Time to Overhaul: The Department of Education’s Urgent Exit is Crucial!

By Dr. Thomas Patterson |

In a remarkable display of athletic prowess, American athletes triumphed at the 2024 Olympic Games. They showcased their talents without the extensive support from government-run sports programs that many competitors rely on, illustrating their dedication and skill while representing the United States.

While the country faces challenges, it remains at the forefront of military strength, industrial output, and technological advancements. However, a troubling reality lurks beneath these achievements: the state of American education, which ranks below average in math and literacy compared to peers in other developed nations.

The educational system is producing graduates with minimal understanding of their history and a lack of knowledge about the political and economic frameworks underpinning their success. Many students seem to be more attuned to identity politics than to constructive discourse, leading to increased polarization.

This educational decline can largely be attributed to the policies dictated by the U.S. Department of Education (DOE), established in 1979. Often criticized for prioritizing the interests of teachers’ unions over student achievement, the DOE has been instrumental in shaping an educational landscape that may detract from student learning.

Under Education Secretary Miguel Cardona, policies have veered towards promoting radical gender ideology. On the recent “Trans Day of Visibility,” he suggested that children expressing their gender identity is a positive vision for the future. Many believe that encouraging children to embrace realities rather than ideals would better serve their educational growth.

Cardona’s stance that teachers, not parents, should lead discussions on values and education raises concerns. In a now-deleted tweet, he claimed, “Teachers know what is best for their kids because they work with them every day,” indicating a shift away from parental influence.

During the COVID-19 pandemic, the two largest teachers’ unions, the National Education Association (NEA) and the American Federation of Teachers (AFT), demonstrated a concerning detachment from their students’ educational needs. Despite mounting evidence supporting safe in-person learning, they resisted returning to the classroom, prioritizing political agendas over students’ academic progress.

AFT President Randi Weingarten’s recent conference address exemplified this trend. Instead of focusing on the educational setbacks resulting from prolonged school closures, she voiced concerns over political threats, framing the conversation around anticipated violence and fascism.

The unions’ solutions to academic challenges often center on increasing funding; however, this approach has yielded little improvement. For instance, the Chicago Teachers Union opposed school reopenings, labeling standardized testing as “junk science.” Their demands included significant salary hikes and additional days off, diverting attention from the pressing need for student education.

Despite spending a staggering $29,028 per student—up 97 percent since 2012—Chicago schools reported alarming drops in math and reading proficiency, with declines of 78 and 63 percent, respectively. These figures indicate a troubling trend: students are entering adulthood unprepared, while educators remain well-compensated.

To pave the way for substantial educational reform, significant change is needed in the DOE and the influence of teachers’ unions must be curtailed. Achieving this change is daunting, especially under a Democratic administration that maintains close ties with the unions.

The DOE’s 60-plus years of existence have failed to yield notable academic benefits. Unless we muster the political will to dismantle this department, the future of American education—and the nation itself—remains at stake.

Dr. Thomas Patterson, a former Chairman of the Goldwater Institute, is a retired emergency physician and served as an Arizona State senator in the 1990s. He is the author of Arizona’s original charter schools bill.