That's an interesting disparity of views but not unusual. In the human services where I work I find it fascinating to compare insider views of what we need to change and the views of the people who use our services. I think two articles of faith drive the differences: A professional view that what I do is undervalued and a client's view that what I get is unsatisfying because something went wrong. Both perspectives are probably right most of the time.

Having just entered my 5 kids into the public school system from years of home schooling I have mixed feelings about the kind of education they are getting. The no child left behind program has created a rigorous set of standards with the intention of making sure students have a strong command of the fundamentals. This is certainly a noble goal, but was created in part to make sure Americans remain competitive with the growing number of well educated students around the world. The globalized information economy is upping the ante for us to remain competitive. The problem I am seeing on the ground is the high across-the-board standards are draining valuable resources from other important areas. I hear regularly that the school does not have to funds to provide much at all in the way of music or arts education. I believe that the American tradition of storytelling and creativity is one of our greatest assets and is one of the things that differentiate our culture from others. Not that other places in the world don't have rich creative traditions but I believe a foundation in the arts benefits individuals and society as a whole. Let other places hold the top spot for most students passing the AP Calculus exam. Being happy and well rounded citizens in this or any age can often be enhanced by an interest in and understanding of the arts. This is not the political climate for such sentiments, but I hope that this concept eventually gets more air time.

Larry,

I often have and continue listing to your shows on my way home from work. I read your recent comment on the Ed Series you recently recently completed and was moved to read your comment about the disconnect on vocational education. Although I am a college graduate myself, I recognize not everybody is cut out for college. Why can't they?

Keep up the good work and thought provoking commentary. Many of us out in the "vast So. Cal. radio land" highly respect your high quality radio segments on so many differing issues. Kind regards.

Vocational Education: I understand the in Signapore, children are culled each year into acidemic vs vocational tracks. The children have great incentive to perform acidemically; however, those on the vocational track get world-class training. A machinist student, for example, learns on the very latest computerized equipment and is ready for a high paying job upon graduation.

For some reason, we have downgraded vocational education in America, turing out hamberger flippers with little future unless they take it upon themselves to seek a vocational training after having been incarcarated in a high school for far too long.

Teacher Certification: Some years ago, the govenor of New Jersey (Tom Keen I believe) instituted a program wherein professionals with desperately needed science and math skills could volunteer to teach in the public shools without going through the "mickey mouse" credentialing process. Many engineers did an outstanding job without the arcane theories taught in credentialling programs. In spite of the success of the program, the teachers union managed to demand that these volunteers be "credentialed" by taking the fluffy courses normally required. Needless to say, the program came to a hault as the volunteers were only interested in teaching. The union then proceeded to block similar attempts to institute the program in other states. Wish you'd report on this history some time.