American Educators Are ‘Trained’ In Social Justice While Public Schools ‘Collapse’

The education establishment in America considers Dr. Jill Biden as the leading voice of public education. Jill Biden’s Ed.D. degree from the University of Delaware is what gives her and the compliant press the power to insist that she be referred to as “Dr.” Jill. The shallowness of her doctoral education revealed when her dissertation became public seems only to bolster her bona fides among the corporate media and Democratic elites.

The quality of her dissertation was so poor that many speculate about whether she would have been deemed eligible for her degree if her husband had not been a six-term Senator from the state whose university she was attending. Her dissertation was full of math errors and typos that any academically-minded person would not expect to find in an average high school paper. Beyond the stylistic shoddiness, the report demonstrated a fundamental ignorance of the history of American education.

Dr. Jill’s popularity and claimed authority are used to support the claims made by the teachers’ unions that have actively been at war with America’s children ever since the beginning of the COVID-19 pandemic.

Jack Cashill wrote at American Thinker on September 9 about his experience with graduate-level education degrees in modern America. He described his brother’s decision to forgo a doctorate in education. Although he is a very successful high school principal, he felt that the classes he took to earn his Master’s degree were an utter waste of time and could not justify additional “education” as an educator.

Of course, Cashill’s brother lost out on almost certain promotions, and other opportunities inside the public education structure he might have received had he gone on to become an education “doctor.”

Cashill described the exposé by Project Veritas of a teacher in California who said that he only had 180 days to turn students “into revolutionaries.”

Despite the immense resources devoted to social justice training at education graduate programs, students who are captives of the public education system continue to suffer. One high school student in Baltimore recently passed only three classes in 4 years and received a 0.13-grade point average. Somehow, he still ranked in the top half of his course.

Cashill concluded his essay by saying that if every graduate school of education in the country closed down immediately, the only people who would miss them are currently on the payroll.