Where is Superman when you really need him? Looking at statistics and watching parts of Davis Guggenheim’s film, ”Waiting for Superman,” we can’t help but be alarmed about America’s students’ education and future. How can our nation and our golden state keep its “scientific and technological excellence” when students lack the fundamentals and proper resources for science and mathematical education?
 |
| Francine Orr, Los Angeles Times |
Statistics done by the National Assessment of Education Progress and the Broad Residency indicate, “43% of American eight graders do not have a basic understanding of science…and only 10% of elementary students regularly receive hands-on science lessons.” According to the Broad Residency’s K-12 public education statistic, “American students rank 25th in math and 21st in science compared to students in 30 industrialized countries.” The facts are loud, clear and very alarming.
Although statistics paint a grim picture, improving the public private partnership, along with government reforms, might build up our students’ science and math statistics. This will also secure California as well our nation to remain competitive in world markets.
The concept of “public and private partnership in education” plays a major role in the solution of our particular dilemma. Critics might argue that involving for-profit private sector firms in our education system might bring on unwanted changes such as: loss of control, loss of uniformity, loss of democratic values, and segregation of students. However, statistics and research show that recent developments indicate several benefits of this partnership. According to John E. Chubb, founder and chief executive officer of Leeds Global Partner, an international education consulting and services firm, privatization of public schools will bring the element of “economies of scale” to the education sector.
The current bureaucratic system has built an education sector that is failing and inflexible. Privatization will streamline this process and bring in the principle of “scale” where the most effective, cost-efficient, and result producing system would be applied. A for-profit organization can easily adapt this scale to different size school districts, from the very small to the very large. Currently, small districts are unable “to afford the kind of administrative support they need,” and large districts are not “easily governable and accountable.”
Another benefit of privatization would be that, for-profit companies will give the schools the “capability to make financial investments in research and development and comprehensive school reform that public schools can only dream of.” Also since private businesses have far greater freedom to shape their management and customize their work practices and employee contracts, they will clearly focus on the success of our education system without the heavy cost of bureaucracy.
California’s K-12 public school students face many challenges and will certainly benefit from President Obama’s recent efforts. According to a statement made by the White House Office of the Press Secretary, “Public-private investments of more than $250 million will help prepare over 10,000 new math and science teachers and train over 100,000 existing teachers.” President Obama is determined to build “new and innovative partnerships involving major companies, universities, foundations, non-profit organizations and government agencies designed to attract, develop, reward and retain outstanding educators in science, technology, engineering, and mathematics (STEM).” The expansion of his “Educate to Innovate” campaign will compensate the growing teacher shortage in STEM fields over the next decade. 
Currently teachers in California are still challenged in teaching “science” due to lack of time, resources and proper training. According to a survey of 1100 elementary school teachers “85% said they have not received any training during the last three years.” Due to limited funding, teachers are paying for their own science supplies and are unable to attend training classes. It is not acceptable that the “California Science Project’s funding to train teachers has shrunk to $1.2 million from $9 million in 2002-03.”
Tom Torlakson, CA Superintendent of Public Instruction, claims, “that students well-trained in science, technology, engineering and math — the disciplines known as STEM — are critical to the state's economic prosperity. Fifteen of every 20 new jobs in the state require such skills.”
Clearly California, as well our nation, is in dire need of a reform that will revitalize our education system. Public private partnership is an essential component of this reform. President Obama’s campaign, “Educate to Innovate,” is also a major step towards the right direction. The future of our students depends on the joint efforts of public and private partnerships, which recognize the essential need to reform and revamp our struggling education system.
