabilities http://mashable.com/2015/12/07/china-workers-robots/#GceF5mDoFZqm - click on it to read it. Google acquired seven of the most promising US companies in robotics and hired a world famous scientist and futurist, Dr. Ray Kurtzweil as VP of development. Several Japanese companies are very close to announcing and shipping cognitive robots from 2017.



The fast food industry is already replacing front line employees with robots who deal with customers. Look below what McDonalds is moving to in 2015-2017. They are not the only ones.





McDonalds' move toward robotics: "Customers love them. They're quick, easy, and customers avoid all the "wad U say" frustrations. They get orders in, get their food the way they want it, and they're on their way. That's fast food. And oddly enough, people SPEND more when they're on kiosks. The Harvard Business Review said they found the average check size was 30% higher. They found that 20% of customers who didn't initially order a drink would buy one when it was offered. The result is: no more $15 minimum wage earners for taking orders."



Unless OUR SCHOOLS ARE CHANGED AND DELIVER MUCH BETTER RESULTS, THE PUBLIC WOULD PAY DEARLY for additional remedial training for the 79.6% or more of those students who entered 9th grade, in order to make up the high schools’ inability to get them trained well enough. Close to 80% of today’s high school graduates will have terrible life with joblessness and homelessness. WHAT PERCENTAGE OF LOW PERFORMING STUDENTS WILL TAKE ADVANTAGE OF TWO YEARS OF ADDITIONAL EDUCATION IF FREELY PROVIDED, ON THE TAX-PAYERS' MONEY? Successfully, not many. WHY? Because they learned to become unmotivated for 12-14 years in our K12 public schools. They also picked up a bad attitude and a feeling of entitlement, and mentally they are not prepared to work hard. Two years of additional education will not solve the education problem as robotics increase the taking over of low-end jobs. It is K-12 itself that needs complete fixing. JUST THINK! WHY ON EARTH DO WE NOT WANT TO FIX THE SOURCE OF THE PROBLEMS, THE K-12 GRADES, BUT SPENDING TWO MORE YEARS OF THE PEOPLE'S HARD EARNED TAX DOLLARS IS THE BETTER THING TO DO?? The reported results of this program are interpreted very positively by those who started it. The first result is that 80% of those who joined this program will go on to the second semester. That is a meaningless result at best. No grade point average is provided. Percentage attending mostly remedial programs would be useful to know. 20% giving up after the very first semester is not good news. For low performers, who are the candidates for this program, after K-12 the motivation is not there to work hard; a product of some homes and mostly our schools, since teacher morale is very low. These students need very highly motivated and trained teachers, because what we would need to do very well is to test them for vocational preferences first, then put them into the right courses with highly qualified teachers who are very enthusiastic about their subject and can light a fire of desire within these students. Without that, considering that a normal working life is about 40-45 years, the jobs such students may be able to get are minimum wage jobs that will be replaced by robots in just a few years after which these students will be unemployed.



"It's time to admit that public education operates like a planned economy, a bureaucratic system in which everybody's role is spelled out in advance and there are few incentives for innovation and productivity. It's no surprise that our school system doesn't improve: It more resembles the communist economy than our own market economy."

Albert Shanker
President of the American Federation of Teachers


One would expect political and legislative leadership to recognize that, BUT THEY DID NOT as of 2018.

 



Elected school district boards always produced a poor ACT or SAT result vs. the international competition. The reason: an elected board that is paid $25K/year does not attract management experience that is vital in getting a 9,000 employee organization to produce much better results than what they can produce by accident. Board members were not knowledgeable about the relationship of high school graduates' training level to how well our companies can function, and that is key to the needed level of national income. You all do not have training and experience to manage results out of such a large organization. There are very few people who were so educated and actually have done it in any activity. Sorry, but facts are speaking louder than words. We even hired superintendents who had absolutely no training and experience to be that. They have not even managed a single school, and we hired them to manage 89 schools and 8,000 employees. This is one version of insanity. Not fixing it right away is the other.



Look at our ACT performance chart covering ten or more years. Such high ACT unreadiness percentage of graduating students is deadly. It is unbelievable that no one did anything before and during those ten years to fix the system, starting with its objectives and operating plans, instead of demonstrating from the superintendent on down that no one has/had a clue about what needs to be done. To make it worse, board members set objectives that were wrong, not understanding why (unmeasurable, not a key indicator of progress in education), and superintendents created a 5 year "strategic" operating plan that was also wrong (no objectives on individual schools and all supervisory talent within them like a monthly GPA objective measured in a year-to-date fashion), and they had no idea why the performance outcome was bad, but board members and superintendents gave each other a great performance evaluation for it. All of it at the expense of the public, as some people ruined the future of our children and with them the workforce and the economy.



Copyright(c) 2008-2019 V. Spencer
This is a work in progress.