K–12 Education: A New Design for Today’s World

Introduction: We need a new school system. The current design asks too much of teachers. It leaves struggling students behind. It holds back students who are ready to move ahead. And it does little to build the life skills young people need as adults. The system outlined here will deliver high-quality learning for every child, whether they live in an affluent community or in one with limited resources. It will prepare students for academic success, for social success, and for the challenges of adult life. This design will ensure that every child has access to an excellent education, wherever they live.

Outline:

I.      What People Want From K-12 Education

II.     Typical Skills Businesses Value from K-12 Education

III.    The Core Problems with the Current K-12 Education System

IV.    The Proposed Solution - Part One: Computer-Based Didactics

V.      The Proposed Solution - Part Two: Restructuring the School Day

VI.    Student Evaluation

VII.  Broader Benefits to Society

I. What People Want from K-12 Education

A. Parents and the public at large look to schools to help children grow into resilient and capable adults. Some of the most common expectations include:

1. Preparation for employment: Skills needed for future jobs.

2. Strong foundations for life: Clear thinking, problem-solving, and good decision-making.

3. Good character and social skills: Kindness, honesty, respect, cooperation, and conflict resolution.

4. Opportunity and fairness: Equal access to quality instruction and resources, regardless of background.

5. Basic practical knowledge: Financial literacy, health, civic responsibility, and everyday life skills.

6. Inspiration and joy in learning: Helping children discover interests and passions that make learning meaningful.

II. Typical Skills Businesses Value from K-12 Education

A. Entry- and Lower-Income Roles (Bottom 50%)

Core Skills

1. Using numbers comfortably at work: Adding, subtracting, multiplying, dividing; working out prices, making change, budgeting, reading charts and graphs, and measuring things (distance, weight, or time).

2. Digital skills: Operating computers, using email, and working with spreadsheets at a basic level.

3. Practical problem-solving: Adapting to disruptions, managing multiple tasks, and resolving common workplace issues.

4. Reading and understanding information: Following instructions, forms, signs, emails, and simple reports well enough to act or communicate details reliably.

5. Workplace habits: Demonstrating dependability, punctuality, and adherence to procedures and routines.

6. Interpersonal skills: Cooperating, communicating, providing customer service, and handling workplace conflicts.

7. Workplace traits: Following established processes, showing a willingness to learn, and accepting feedback.

Academic Skills Typically Not Required

1. Intermediate math (algebra, geometry, trigonometry), sciences (biology, chemistry, physics), advanced writing, historical or literary analysis, and formal research skills.

B. Professional and Higher-Income Roles

1. 1. 1. Role-specific expertise: Mastery of technical or domain knowledge (e.g., software, analytics, finance, engineering).

      2. Project management: Planning, scheduling, team coordination, and meeting deadlines.

      3. Leadership and initiative: Motivating others, decision-making, and driving progress for teams and organizations.

      4. Ongoing learning: Actively up-skilling and adapting to industry changes.

      5. Communication proficiency: Writing clearly, speaking persuasively, and using digital tools to collaborate.

      6. Advanced social abilities: Networking, conflict mediation, cultural competence, and professional presence.

      7. Innovation: Creating new approaches and ideas for evolving workplace demands.

III. The Core Problems with the Current K-12 Education System

A. Unrealistic Expectations of Teachers

1. Not realistic to find 4 million high quality teachers.

• Not good enough financial incentives

• Not enough status

B. The System’s Harm to Struggling Students

1. 1. 1. Roughly one third of students are behind in every subject, and another third are behind in multiple subjects.

      2. These students often experience school as emotionally stressful and discouraging. They encounter repeated failure messages, struggle to pay attention in class, fail to master material independently, and receive low or failing grades. The sense that they are “not good at school” becomes persistent.

      3. Many students who struggle at school also have difficult home lives, marked by poverty, instability, or lack of support.

      4. As a result, they spend nearly all their time in unsupportive environments. With neither school nor home providing comfort or encouragement, these students have nowhere to feel emotionally secure or valued.

      5. Many eventually disengage from academics, seeking relief in immediate pleasures, which too often leads to destructive behaviors such as drug use or crime.

      6. Over time, the learning process itself becomes tied to feelings of frustration, shame, and discouragement. As adults, this makes learning far more difficult, even when motivated or interested, because the process itself revives these painful emotions.

