Gates argues that our high schools are obsolete in that their educational designs were conceived for a different era, at a time when only a small segment of the student body was expected to go to college whereas the rest of the population was being trained to enter the work force. Gates calls for a different school system, one which would meet the needs of the global economy of the twenty-first century. The Microsoft magnate warns that unless we intervene dramatically to change the dynamics of education, the consequences for future generations of Americans will be irreparable, with a majority of graduates unable to compete in the work force.

Gates does identify some of the issues that need to be altered if the school system is to experience any progress at all. He cites, for example, that by introducing high level courses, students can be better challenged which would, in turn, stem the drop-out rate that has crippled many urban schools in recent years. He also speaks about an educational divide with wealthy students experiencing an enriched curriculum, whereas students in poorer school districts are condemned to mediocrity, as their educational experience does not go nearly enough to produce an enlightened work force.

Gates’ criticism is well taken and educators ought to commend someone of his stature for raising the bar, specifically, that all children, no matter what their ethnic provenance may be, deserve a top-notch education. Gates’ vision of redesigning schools, however, is not bold enough. His idea of restructuring is based on three principles, namely that students ought to take high caliber classes in order to prepare for college, that students’ aggregate data ought to be better analyzed so that administrators can make intelligent remedial plans to assist students when they are failing, and, last, but not least, is the notion that politicians, educational leaders and parents ought to be more vocal in highlighting the importance of higher education among youngsters.

Gates’ prescription for reforming the high schools, when all is said and done, sounds more like a modest proposal than a sweeping transformation of an ailing system. So, if I were able to formulate a wish list, here is what I would include to this initiative.

To begin with, let’s rethink the tenure concept across the board, requiring teachers to be reevaluated on an ongoing basis. Although many teachers are professionals who are committed to quality instruction, it must be recognized that tenure is a permanent economic security that does not leave much incentive for anyone to retool one’s skills or to be innovative. Tenure is a trap which must be modified if we are to witness meaningful teaching strategies in the classroom. The notion of tenure is ill-conceived in that it does not provide the mechanism for professional innovative practices. Having attained job security, many teachers are not compelled to examine their own teaching performance. Tenure, by its very nature, appears to invite complacency and as a result many instructors tend to become stale practitioners. We ought to demand exciting teaching practices, where teachers inspire learners and students take responsibility for learning, and we must put an end to teacher’s excessive dependence on textual devices and demand, instead, a creative learning environment where critical thinking skills are promoted.

I would also halt the technology divide in the American public schools. At the present time, the educational scene is dislocated in that one can experience a state-of-the-art school, replete with computer-assisted instruction, equipped with the smart boards, a laptop for every student and a private email account for each learner as well as having access to teleconferencing so as to allow World Language students, for example, to communicate instantly with just about any group of students around the globe in the target language. Conversely, one can experience a frustration and disappointment in many school districts that are unable to provide technology to their student population. Such a divide is not only detrimental to one’s educational growth but it is also un-American for every citizen ought to have the right to a sound education.

Understandingly, some skeptics may misconstrue Gates’ remarks as a ploy to sell more Microsoft products. But that would not be a fair characterization for the Gates Foundation has contributed millions of dollars to education and it continues to fund thousands of educational initiatives as well as offering millions of dollars in scholarship money each year, to deserving high school seniors.

Similarly, some politicians in the state of Washington are quick to point that Gates is part of the problem in education rather than offering a solution. They argue that Microsoft is an active lobbyist in an effort to protect the company’s assets by asking lawmakers to lower taxes for corporations. They say that the tax base is not as strong as it ought to be, which would warrant additional educational funding. In other words, without increasing corporate taxation, innovative projects for education are likely to suffer.

The reality is quite different. Bill Gates deserves praises for having taken the bully pulpit at a time when elected policymakers are failing to provide the kind of leadership needed to bring about educational reforms. Gates’ educational agenda is a courageous one for it attempts to raise the awareness level before it is too late. When President Ronald Reagan took office, he made the correlation of the perils of war to the perils of a mediocre educational system. This call to action resulted in a major shift in policy and perception, the results of which produced higher professional standards, especially in the areas for granting teaching certification, forcing prospective teachers across the nation to take the Praxis series examination.

Adequate funding is an essential component to the equation of reforming our educational system. To suggest money as a solution to a complex issue would be a terrible mistake. This is the easiest part. The real difficulty lies in bringing about courageous and daring reforms that take into account a constructivist approach to the notion of teaching and learning.