Now the term “revolution” has several definitions which all stem from a rebellious type of change of direction. They are part of our United States DNA and culture. Revolutions are both needed and unwanted. Revolutions are time consuming, unpredictable and difficult. There are casualties and gains on both sides. There are always opportunities for compromise. The American Education Revolution has been sparked by the rebellion of the American people and its commerce leaders against subpar U.S. academic performance domestically and abroad.
- Academic leadership in the U.S. has decreased in comparison to our international counterparts, as measured by test scores, university rankings and language acquisition abilities.
- U.S. based technical employment opportunities are outsourced and U.S. companies regularly colonized other countries as a result of an inferior U.S. workforce.
- The nationwide transition from the agrarian/industrial age to the information age has been extremely slow.
Early in U.S. history, education initiatives were left up to individual states, communities, businesses, land proprietors and local religious denominations. For some, this model was successful from its inception and continues to be so today. For others, this model has been highly volatile, laden with spikes and valleys of moderate success. In addition to factors of self-governance, regional success and volatility, there was not a standard baseline of uniformity. As the ability for interstate travel, collaboration and commerce increased, academic disparities increased as well. Today, the disparity between the successful academic systems and unsuccessful ones is far too great. This disparity has both domestic and international implications.