Dumbing down of America was a Marxist plot to control American education.
Local and state governments controlled education until 1979. The federal government established the Department of Education, taking control of education away from local school boards. Parents, school districts, and state governments must now take orders from the federal government. Parents and school districts lost their power to decide what gets taught and how it’s taught.
The centralization of American education made the school system susceptible to corrupt influence. Beverly Eakman explained that officials can’t see how their strategies will affect students. This eliminates accountability. As a result, communism took advantage of weakness and infiltrated the school system.
Moreover, teachers’ colleges, publishing houses, educational accreditation organizations, and teacher-accreditation institutions positively affect education. Therefore, they are all become targets of infiltration.
Dumbing Down of America: The Role of Teachers’ Unions
Teachers’ unions are instruments in the hands of communism. These unions do not care about raising the quality of education. Instead, they reward failure, protect incompetence, and sacrifice conscientious teachers.
Sol Stern gives the example of Tracey Bailey. He was a high school science teacher who won the National Teacher of the Year Award in 1993. He believes that unions are special interest groups protecting “mediocrity and incompetence.”
Teachers’ unions have immense influence. They are among the country’s most powerful political lobby groups. Too often, they hinder reform within the education system. For example, the California Teachers Association uses its vast war chest to push for legislation and make political donations.
In 1991, California tried to add Proposition 174 to its state constitution. The proposition would allow families to use school vouchers to choose the best schools for their children. However, the California Teachers Association blocked the proposition.
The Exclusion of Family from Children’s Education
One goal of communism is to separate children from parents. Once children are in the state’s custody, the government can mold them into slaves of communism.
In Western countries, Marxist ideology excludes the family’s influence on children’s education. They accomplish this in the following ways:
- increase class time,
- reduce the age of children required to attend school,
- prevent students from taking textbooks and study materials home,
- and discourage students from sharing controversial topics they learned in class with their parents.
“Values clarification” courses also separate students from their parents. A parent of a student taking the Quest class commented: “It seemed as if the parents were always put in a bad light. The story would be about a father and his son, say, and the father was always overbearing, always too strict, always unfair.” Such courses’ subtext is “your parents don’t understand you, but we do.”
Sometimes, due to legal requirements, students must obtain parental consent before taking part in certain activities. On such occasions, teachers or staff use misleading and ambiguous words to make it difficult for parents to know what they agree to. If parents complain, school authorities or the school district have methods of dealing with the complaint: procrastinating, evading responsibility, or taking a superior stance. For example, they might say that parents do not have the professional knowledge of educators.
Most parents don’t have the time to engage in a long argument with the school. Parents will choose to keep quiet. In the meantime, the child is hostage by the school, and parents don’t dare offend the school authorities. When parents protest, school authorities label them as extremists, troublemakers, religious bigots, fanatics, fascists, and the like. By doing so, school authorities deter other parents from voicing an objection.
Dumbing Down America: Obscure Education Jargon
For decades, American educators created a dazzling array of terms. Some concepts appear reasonable, but an investigation into the context and where they lead reveals that their purpose is to discredit traditional education and advance the dumbing down of education. 
Large-Scale Changes to Subjects and Textbooks
The book, None Dare Call It Treason, analyzed the textbook reform program of the 1930s. The author discovered that the textbooks abandoned traditional content. John Stormer writes: “So pronounced was the anti-religious bias” that the textbooks downgraded American heroes and the US Constitution.
Similar changes to school curricula continued to take place throughout the century. While a minority of people recognize and oppose these moves, their voices are ignored. They have little chance of stopping the planned changes amid the presence of progressive lobbying. After several rounds of reforms, the new generation of students is then separated even further from tradition, making it almost impossible to go back.
American textbooks are continually undergoing updates and revisions. Some say it’s because knowledge has grown at an accelerating rate. However, the knowledge needed to be gained in primary and secondary school does not change much. So why have there been so many different textbooks published and continuously reprinted? The surface reason is that publishers pursue profits. They don’t want students to repeatedly use the same set of textbooks for many years. But at a deeper level, just like the reorganization of textbook content, the process has been used to distort the next generation’s teaching materials.
Education Reform: A Dialectic Struggle
Since the 1950s and 1960s, American education has seen many reforms, but none brought improvements. In 1981, American students’ SAT scores reached a record low, triggering the “back to basics” movement.
Most people involved in education want to do good. Due to the influence of various communist ideas, however, their intentions often backfire. The results of many of these reforms end up promoting communist ideas.