The Medical Profession has thousands of years of experience in guiding its work. In the 20th Century, antibiotics, electronics, and other "goodies" significantly advanced medical acomplishments. The lead-off in Medicine is The Diagnostic Test. After diagnosis, certain problems become known. The doctor then has information as to what to treat. The success of this Strategy is self-evident.

However, teachers reverse this time-tested successful Strategy, with no justification for doing so -- just Tradition. And there's a further objection to this procedure. After treating (that is, teaching), the tests usually given have been purchased from profit-making testing agencies. And what kind of tests are these? diagnostic tests! Why? Because that's the only methodology at the disposal of these testing-agencies. It goes back to the work of xxxxxxx Binet in the 19th century, and has much experience and information behind it. These standardized test then diagnose problems in student performance. That would be fine. But there the process ends, just where it should begin! Is it any wonder that we have the current "educational mess"?

Another objection to the prevailing Teaching Strategy. It's about as collectivistic as any of those Communist procedures which were tried and failure in the late Soviet Union and its Satellites. The good students are held back by the inadequate ones, so there isn't time to cover some material needed to function effectively in our society!

I realized this 40 years ago in Puerto Rico and developed procedures to counter this. As shown at this Website, I devised "Standard Tasks" for the needs of our decision-making, consumer-choosing society. And I devised a testing procedure which did not punish the able students. The student proceeded at her or his rate. When ready, an individual student was tested on "Standard Tasks" he or she thought to be assimilated. If successful, the student went on to further studies. If unsuccessful, the student received individual tutoring (treatment after diagnosis) and then tested (diagnosed) again. (I could then, and can now, formulate thousands of distinct versions of each problem!)

I repeat one motivation, which I've mentioned elsewhere. PR in 1961 was doing so economically well that thousands of natives were returning from New York City and other places to take advantage of the good times. This flooded the schools and nearly wrecked the System! In the town of our University, the High School went on three shifts: 6 AM to noon; noon to 6 PM; 6 PM to midnight.

But it created another problem for me. All subjects in the schools were taught in Spanish from textbooks in Spanish -- except for High Schools Science and Mathematics. These were in English, since it was thought that adequate Spanish-language texts in these subjects were not available. This was not true. I built up a large section in our Library in mathematics books from Spanish and Argentina, for our education majors. But my example and counsel was not emulated.

So what? This meant that any student who had completed a college first course in mathematics and could adequately read English could find immediate hiring in PR high schools to teach mathematics! Knowing this, I required all of my students to correctly all of the 100 Standard Tasks, before receiving a passing grade.

One more caveat. You hear a lot of complaints about having to pay twice for certain things -- such as taxes. Do you realize that each of you is paying multiply for education. Because so many students grduated from our schools are deficient in English, math, etc., corporations spend billions of dollars each year retraining hirees. And they pass the cost along to us consumers in the cost of products and services they provide!

I've explicated a number of deficiencies in our Educational System, along with corrections. Are you ready to demand changes? Or do you like being fooled and overcharged?