C. The System’s Limitation on Advanced Students

1. 1. 1. Another one third of students are up to speed and capable of more.

      2. Many of these students are held back by pacing aimed at slower learners.

      3. This limits the development of those most likely to lead in adulthood.

D. Wrong Academic Focus

1. 1. 1. Topics like geometry, algebra, and history typically have limited direct relevance for most students’ everyday lives and career paths.

      2. Training in essential life skills, such as emotional intelligence and practical problem solving, is largely absent from the curriculum.

E. A System That Fails Most Students

1. 1. 1. Virtually nobody is well served by the current structure.

      2. High-performing students are held back, unable to progress at a pace or depth suited to their abilities.

      3. Most other students experience an unpleasant emotional environment, often severe, that produces feelings of failure, disengagement, and long term difficulty learning new things as adults.

      4. Too much classroom time is dedicated to material with little practical value for students’ lives outside school.

      5. Crucial life skills for adulthood are missing or neglected, leaving students ill prepared for real-world demands.

IV. The Proposed Solution – Part One: Computer-Based Didactics

A. Development of Teaching Modules

1. 1. 1. Assemble top educators to create high-quality, computer-based K–12 instructional modules for every subject.

      2. Estimated one-time development costs of $1–2 billion, potentially supported by philanthropic organizations.

B. Features of the Modules

1. 1. 1. Clarity: Every word, graphic, and instructional element can be carefully designed, tested, and refined to maximize engagement and comprehension.

      2. Customization: Each subject module can be offered in a fast-track option for advanced learners and gradual, supportive approaches for those who need more time.

      3. Retention: Integrated spaced repetition will reinforce key concepts and support long-term memory.

      4. Accessibility: Students will be able to progress at their own pace, revisiting challenging topics and moving quickly through material that comes easily to them.

      5. Flexibility: The system will accommodate uneven progress, allowing learners to excel in their strengths while spending extra time where needed.

V. The Proposed Solution – Part Two: Restructuring the School Day

A. Half-Day: Individual Computer Lab Work

Structure

1. Students spend part of their day in the computer lab where all academic instruction is delivered through computer modules.

2. Some very basic modules will be required for graduation. The exact requirements may be set by local school systems or by the state. These modules will provide students with an introduction to key subjects. They could include:

• Arithmetic through fractions, simple algebra, and geometry

• Grammar and basic reading comprehension

• U.S. history

• Civics, including how government works

• Basic science

3. Beyond these few essentials, students choose all of their own modules and topics. Since the number of required modules is small compared with the many years students have to complete them, most of their time will be spent studying subjects they select for themselves.

Features

1. 1. 1. Choosing subjects they are interested in keeps students engaged and makes learning a positive experience.

      2. Forcing students to study subjects they do not like leads to frustration and a negative view of learning. This negative view is likely to carry into adulthood, making future learning much more difficult.

      3. If a student is forced to learn a subject they are not interested in, they are unlikely to learn the material very well anyway. It is better to let them wait until there is a reason to learn it, such as when they discover interest in another subject that requires it or when a real situation like a job motivates them to study it.

      4. The students who are most likely to resist learning beyond the basics are usually the same students who struggle or fail in the current system. In traditional classrooms, those students rarely learn much more than the basics, so by not being forced to study those subjects in this system, they are no worse off.

      5. Students who do poorly in traditional classrooms may have talents or abilities that remain hidden because they are forced to spend their time on subjects where they struggle. Allowing students to follow their own interests makes it more likely that these abilities will surface. Discovering and developing an area of real talent will build self-esteem, earn admiration from peers, and potentially open a path toward a future career.

      6. Over time, this approach helps create adults who see learning as something positive rather than unpleasant and frustrating. Because they associate education with choice and interest rather than failure, they are more likely to return to it willingly when they need new skills, whether for a job, a career change, or personal growth.

      7. Because these computer modules remain available after graduation, students can keep returning to them for learning at any stage of life. Growing up with these tools removes the intimidation often felt by adults returning to education, making lifelong learning more accessible, comfortable, and likely to happen.

