Politics in Public Education

Public education in America has encountered many challenges, particularly in the last three decades. Declining test scores, declining graduation rates, poor results for high school graduates entering college unprepared, and the clear lack of lifelong learning skills are just symptoms of the underlying problems and issues with K -12 education.

The decline of direct parental involvement, poor university education school preparation for teachers, misdirected and inconsistent standardized testing efforts, and the lack of any teacher testing and annual monitoring of teacher progress have all contributed to the problems in public education and an alarming lack of results and preparation of our children. However, underlying the symptoms and causes that I have cited are compromising the true mission and goals we all expect to be unwavering.

Public Education

That is to say, those given the sacred responsibility of educating our students have compromised the very mission of education and the achievement of the goals and objectives that we have counted upon to be the foundation of our future and our children’s future. This is not an accusation, a supposition, or an opinion. This is a fact. I have seen and documented it firsthand in my state and have verified similar encounters and compromises by the educational elite, administrators, and, most directly, the two largest teacher unions in the United States. It is, at a minimum, appalling and potentially criminal.


I am attempting to describe the political compromises made by the teacher unions, with complicity by some administrators and ratification by local school boards, reducing the quality of education and the integrity of the teaching experience solely for the benefit of power and money. The recipients of the increased power, funding, and funds into their coffers to be utilized for purposes other than education are the national teacher unions, their respective state affiliates, and their colleagues.

When union domination and the marginalization of parents occur, our children are the losers. They are no longer the priority. They are no longer the most important participants in the educational experience as they should be and must be if we achieve those lofty goals and make our children the best prepared in the world. No matter what changes we make to public education, no matter how we improve standardized testing, measuring results, educating and training our teachers, and funding education, if we don’t take the politics out of education and the implementation of good education policy in our government, we are doomed to fail. Yes, unions have a right to exist, and yes, our teachers should be treated well and be paid well.

However, we’re not talking about a typical working environment for public education. The priority must be the students or the proposition of public education on its’ very face is false. Why do many private schools, parochial schools, and most “home-schoolers” often do significantly better than their public school counterparts, with much less funding? A major factor in their encouragement of parental involvement in education policy is their children’s day-to-day education experience and the absence of political pressure being exacted by the teacher unions.

Having direct, first-hand knowledge of the referenced compromises and tactics by the education elite and teacher unions, I have seen how the entire political agenda has permeated the legislative process at the state and national levels. As Education Policy Chairman in my State’s Legislature, I have had to deal with these political pressures and have seen how the masterful agenda on the part of the educated elite and the unions has affected my colleagues and their ability to resist the enormous pressure brought to bear on them, and their respective school districts.

The compromise of our children’s future has permeated the legislative process through lobbying efforts, recruiting pro-union candidates, and sheer intimidation. I assess that it will continue until it can’t be fixed. Then, a collapse of public education as we know it will occur, and something will have to take its’ place. Meanwhile, our children have lost their future, and our nation may never regain its position as a superpower and the leader of the free world.

Yes, this is serious business. I firmly believe that if we wait until the alarming collapse I cited, America will have lost its future. This is a time for a loud call to common sense, our founding values, and the premise that the self-serving educational elite cannot compromise our children’s education and their future anymore. As the new “Tea Party” movement has awakened the silent majority from their past political and policy indifference, a new activity must rise out of the ashes of our disastrous math and science test scores, falling graduation rates, and politically correct social transformational education experience. It must stop. Our traditional education system’s basics must be restored, including academic excellence, parental involvement and support, discipline, and clear, consistent, standardized testing and evaluation.

Public education must adapt to a global environment, and the teaching methodology must adapt to the times and current technologies. However, we must create a new type of teacher that can teach ALL students. The pedagogy must be based on the premise that students learn at different rates, have different backgrounds, and think differently. However, to be consistent with the goals and objectives that I noted earlier, the sacred mission to educate, we must find a way to deliver quality education to every student and discard the premise that some students can learn and some cannot. We owe it to ourselves, them, and most importantly, to future generations of Americans to ensure that America continues as the leader of the free world.

Mr. Palmer, a life-long entrepreneur, owner of diverse business interests, strategic planner, real estate developer, market & economic feasibility authority, and technology & real estate financier, is the founder of the Amerivest Group. Mr. Palmer has also been active in local, state, and national politics & government policy decisions since 1979 and concurrently remains active in regulatory, education, and business issues nationally. After becoming the Republican nominee for US Congress in Michigan’s 10th District, Mr. Palmer served in the Michigan Legislature as Majority Whip, Education Chair, and a ranking member of numerous Policy and Appropriations Committees over four terms. He has been an advisor to telecommunication regulatory policy in Michigan and nationally.


Alcohol scholar. Bacon fan. Internetaholic. Beer geek. Thinker. Coffee advocate. Reader. Have a strong interest in consulting about teddy bears in Nigeria. Spent 2001-2004 promoting glue in Pensacola, FL. My current pet project is testing the market for salsa in Las Vegas, NV. In 2008 I was getting to know birdhouses worldwide. Spent 2002-2008 buying and selling easy-bake-ovens in Bethesda, MD. Spent 2002-2009 marketing country music in the financial sector.