In 2002, NCLB promised that by 2014, 100% of U.S. school children would demonstrate “proficiency” in reading and math. On the NAEP test in 2012, 40% of fourth-graders scored at proficiency or above in math, and 32% scored proficiency in reading. Going by NAEP results, NCLB won't make the deadline.

STEM is an acronym for Science, Technology, Engineering and Mathematics. It has become a kind of mantra for business leaders and politicians who want more children to pursue careers in those subjects. A danger is that STEM is seen by some as being of more value than subjects in the Liberal Arts.

Every state is permitted by law to define "reading proficiency" according to their own guidelines. As a result, states often rate their children at a higher level of proficiency than the NAEP does. Parents must adopt their own guidelines and test their children themselves.

The term Liberal Arts refers to the academic subjects that include language, literature, science, math, and history. In the past, an acquaintance with all these subjects was considered the mark of an educated person. Today's idea of "an educated person" seems to have changed.

The American Legislative Exchange Council (ALEC) seems to be dedicated to the goal of diverting public money to private pockets. When it comes to education, parents must question the motives of reformers.

It's time for parents and students to stop viewing high school as an extension of childhood. As college becomes unaffordable to more and more young people, better use needs to be made of tax-supported educational opportunities.

Thirteen states have passed Third Grade retention laws. Children who fail to learn to read well enough to do fourth grade work will repeat the third grade.

Parents and teachers who don't want to be deceived as to the purpose and probable effects of the Common Core Standards need to recognize the script. Challenge school administrators and journalists to use their own thought out words when discussing the CCSS.

K-6 teachers have a far greater influence on the future of their pupils than do high school teachers. They can mean the difference between success or failure in the upper grades. They deserve the best possible teacher preparation.

Professional educators in control of teacher preparation concern themselves more with theory than with the practical considerations of teaching real children in real school settings. A first step in meaningful education reform would be to break the stranglehold of university education departments.