B. Half-Day: Group Interpersonal Activities

Structure

1. When students are not in the computer lab, they will work in groups of two or more.

2. Groups will be rotated so that every student will work about the same amount with every other student in the class.

3. Group projects will include both computer lab topics and other activities such as creative, expressive, sports-related, or any other kinds of projects that people can do together.

4. There are endless possibilities for group projects. Here are a few examples:

• A science experiment based on lab modules

• A simple business plan or budgeting project using math skills

• Writing and performing a short play based on English topics

• A group debate or presentation inspired by a historical event

• In art, the group agrees on a theme such as a park or underwater scene, and each student adds elements to a shared canvas to create a single unified piece

• In sports, every player might be required to touch the ball the same number of times or invent a funny move each time they get possession

Benefits

1. Group activities provide social benefits that extend well beyond the classroom.

2. Every student works with every other student, giving children valuable experience interacting across the usual divides of popularity, appearance, ability, and background.

3. Group projects prepare students for real-world collaboration by giving them experience working toward shared goals alongside peers with diverse backgrounds, abilities, and perspectives. These opportunities help students develop the teamwork, communication, and adaptability needed for success in higher education and the workplace.

4. Regular interaction with peers from different backgrounds helps reduce prejudice and build social cohesion. These experiences foster empathy, acceptance, and a sense of belonging for all students, strengthening the classroom and wider community.

5. Every student will have opportunities to both lead and follow.

• Students who lead gain valuable experience adapting to group members with diverse backgrounds, knowledge, and approaches. This helps them develop patience, flexibility, confidence, and communication skills that will help them succeed in their future careers and adult relationships.

• Students who usually follow gain a better appreciation for the responsibilities of leadership by trying it themselves. This firsthand experience helps them become more understanding, supportive, and engaged team members when they return to following.

6. In this system, students with a wide range of abilities and disabilities can be included, provided they are able to interact appropriately with others.

7. Grouping students of all abilities fosters an inclusive environment where working and learning together nurtures empathy, patience, and social intelligence. These experiences help students see beyond disabilities and appreciate each individual’s unique strengths.

8. Students with disabilities will have frequent positive interactions with their classmates, helping them feel respected, valued, and connected. This mutual experience benefits everyone and strengthens the sense of community for everyone.

Note: Separate computer modules will teach the fundamentals of leadership and followership. These modules, which will be required, will cover essential skills for both roles, introduce common group challenges, and present effective strategies for solving them. This structured, practical training will ensure every student is well prepared to participate successfully in group activities.

VI. Student Evaluation

A. Academic Progress (Computer Modules)

1. 1. Students' progress is measured by the number and type of modules they successfully complete.

   2. Each module requires demonstrated proficiency before it counts as completed.

   3. The point a student reaches within each subject is a direct, consistent indicator of their skill and understanding in that area.

   4. Unlike traditional grades, which can vary between teachers and schools, computer-based module assessments are uniform and objective because all students are measured against the same standards.

B. Group Activities

1. Students are evaluated on how well they collaborate and contribute within their groups, not on the group's final product.

2. Assessment of group work may include teacher observation, structured peer and self-assessment, or group journals to capture cooperation, initiative, and problem-solving.

3. While methods may vary between schools, the central criterion is always each student’s quality of interaction and contribution to the group.

VII. Broader Benefits to Society

A. Equal Access to Quality Education

1. All students receive the same high-quality instruction through standardized modules, regardless of their financial situation or where they live.

2. Families no longer need to move to specific neighborhoods to access better schools, reducing inequality and stabilizing housing markets.

B. Workforce Preparedness and Employment Stability

1. Graduates enter the workforce with strong interpersonal, teamwork, and adaptability skills.

2. Emphasis on cooperation and self-motivated learning prepares students to find and maintain steady employment in a changing economy.

C. Reduced Crime, Addiction, and Social Problems

1. Positive early experiences and improved job stability lower the risk of addiction and related social challenges.

2. As addiction and unemployment decrease, so do rates of crime and other societal problems.

D. New Forms of Social Connection

1. Students who grow up comfortable in diverse social settings are more likely to seek out or create new ways to gather regularly with others as adults. Instead of relying on traditional institutions like churches, they may form social circles based on shared interests, civic participation, or creative projects, providing opportunities for meaningful connection and belonging throughout their lives.

2. Stronger real-world social bonds may also encourage higher rates of family formation and child rearing, benefiting society as a whole.