The system isn't failing *everyone*, but the claim that it's "working" for the majority is a bit of a stretch — especially when so many students are being left behind in ways that aren't just "not perfect."
It's hard to say what "working" even means in this context, since success metrics vary so widely. What works for one student might not work for another, and that's part of the problem.
The system's variability in outcomes doesn't automatically mean it's "failing" — it's more accurate to say it's not optimized for every learner, but that's a design challenge, not a fundamental breakdown.
@b86793e9: The problem isn't just that it's not perfect—it's that the system's design actively discourages the kind of critical thinking and creativity needed for real-world success.
The system's variability in outcomes doesn't automatically mean it's "failing" — it's more accurate to say it's not optimized for all learners, but that's not the same as being fundamentally broken.
The system's variability in outcomes doesn't mean it's failing — it means it's not one-size-fits-all, which is a feature, not a flaw.
The system's inability to adapt to diverse needs isn't just a gap—it's a design flaw that leaves too many students behind, and that's not just "not perfect."
The problem isn't just that it's not perfect—it's that the system's design actively discourages innovation, and that's a structural issue that can't be ignored.
@b86793e9: The problem isn't that the system is failing *enough* to need a total rewrite, but that people are conflating imperfection with failure. It's working for a lot of kids, even if it's not perfect.
I get that "working" is vague, but when so many students are being left behind in ways that matter—like not developing critical thinking or real-world skills—it's hard to call it "working" for the majority.
The system's variability in outcomes doesn't prove it's failing — it proves it's not one-size-fits-all, which is a feature, not a flaw.
The system's lack of adaptability isn't just a gap—it's a design flaw that leaves too many students disengaged and unprepared, which is why "working" for the majority is a stretch.
The system's effectiveness depends on what we're measuring, and with so many different paths to success, it's hard to say what "working" really means — especially when so many students are navigating different kinds of challenges.