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19.02.2025 |
Open Letter to the President
Dear Mr. President,
As a public educator with 30 years of experience across multiple states, primarily in underfunded school districts, I have deep concerns about your recent statement regarding the elimination of the Department of Education. Your argument—that the U.S. spends the most per student but ranks low in success, while Norway and other Scandinavian countries excel—was both misleading and oversimplified.
While it is true that the U.S. has a high average expenditure per student, this statistic masks a deep inequity. Due to the link between local taxation and school funding, affluent districts receive the lion’s share of resources, while poor districts struggle with inadequate funding. When comparing student performance in well-funded U.S. districts to that of Norway, the outcomes are comparable. The real crisis lies in the systemic neglect of poor school districts, where collapsing infrastructure, underpaid teachers, and bureaucratic inefficiencies perpetuate educational disparity.
The U.S. education system, shaped by policymakers from privileged backgrounds, disproportionately benefits the wealthy while leaving the disadvantaged behind. Much of the funding allocated to struggling districts is funneled into private educational corporations—such as textbook and standardized testing companies—rather than directly benefiting students and teachers. Additionally, administrative overhead consumes a significant portion of the budget, often rewarding bureaucrats who have little understanding of or investment in the realities of the classroom.
Before invoking Norway as a model, it is crucial to understand its approach. As a social democracy, Norway views education as a societal investment. Public schools are equitably funded, ensuring that all students receive a high-quality education regardless of socioeconomic background. Teachers are respected professionals, required to hold a master’s degree with a research component. They enjoy academic freedom and autonomy, which fosters a genuine profession rather than a survival-based occupation.
Conversely, the U.S. prioritizes economic efficiency over educational integrity. Success is measured through standardized testing, reducing learning to quantifiable metrics rather than fostering critical thinking and citizenship. High school diplomas in low-income districts often carry little value, as graduation requirements prioritize attendance over academic competence. Teacher preparation programs in the U.S. are often weak, allowing underqualified individuals to enter schools as teacher and admin in struggling districts, exacerbating the problem.
You and your family have not attended public schools, nor will you in the future. Citing Norway’s system without acknowledging its foundational social policies is disingenuous. The reality is that public education in the U.S. is divided into two worlds: in affluent areas, schools are well-resourced, safe, and stable; in poor districts, high turnover among teachers and administrators, discipline issues, and systemic neglect create an environment where education is devalued. Parents, who must work in a couple of different jobs just to get by, do not have time and energy to get involved in their children’s education. Many students in these districts understand, even implicitly, that the system has little to offer them.
Norway’s success stems from valuing education as a collective investment rather than a business venture. Schools function as communities, not profit-driven enterprises. Teachers are empowered, students are supported, and socioeconomic disparities are minimized. The U.S., particularly in impoverished districts, treats education like a commodity, with success dictated by corporate-driven metrics and economic return.
Instead of dismantling the Department of Education, I urge you to reconsider its role. Address the inequities in funding, invest in teacher development, and foster a sense of educational community. Education should not be a privilege for the wealthy but a right for all.
Sincerely,
Edward Allen / California, 2025
