Dismantling the Education System
It’s time to reevaluate a vital part of American higher education: the School of Education. These institutions, responsible for training most of our teachers, have sadly turned into centers of mediocrity and indoctrination.
States hold both the power and the duty to replace these large education systems by supporting alternative pathways for teacher training that have shown success across the country.
As recent graduates, we believe teachers should be more than just skilled professionals. They need to play an active role in shaping the fabric of American society.
Interestingly, the decline in the reputation of education schools presents states with a chance to explore different avenues for teacher preparation.
Currently, education schools are often seen as contributors to a growing sense of insecurity regarding the value of a traditional four-year college degree. Even graduates holding education degrees find their financial returns are among the lowest. In fact, recent studies suggest a degree often fails to deliver what students expect, especially when financed through loans.
Moreover, these schools are not meeting their commitments. The National Council on Teacher Quality has revealed that only one in eight teacher preparation programs sufficiently covers essential math content. Furthermore, only 28% of elementary programs adequately cover core literacy components, while a mere 3% require candidates to take the necessary science and social studies courses.
Historical analysis of these institutions indicates a troubling trend of dismissing rigorous academic content.
So, what are these education schools teaching? It appears they have been significantly influenced by leftist ideologies, often embracing radical perspectives.
At Stanford, for instance, we found the curriculum frequently focused on Paulo Freire’s “Pedagogy of the Oppressed,” a text critical of traditional knowledge teaching, viewing education as a means of political activism.
This ideological lineage explains why frameworks like critical theory and projects such as the 1619 Project continue to gain traction in classrooms despite numerous historical inaccuracies. In just a year, it has become quite prominent in American public education.
Under the leadership of notable education professor Joe Bohler, efforts were made to eliminate algebra from middle school curriculums in California, while simultaneously establishing a consulting firm that profits from implementing these same “reforms.”
All of this indicates that educational schools are unlikely to reform themselves. A flawed system cannot be fixed by just tweaking a few aspects. Instead of looking to universities for solutions, it’s clear they are part of the problem. The current decline in the credibility of education schools allows states to seek out better training programs.
Improving teacher preparation and effectiveness is possible by supporting alternative training approaches with a proven track record. Prospective teachers should begin with a degree in the subject they wish to teach—like history or mathematics—followed by rigorous hands-on training with experienced educators.
A growing network of alternative programs enables those without traditional academic qualifications to enter teaching. Effective training must emphasize practical experience, which is a key predictor of successful teaching outcomes—often missing in typical teacher prep programs. This way, new teachers can gain qualifications while earning decent wages.
By focusing on clinical practice, future educators will learn within real classrooms, gathering practical experience rather than abstract ideological theories. This ensures they are equipped with the necessary knowledge and skills that significantly affect their students’ learning outcomes.
Research shows that impactful differences can often be seen in the first few years of teaching. For example, Teach for America participants, usually younger individuals not majoring in education, often yield more benefits for students than those graduating from traditional programs. At the very least, they match the performance of those who have undergone the typical four years of preparation. Holding a master’s degree in education does not necessarily equate to being a superior educator.
States like Florida have rolled out teacher certification programs for individuals with degrees outside of education, alongside apprenticeship options for those with associate degrees. These programs offer a well-structured curriculum for participants.
Tennessee has introduced a job-embedded practitioner license program, allowing novice teachers to earn their credentials while actively teaching. Arizona’s alternative teaching certificate emphasizes practical preparation by requiring a solid understanding of foundational governance documents, ensuring that even non-traditional participants receive necessary civic knowledge without ideological bias.
It’s essential to build a model of educator training that fosters the values of freedom and responsibility for future generations. Now is the time to restore the genuine purpose of public education: to cultivate a morally capable population that seeks truth, fosters virtue, and maintains a free society.
