Ross Perot on Education
1992 & 1996 Reform Party Nominee for President
Teachers are poorly paid; more special compensation
In 1984, the Texas education establishment was ruled by what was called the "iron triangle." It consisted of the House and Senate legislative committees, education bureaucracies (the Texas Education Agency), and union representative
teachers and coaches.
The governor asked Perot to serve as chairman of the Select Committee on Public Education (SCOPE).
The governor had no idea that the so-called camel's nose he let under the tent would raise such a storm.
Using his own money, Perot brought in experts on education. "World-class people,"
he says. "I wanted to know where we were headed." Perot's specialists found that teachers were poorly paid and needed a lot more special compensation.
Source: The Man Behind the Myth, by Ken Gross, p.195-196
, Sep 20, 2000
No high school football unless passing grades
Perot attacked the football establishment. He denounced the presence of football coaches at the top level of academic management. "It was the football comments that got the most ink," Perot told Texas Business, "but we were also taking a hard look at
such cost-ineffective programs as vocational and agricultural education."
"Extracurricular activities are about the only place in the public school system where we demand excellence from our children. I thought I was living pretty well until
I found out that high school football players have towel warmers."
The howl of pain for the alumni, the fans, the coaches, and the ex-coaches rang from one end of the state to the other. Perot, meanwhile, in his piccolo-piper voice,
lobbied for a bill that would prevent students from participating in after-school sports unless they had passing grades. He rallied the business community and politicians for a school reform package. And he won.
Source: The Man Behind the Myth, by Ken Gross, p.195-197
, Sep 20, 2000
Expand school year from 180 days to at least 210
Our children attend elementary and high school for 180 days a year, while their counterparts in Japan and Germany attend school for 243 days and 240 days, respectively. Can our children learn as much in 180 days as their children learn in 240 days? To
ask the question is to answer it. If we were to increase our school year from 180 days to 210 days-still behind many nations-that would be the equivalent of two more years of school by the time a student finishes the 12th grade.
Source: The Dollar Crisis, p.131
, Jul 2, 1996
Investing in education results in high living standards
Much that is happening in our schools is good, but too many young people graduate from high school without having been challenged, and often without having acquired the basic literacy and math skills everyone needs. The overwhelming reason for our
high standard of living-and that of other industrialized nations-is our investment in people.
The US is ahead of all other nations in higher education, though the gap is narrowing. But in elementary and high school education, we are lagging. No matter
who is elected, one trend is not going to change: The demand for unskilled labor is declining. Yet too many young people leave school untrained, although few of them are untrainable.
We need to be more creative, and we need to draw greater numbers of
parents into the education process. And when we encounter parents who lack basic literacy or are severely limited, we should seize the opportunity to train them so the problem is not compounded.
Source: The Dollar Crisis, p.130
, Jul 2, 1996
End adult illiteracy
We must encourage adults to add to their capabilities and to further their education. In particular, we should promote a major drive to end adult illiteracy. The extent of the problem is stunning. Approximately 23 million adult Americans
cannot read a newspaper or complete a job application properly. This is a huge drain on the resources of our nation.
Compounding the adult illiteracy crisis is the knowledge that children in a home where the parents cannot read and write are likely
to perform poorly in school, and many will become high school dropouts. And adults who have extremely limited skills are more likely to be unemployed. A hopeful sign is the discovery that a few third-world nations have been able to improve their
adult illiteracy rates dramatically within just a few years. There is nothing to prevent the US from doing the same. We can wait no longer.
Source: The Dollar Crisis, p.132
, Jul 2, 1996
Test students more; ďno pass, no playĒ
In 1983, Perot proposed developing achievement tests for students. It was Perot who coined the phrase that came to represent the thrust of his reforms-ďNo pass, no playĒ: meaning students had to maintain passing grades in order to participate in
One state senator concluded, ďĎNo pass, no playí didnít work like intended, since students took easy courses to ensure they didnít fail, instead of challenging themselves with more productive classes.Ē
Source: Citizen Perot, by Gerald Posner, p.157-59
, Jul 2, 1996
More money into same system produces more of same failures
Iíve been personally involved in education for years. I know the territory. In 1983, I headed a committee to overhaul the Texas public school system to improve results. Against fierce opposition from entrenched interests, we were able to make
considerable headway. I know it can be done. From the perspective of those years spent on the front lines, I see the major causes of our educational failure to be these: Donít tell me that money is at the root of the problem because it isnít. We spend billions a year on education. More money poured into the same system will only produce the same results.
Source: United We Stand, by Ross Perot, p. 76-77
, Jul 2, 1992
- We donít have good preschool training.
- Parents arenít thought of as
- Schools are bogged down in bureaucracy.
- We donít have national standards. We donít hold schools accountable for their product.
- We donít reward students and teachers for success.
- We havenít made learning the first priority.
- Our schools arenít organized to meet societyís needs.
More pre-school, more standards, more teacher respect
Today there are programs that have proven successful in regions all over the country. Washingtonís role should be to establish the means of measuring results and to encourage the spread of successful programs throughout the country. Here are the
specifics I recommend:
Source: United We Stand, by Ross Perot, p. 77-81
, Jul 2, 1992
- Establish comprehensive preschool programs. $1 spent on preschool will save at least $5 down the line.
- Spend federal dollars to spread programs that work.
- Empower parents. Our system is upside down. The producers have
all the power. The customers-the parents-have very little power.
- Restore local autonomy with accountability. Our local schools are hamstrung with bureaucratic orders from on high.
- Establish national standards and measure results.
- Make learning
the first priority.
- Treat teachers as respected professionals.
- Make better use of school buildings. School districts should be encouraged to stretch their school year, and we should draw adults into the learning center of the community.
Create worldís finest public schools
The goals of United We Stand America include:
Source: Save Your Job, Save Our Country, by Ross Perot, p. 0
, Jan 1, 1993
- To get our economy moving and put our people back to work.
- To balance the budget.
- To pay off our nationís debts.
- To build an efficient and cost-effective health care system.
- To make our
neighborhoods and streets safe from crime and violence.
- To create the finest public schools in the world for our children.
- To pass on the American Dream to our children, making whatever fair shared sacrifices are necessary.
Page last updated: Apr 27, 2013